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Welcome to the school District eight, Kootenay Lake Strategic Plan Public Engagement. Thanks for being here. This video presents information to help you provide meaningful input to our strategic plan. After you watch it, you can add an idea through our ideas tool on the project engagement page. Vote on ideas you like. Ask a question or make a comment through our question and comment tool or complete the online survey.

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This video will take less than 10 minutes to complete. You can download a PDF of our full strategic planning presentation from the Project Document section on the Strategic Planning Engagement page. Okay, let's go. The Government of British Columbia sets the mandate for all school districts in B.C., and our strategic plan shows us how we plan to achieve that mandate.

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This engagement is not about our mandate. It's about how we achieve it. The mandate for public Education and the Board of Education is outlined in the School Act. The Statement of Education Policy Order and the Framework for Enhancing Student Learning Policy. The province's Framework for Reconciliation is outlined in the Declaration on the Rights of Indigenous Peoples Act. You can find more information about these acts, orders, policies and frameworks in our important link section on our engagement page.

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State focuses on student success. This means educating students so they are literate and numerate. Complete each grade on time, stay emotionally healthy and develop socially and graduate with the skills and abilities to become educated citizens. To achieve this, we need good leadership, a healthy learning environment, good teachers to maintain high standards, to measure and report publicly about how well we are achieving those standards.

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And so we are future oriented. So our plans reflect what is to come.

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State is engaging with you because we need your ideas for our strategic plan. This engagement is not about the education mandate set by the province. It's about how we achieve that mandate that has been set for us. Anything about specific employees is not part of this engagement. Our union partners and state already follow a process to negotiate collective agreements.

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So this engagement isn't a part of that.

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A strategic plan describes the direction we will take for the next five years to get where we want to go. Our mandate. It includes our vision, mission, values and priorities for school communities and keeps us on track to develop and support the education system so students are successful.

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Our district meets the learning needs of about 4700 students within 23 schools. The district serves an area of 55,000 square kilometers, which includes the two main population centers of Nelson and Creston and the surrounding rural areas. State employees approximately 900 staff. Our student enrollment is predicted to continue to decline over the next decade. Completion rates continue as an upward trend in SD eight in the 2021 2022 school year.

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SD eight had an 89% completion rate, increasing from 81% over the last five years. Currently, completion rates for Indigenous learners are at 80%, increasing from 64% over the last five years. Learners who have special education designations are also demonstrating an increase, seeing trend moving from 54% to 76% over the last five years. SD eight continues to work so that Indigenous learners graduate at the same rate as all learners.

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Right now, 80% of Indigenous learners graduate, compared to 89% of all learners. State will continue to focus on improving rates of graduation. Students who have special education designations are completing school at 76% compared to all learners at 89%. This is an area to focus on improving the foundation Skills Assessment provides a district level picture of student progress in elementary school.

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Overall state participation rates are higher than provincial averages for literacy in grade four. State students with indigenous ancestry achieved at a rate of 5% higher than all students. All students in the area of literacy in grade four met grade level expectations 72% of the time. Indigenous students met grade level expectations. 77% of the time, while students with special education designations met 44% of the time and numeracy.

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SDH Students with Indigenous ancestry achieved at a rate 10% higher than all students. All students in the area of numeracy in grade four met grade level expectations 65% of the time. Indigenous students met grade level expectations 75% of the time, while students with special education designations met 41% of the time for Grade seven literacy. SDH Students with Indigenous ancestry achieved at a rate 4% lower than all students SD.

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Students with diverse needs achieved at a rate 29% lower than all students. All students. Grade seven Numeracy met Grade level expectations. 63% of the time, Indigenous students met grade level expectations 59% of the time, while students with special education designations met 39% of the time. All students in the area of numeracy in grade four met grade level expectations.

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49% of the time Indigenous students met grade level expectations. 43% of the time, while students with special ed education designations met 39% of the time. SDH Students with Indigenous ancestry achieved at a rate 6% lower than all students. SDH Students with diverse needs achieved at a rate 10% lower than all students. One way of determining success of the system is to monitor when students may leave the system.

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SDH has a high grade to grade transmission rate. In grade 11, 94% of students successfully transitioned to their graduation year in grade nine and ten 97% of students successfully transition. Students are assessed in literacy and numeracy proficiency in Grade ten. This is a requirement for graduation being proficient means a student demonstrates an expected level of learning compared to the established learning standards.

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Extending means a student demonstrates an expected level of learning compared to the established learning standards and at an increasing depth and complexity. This chart shows that in literacy, students are proficient when or extending 70% of the time. Students with indigenous ancestry. 65% of the time. And students with special education designations. 36% of the time. And numeracy students are proficient or extending.

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32% of the time. Students with Indigenous ancestry. 29% of the time. And students with special education designations are too few to report on. And the data has been masked. All of these results are within or exceeding provincial averages. Completion of the assessments is required for graduation.

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Characteristics for entering school are determined through the early development instrument. The EDI I. The EDI I is a short questionnaire completed by kindergarten teachers across Canada and internationally, which measures children's ability to meet age appropriate development expectations. State students entering kindergarten are above average compared to other children in B.C. across all areas.

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The student satisfaction survey demonstrates how students perceive school and their learning. Students provide answers to these questions. Some interesting points to note are that students in elementary school report they feel less safe and welcome at school compared to secondary students. Generally, this is within provincial averages. This shows a growth area. When students were asked about their mental and physical health.

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Students in state demonstrated that learning about mental and physical health is an area where we can improve.

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State students say they are increasingly becoming more accepting of diversity. This is an area we want to continue to see progress in. Students were also asked to provide feedback on their post-secondary and career preparation. Our students were generally below the provincial average in this area. When asked if students feel prepared for post-secondary education, students generally met provincial averages.

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In this area. Reconciliation is a part of what all school districts in B.C. are mandated to address. Here are some activities that our Aboriginal education program engage students in this past year. The Aboriginal graduation honoring there will be ongoing gimmick reconciliation, run walk, culture, camp and awareness, SGA Youth Powwow Beadwork Circles and Matey Awareness Month. The school district must balance its budget each year and follows the Statement of Education Policy Order, which states school boards have a duty to govern districts and their schools in accordance with specified powers in a fiscally responsible and cost effective manner while providing opportunities for quality education.

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More information about our budget, including the latest financial reports, is available on our website at State dot B.C. dot S.A. Thank you for watching this video. Please share your ideas. Vote on the ideas you like. Ask questions or comment or complete our survey. Your ideas and information will help us develop a stronger strategic plan.