Cycle of Improvement

The Board of Education reviews the annual learning goals and objectives outlined in the District Strategic Plan at the Education Committee of the Whole.  The Education Committee of the Whole meets regularly to review district learning data and to discuss educational trends and concepts.  Furthermore, a summary and review of district annual learning goals and initiatives spanning early learning to post-secondary occurs in the spring.

SD8s process for adjusting the FESL plan occurs continuously. A year end collaboration across departments results in analysis of all data gathered and future planning for the next year’s targeted strategies for student improvement and professional development for staff.


Improve Literacy, Numeracy, and Diversity

All learners will meet or exceed expectations for literacy and numeracy; will understand, respect and respond to diversity; and will graduate with a universal understanding of Indigenous perspectives and knowledge.

Key Strategies:

  • Implementation of K-9 district wide numeracy assessment compliments of Carole Fullerton.
  • Targeted supports and resources in K to 12 classrooms.
  • Targeted Aboriginal Ed supplemental supports for all self-identified Indigenous students.
  • Targeted professional learning opportunities for K to 12 teachers with a focus on literacy, numeracy, inclusion, indigenization, executive functioning and social-emotional learning (SEL).
  • Implementation of a District-wide early literacy profile to ensure coherence in early learning supports, resources, and professional learning at the primary level.
  • Improve access to technology to support learning for all students and provide teachers and staff learning opportunities to integrate technology into their work.
  • Graduation Literacy Assessment 10 (GLA) credentialing for interested teachers.
  • Focused collaboration of district itinerant staff, classroom teachers and Inclusion Support Teachers to support the needs of all learners.

Inclusivity for All Learners

All learners are welcomed and supported through compassionate, professional and responsive learning environments; safe, inclusive and welcoming schools and programs; and voice, choice and flexibility for all learners.

Key Strategies:

  • Continued utilization of ABED Equity Scan.
  • Continued utilization of the four goals of the original Aboriginal Enhancement Agreement.
  • Implementation of strategies and programs to ensure the safety and wellbeing of all students in the district, including a district Mental Health and Addictions Coordinator and Safe Schools Manager.
  • Development of a District Wide process for English Language Learners (ELL) support in order to meet the Ministry of Education reporting order.
  • Continued work with all stakeholders and with community partner groups to foster cultural awareness and connections.
  • Increase the number of and participation in outdoor learning opportunities.
  • Develop and expand Trades Training and Dual Credit program pathways.
  • Continued utilization of MDI and EDI data and begin to explore using the YDI.
  • Provide quality and relevant professional development that focuses on human and social development and mental health literacy.
  • Continued focus on Positive Behaviour Intervention Support systems, Trauma-Informed Practice, and Executive Functioning with proactive strategies for defining, teaching and supporting appropriate student behaviours and positive school environments.
  • Continued wrap-around support teams working with students and families to provide multi-specialist expertise in supporting students.
  • Continued financial support to families facing food insecurity.
  • District-based team to support vulnerable students, including a review of Alternate School admissions and progress.

Career Development for All Learners (Transitions)

All learners will graduate with personal career-life development goals through experiential learning, community connections, and authentic evidence of learning to develop and reflect upon their core competencies.

Key Strategies:

  • Ensure 3 Year Graduation Plans are in place for every student, reviewed and updated annually.
  • Develop an Equity Framework and Procurement Strategy for Scholarships and Awards.
  • Conduct a district-wide review of the Graduation Program Career Education and Capstone Program.
  • Develop a continuum for K-16 Applied Design Skill Technology (ADST), and continue to expand Trades Training and Dual Credit Program Pathways with the support of a District Trades Training Coordinator.
  • Develop a bridging strategy between secondary and post-secondary education through partnerships with local colleges.