SD#27- Cariboo-Chilcotin Achievement Plan2019-22

District ContextSchool District No. 27 acknowledges and honors the history, culture and territory of the Secwepemc, Tsilhqot’in and Dakelh First Nations in whose territory we work, learn and play.

Tsilhqot’inSecwepemc Dakelh – Ulkatcho

33% Indigenous Learners

•12 First Nations Communities

•Multiple language offerings

•Growing embedded indigenous learning

•Role Models Campaign

District Context

Background

•Geographical area of SD 27 encompasses most of the southern Cariboo-Chilcotin region from 70 Mile House in the south to McLeese Lake in the north, east to the Cariboo Mountains and west across the Chilcotin to the Coast Mountain range.

•This diverse geographical area covers about 100,000 km2

•The Cariboo-Chilcotin School District provides education to approximately 4833 students in 24 schools.• Extremely diverse schools from Lake City Secondary (7 – 12 with approximately 1300

students to Naghtaneqed Elementary Secondary School (K – 10 with approximately 35 students)

District Context

We have:

• 2 Secondary Schools

• 6 Elementary/Secondary

• 13 Elementary Schools

• 2 Alternate School

• 1 DL School

• 7 StrongStart Programs connect to 11 neighbourhoods

Curriculum Implementation

Re-designed NOT “new”

https://curriculum.gov.bc.ca

Career Development and Social Justice

Displaced workers due to technological innovation

Immigration and rising tensions based on differences in ethnicity, culture, and religion

Economic hardship and uncertainty

Rising nationalism and interest in “protecting values”Through isolationist practices

How can we help our young people make their way in a complex and uncertain world?

1900

“The change and transformation is really not about curriculum. It is actually about how we engage students in learning.”

ALIGNMENT...

MINISTRYBOARDSSCHOOLS

Generally, the Ministry has focused on some standard indicators...

•Literacy

•Numeracy

•Graduation

Increasingly, we have seen more focus on...

•Sense of belonging, connection, relationships

•Development of core competencies

How are we connecting to these indicators to maximize the potential of our students as educated citizens?

The Policy for Student Success will expect districts to demonstrate improvement in key areas as indicated by the ministry.

Framework for Enhancing Student Learning

School District 27Framework for Enhanced Student Learning

• The District worked through 18 months collecting input from stakeholder groups to develop the framework

• The Framework includes:• Students at the centre with a focus on the whole child:

• Sense of Belonging• Mastery of Skills• Development of Independence• Fostering of Generosity

• District-wide areas of focus• System-wide focus on:

• Curriculum, Technology, Mental Health and Well-being

• Spirals of Inquiry approach to learning and supporting children

• Scanning, Focus, Assumptions ...

Reporting Cycle…

Schools use September Shortened Day (Sept 3rd) and other school based meetings to review data and scan the needs of students to develop and fine tune Building Resilient Learner Plans(School Improvement Plan) each year

This scanning process includes a review of all quadrants of the Circle of Courage – Belonging, Mastery, Independence and Generosity

/

By October of each year

•Building Resilient Learner Plans (School Plans) Due

•Building Resilient Learner plans are monitored and supported by Professional Learning Community school based leaders and district coordinator.

•Senior Staff meet with school administration throughout the year to discuss progress as needed

•Schools use collaboration time (release time and built in), staff meetings and NID’s as necessary to fine tune throughout theyear

By mid-January of each year

•Professional Learning community facilitators prepare and submit a progress report to PLC Coordinator

•Senior staff continue to connect with school administration to review progress of Building Resilient Learner Plans

By June of each year

•Schools prepare year end report and recommendations for following year

•Superintendent provides Achievement Report to the Board

Building Resilient Learner Plans

How are we using evidence to get better every day?

What evidence do we use?

Indicators:

• Foundation Skills Assessment

• Transition Rates (Gr. 6-12)

• Six Year Graduation Rates

• Participation in Trades Programs

• Suspension Rates

• Student Learning Survey

• Reading Assessments (EPRA)(DART)

• Island Numeracy Assessment, Vernon Screener

- Indigenous Students

SD 27 - Indigenous

Province-Public Schools

Six Year Completion Rate

Province-Public Schools

SD 27 - All

Graduation rates

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2012/2013 2013/2014 2014/2015 2015/2016 2016/2017 2017/2018

Graduation Rates

Aboriginal Non Aboriginal

SD 27 non-Indigenous

SD 27 Indigenous

Grade to Grade transition for 2018/19

How are we doing?

2013 – 2017 data was:-Not Yet Meeting-Meeting-Exceeding

How are we doing compared to the province?

On Track and Extended

How are we doing?

2013 – 2017 data was:-Not Yet Meeting-Meeting-Exceeding

How are we doing compared to the province?

How are we doing for indigenous learners?

2013 – 2017 data was:-Not Yet Meeting-Meeting-Exceeding

How are we doing for indigenous learners?

2013 – 2017 data was:-Not Yet Meeting-Meeting-Exceeding

How are we doing compared to the province for indigenous learners ?

Tra

des &

Care

ers

:

* Electrical and Welding are still in progress.

For consideration:

What conclusions can we draw from the evidence?

Where can the evidence inform our practice?

18

”What’s good for all students, is not

good for the Maori, but what is good

for the Maori will be good for all

students.”

-Russell Bishop

District and School Strengths• Piloting Competency Based Inclusive Learning Plans (CBIEP) at all grades

• Looking at the whole child through our refined work in providing students with a strong Sense of Belonging, Trauma Sensitive Approach and understanding how to prepare a child to learn through Zones of Regulation.

• Creating a Wellness Plan for the district that includes staff and students. Using the train the trainer model for K – 12.

° K – 3: Be Safe Program (Red Cross)

° 4 –7 Ensuring Mental Wellness & Trauma Informed Classrooms (Safer Schools Together)

° 8 – 12 Beyond the Hurt and Healthy Youth Relationships

• One of 5 Districts who took the EASE (Everyday Anxiety Strategies for Educators) Training. Joint program founded by the Ministry of Education and MCFD.

District and School Strengths (Continued)

• Pilot district in Equity in Action project through Ministry of Education Aboriginal Education Dept.

• Pilot district in Early Years to Kindergarten Transition project through Ministry of Education and Office of the Early Years

• District-wide use of the Grade 5 and 10 Residential School Resource

• First Nations Role Model Program

• Partnership with Tsilhqot'in National Government to develop units of study related to the Exoneration of the Tsilhqot'in Chiefs for Law 12, BCFN 12, and Social Studies 11.

• Working with Ministry Team on the Equity In Action Project

• An outstanding Trades and Careers Program

• Working with Ministry Team with the Framework for Enhancing Student Success

District and School Areas of Improvement

• Develop Strategic Plan focused on student success

• Evidence Based Best Practices

• Literacy

• Numeracy

• Belonging

• Do our structures and strategies maximize engagement and learning?

• Bell schedule

• Timetable

• Calendar

• Communicating Student Learning

• This is just the beginning...

Choice and Flexibility

Pedagogy

Inclusion

Relationships

What is Inclusive education?'placement in the most enabling learning environment'

There is student diversity in our schools!

The idea of inclusion is to embrace the

differences by planning and teaching to the

diversity with the expectation that everyone

will be enriched by the experience

Inclusion is the meaningful placement of a child in an environment with same age peers where the student is able to make contribution to the group through roles and responsibility.

They have opportunity to connect to their peers.

Inclusion is not a place. It begins with the strategy of integrating students, supported by a belief of presumed competence for each child.

Inclusive Education Plans (IEP)

• District wide common IEP plans

° District wide use of MyED - IEPs

° Common language for all students

° Supports students as they transfer between schools in district and out

• Students involved in thinking about their strengths and stretches, what is more of a challenge.

• Goals are aligning with competencies in the curriculum domains: Personal, Social, Thinking and Communication.

• Focused on authentic progress over time using meaningful evidence and assessment of what a child can do. Growth Mindset.

Response to Intervention – RTI

Click to add text

Awareness Phases

September – December 2018 January – June 2019

Implementation Phases

September – December 2019 January – June 2020

• Align Student Support Services, PLC, Reading Recovery, District Math, with new District wide RTI goals

• Establish Learning Support Services Teams (LST/ Student Support Services)

• Create RTI Resource Tab on Learning Support

Services Website (open to a ll school district personnel)

• Standardize referral forms (School-based Team, LSST Referral, Student Support Service Staff request)

• Provide self-regulation (Zones of Regulation) classroom support with on-going in-service from Student Support Services and district staff

• Consider District Wide Assessment (Universal

Screener) for Literacy and Numeracy

• Ongoing dialogue & learning mindset for RTI Model

• Development of district wide communication plan with common language

• Design Tier One Universal Practices Resource Guide for all district instructional personnel

• Develop/provide a Pro D session to support universal practices

• Provide district–widecollaborative professional learning regarding RTI framework

• Provide self-regulation demonstration classroom with on-going in-service

• Develop work-plans based upon analysis of completed RTI District Rubric

• Spring/Summer 2019: Identification of Tier 2/3 assessments and research based intervention strategies for self-regulation and academic learning

• Ongoing dialogue and learning mindset for RTI Model

• Ongoing use of communication plan

• District wide professional learning

• Implementation and support of District-Wide Assessment for Literacy (Universal Screener) and school data review

• Collaborative team meetings focused on

student learning and RTI process (should this start in year 1 beyond LSTs)

• On-going workshop/in-service opportunities

and professional peer mentoring to support professional learning for Tier 1 universal practices and Tier 2/3 evidence based intervention strategies for self-regulation and academic learning

• Ongoing dialogue and learning mindset for RTI

Model

• Ongoing use of communication plan

• Collaborative team meetings focused on student achievement and RTI process (recommended minimal monthly)

• Design RTI Rubric for district self-assessment of RTI implementation

• On-going workshop/in-service opportunities and professional mentoring to support professional learning for Tier 1 universal practices and Tier 2/3 evidence based intervention strategies for self-regulation and academic learning

• Ongoing dialogue and learning mindset for RTI Model

• Ongoing use of communication plan

Cariboo-Chilcotin-Response to Intervention Implementation Plan: 2018-2020

Nonviolent Crisis Intervention Training

• Building supportive teams with disengagement skills to work with some of our most vulnerable learners.

• 34 Educational Assistance successfully completed training between (February 2019)

• 35 Learning Support and Resource Teachers successfully completed training (March 2019)

• Principal training planned for the Fall of 2019

Looking at things differently...

Aligning School district #27 policy with the rest of the province

New Draft policy # 320

Looking at anything over 5 day suspension must be approved by the Assistant Superintendent

Keeping students connected to school

Student Connection Transformation

§Looking at root cause of behaviour

§Dr. Stuart Shanker assisting with:§ Trauma Informed Practices

§ Self Regulation

§ September 20, 2019

Vision◦ Financial

◦ Capital

Teamwork

Moral Compass◦ Tough decisions

Strength

The Time is NOW

Imagine an educational system....

• Recognizes and responds to the uniqueness of every single learner

• Flexibility in where, when, and how learning takes place

• Parents are effectively engaged in their child's learning

• Teachers are facilitators of learning

• Supported by technology

• Focused on students outcomes rather than system inputs.

Every learner leaving our schools more curious than when they arrived…

Halbert & Kaser

Respectfully Submitted… June 23rd, 2019