Learning Plan

OUTCOMES

Students are knowledgeable and empathetic to Indigenous worldviews and perspectives.

• Ensure that culturally sensitive learning opportunities and environments are present for Indigenous students within regular classroom settings

• Ensure equity of access to meaningful learning and career pathways for Indigenous students • Increase the presence of Indigenous culture, languages and history for all students and staff

• Provide opportunities for all staff to build awareness and understanding of issues related to equity and the TRC Calls to Action

• First Peoples’ Principles of Learning are incorporated across all subject areas from K-12.

STRATEGIES AND SUPPORTS

• Indigenous Success Teachers, TRC Allies

• Indigenous Outreach Workers/Education Workers

• Knowledge Keepers Program, Youth Voice

• Secwepemc Language & Culture Program

• Ministry-Designated Pro-D Day

• Course offerings that reflect Indigenous world views and perspectives

• Disaggregate data for Indigenous and designated students, and children in care

Students pursue and demonstrate growth and self-awareness in academic and personal goals.

• Recognize the value of diversity and provide equity of access, opportunity and outcome for all students, including indigenous students and students with disabilities/diverse abilities

• The principles of Universal Design for Learning (UDL), Response to Intervention (RTI), meaningful inclusion and personalization of learning are embedded into regular classroom instructional practices

• Student learning needs are primarily addressed within the context of a regular classroom. Placebased learning (beyond the classroom & in the community) remains essential for some learners.

• Effective assessment practices which include formative assessment and student self-assessment • Build students’ skill and understanding of how to be an effective life-long learner (academic selfregulation and affective domain) • Effective processes for communicating student learning, both formally and informally (student goalsetting conferences, K-8 Three Term Report Card, Gr. 9-12 Report Card, CBIEPs, Triangulated Evidence)

• Prepare students for their “journey through life ” with the ongoing process of self-discovery, development of self-efficacy, self-agency, adaptation, and learning from experiences in educational, work-related, and personal life contexts

STRATEGIES AND SUPPORTS

• My Blueprint, Capstone Presentations

• Targeted learning supports for students provided by school and district-level specialists and support staff

• K-8 Three Term Report Cards

• Mental Health and Well Being Programs

• Trauma-Informed Supports

• Bridge Programs, Storefront School

• Individual Achievement Program & Career Connections Programs

Students demonstrate proficiency in literacy, numeracy and core competencies.

• Increase the degree to which the core competencies are developed through daily activities

• Build teacher capacity to utilize effective practices in reading, writing and numeracy instruction

• Increase the use of formative assessments to drive instructional practices

• To create assessment-capable students who can speak authentically about their learning.

• Effectively use achievement data to inform instructional practices

• Build skill in using effective practices to teach curricular competencies

• Increase teacher understanding of content at a deep level to support student engagement

• Increase teacher understanding of universal and essential supports to provide rich learning opportunities for all learners.

• Increase the degree to which core competencies and social

STRATEGIES AND SUPPORTS

• District Numeracy Program

• School-based data discussions

• District Literacy Program

• School Improvement Planning Process

• Strong Start Program, K-3 Early Learning Framework, Ready Set Learn, Changing Results For Young Children (CR4YC)

Students are involved in decisions that affect them at individual and systemic levels.

• Opportunities for gathering meaningful student input and data are part of our school and district practice. Examples include (but are not limited to):

• Student representation on school and district committees (as appropriate and meaningful)

• Focus group conversations

• Pathways of eligibility (course offerings and course selection)

• School Improvement Plan (SIP) process

• Middle Years Development Instrument (MDI) data

• Competency Based Inclusive Education Plans (CBIEP) process

• Student self-assessment/reflections on learning

• Goal-setting conferences

• Leadership/student council activities

• Class meetings

STRATEGIES AND SUPPORTS

• my Blueprint

• CBIEP Process

• Formative assessment processes

 

Click here to view/download pdf of SD83 District Learning Plan