School District 8 Kootenay Lake strategic plan shows the data analysis and interpretation of trends over time using:
Provincial education measures
- SD8 Enhancing Student Learning Report Data
- Early Development Instrument (EDI)
- Middle Years Development Instrument (MDI)
- Student Learning Survey
- Completion Rates
- Foundations Skills Assessment (FSA)
Multiple sources of evidence include relevant locally developed measures
- Early Literacy Profile (ELP)
- Early Primary Reading Assessment (EPRA)
- Numeracy Assessment
- School Wide Writes
- Student Forum
- Equity Scan
- Formative and Summative Communications of Student Learning
Literacy Data and Trends
We experienced a slight improvement on our Foundation Skills Assessment success rates during the 2019/2020 year; however, over the previous 5 years we performed at a level slightly lower than the provincial average for grades 4 and 7. While it is masked at a Provincial level, we do know that our Aboriginal population data indicates a performance level at or above the provincial average. Our participation rates for students with disabilities or diverse needs have been at 60% over the past 5 years. While over the past five years, we have observed that the performance of students in this category has been below the provincial average for literacy in grades 4 and 7, we did see a sharp increase in performance in reading at the grade 4 level in 2019/2020.
For the grade 10 Graduation Literacy Assessment, our students performed approximately 3% below the provincial average. Our Student Learning Surveys indicate that at the grade 10 level the trend for students feeling they were getting better at reading was below the provincial average by an average of 4%, with a slight improvement due to low participation rates in 2019/2020. For writing, the general trend for students feeling they were getting better at writing was marginally below the province in grade 10, and marginally better than the province on average in grade 12.
In addition, our Student Learning Survey data appears to support the above data, as both our grade 4 and grade 7 cohorts are well below the provincial average in their belief that they are improving in their reading.
Numeracy Data and Trends
Over the past 5 years, School District 8 Kootenay Lake students in grade 4 performed at 5% lower than the provincial average on Foundation Skills Assessments; however, in 2019/2020, School District 8 - Kootenay Lake students performed 1% higher than the provincial average. Students with disabilities or diverse abilities performed at a rate 16% lower than the provincial average in 2019/2020; however, we see this as part of a trend of School District 8 Kootenay Lake closing the gap since 2016/2017.
School District 8 Kootenay Lake students in grade 7 performed at 10% lower than the provincial average over the past 5 years on FSA’s; however, that gap has decreased and in 2019/2020 they performed 7% lower than the provincial average. Over the past 5 years, students with disabilities or diverse abilities performed at a rate 19% lower than the provincial average. However, in 2019/2020 School District 8 Kootenay Lake performed at a rate 12% lower than the provincial average, closing the gap by 7%.
Over the past three years, the Graduation Assessment Numeracy 10 shows School District 8 Kootenay Lake performing at a rate of 5% lower than the provincial average; however, in 2019/2020 School District 8 Kootenay Lake performed at a rate 2% lower than the provincial average. Over the past three years, School District 8 Kootenay Lake performed at a rate 8% lower than the provincial average. In 2019/2020, unfortunately we performed at a rate 19% lower than the provincial average.
Student Learning Surveys
At the grade 4 level, School District 8 - Kootenay Lake students have been behind the provincial average by an average of 5% in the past two years for feeling they are getting better at math. In grade 7, the general trend in the past four years has been 10% below the provincial average. However, this past year, we have seen improvement to 6% below the provincial average. There may be a correlation between the improvement of getting better at math and the Focus. Learn. Excel. professional learning agenda and communities of practice in numeracy at the elementary level in the last two years. Student Learning Surveys (SLS) indicate a trend slightly below the province for students feeling like they are getting better at mathematics at the Grade 10 and Grade 12 level.
Completion Rates and Grade-to-Grade Transitions
In 2019/2020, School District 8 Kootenay Lake students performed at a rate 10% lower than the province, and over five years, at a rate 9% lower than the province. For our students with disabilities or diverse abilities, our completion rates have been variable, but overall have improved from 10% to 7% lower than the provincial average. We are confident that this upward trend will continue.
Grade-to-Grade Transitions (Grade 11 into Grade 12)
Our grade-to-grade transitions for grade 11 into grade 12 indicate that we are slightly below the provincial average for last year and in the past five years by a marginal 1%. Students with disabilities or diverse abilities perform slightly above the provincial average with grade-to-grade transitions currently at a rate 2% higher than the provincial average.
In addition, our Student Learning Survey (SLS) indicates that overall, School District 8 - Kootenay Lake was 6-8% below the provincial average in “School Belonging” for all residents, and 7% lower for inclusion students in 2019/2020. Finally, in 2019/2020, only half of the respondents in Grade 10 indicated they felt well-supported when they moved to a higher-grade level (through course choice, timetables explained, clubs and sports teams). This has been a consistent trend since 2016/2017. In grade 12, students were still below the provincial average by an average of 5% over three years in terms of “Agree” or “Strongly Agree” for feeling well-supported in their transition to grade 12.
Although the pandemic may have contributed to this circumstance, we believe the following strategies will both mitigate and improve grade-to-grade transitions and completion rates:
- Bi-Annual Academic Reviews of every student in the graduation program—a collaboration between the District Team, School Based Teams, and the District Distributed Learning School
- 3 Year Graduation Plans for every student, reviewed and updated annually
- School Connectedness, Mental Health Literacy, and Trauma Informed Practice professional development
- Early and continuous intervention and collaboration between School Based Teams and the District Based Team, with a focus on inclusive and Indigenous students
- A continued focus on Trades Training Programs and Dual Credit Program pathways
Over the past 5 years Ministry data shows an 8% lower than provincial average transition to post secondary for all resident students. Ministry data only includes British Columbia post-secondary institutions. In Eastern BC, further data is needed to reflect post-secondary student transitions to Alberta, Eastern Canada, and the United States. Also, the Ministry data terminates in 2017/2018 so is not current. We would like to see a more immediate and comprehensive tracking of students to post-secondary institutes, especially with respect to students who transfer to out-of-province Post Secondary Institutions. In addition, we are beginning to track student transitions in dual credit and Trades Training Programs at the District level.
For students with diverse abilities, the Post Secondary Institution transition rate for 2017/2018 was 17% higher than the provincial average.
Student Learning Surveys (SLS) for post-secondary preparation had few respondents for 2019/2020; however, the general trend over the past four years shows School District 8 Kootenay Lake below the provincial average by an average of 10% for “Strongly Agree” or “Agree” for feeling satisfied that school is preparing them for post-secondary education. In terms of future work, School District 8 Kootenay Lake still lags behind the province for feeling satisfied that school is preparing them for a job in the future. Clearly, Trades Training and Dual Credit programs will continue to play an important role in post-secondary and career planning.
The following strategies will ensure more successful post-secondary program transitions:
- 3 Year Graduation Plans for every student, updated and reviewed annually.
- Improved collaboration and partnerships with local colleges for dual credit programs and bridging strategies (Academic Upgrading, University Transfers, Dogwood Completion).
- A continued focus on developing Trades Training Programs and Dual Credit Program pathways.
- Improved Scholarship opportunities, including an Equity Framework and procurement strategy.
- Individualized support for Indigenous students.