School District No. 74, Gold Trail EDUCATION COMMITTEE MEETING Tuesday, June 8, 2010 @ 4:30 PM School District Administration Office Ashcroft, BC

AGENDA Page

1. CALL TO ORDER (i) 2. ADOPTION OF AGENDA (i) Adoption of Agenda Action THAT the Agenda for the Education Committee Meeting dated June 8, 2010 be received as presented. 3. ADOPTION OF MINUTES 4-6 (i) Adoption of Minutes Action THAT the Minutes of the Education Committee Meeting dated May 11, 2010 be received as presented. 4. SPECIAL PRESENTATION (i) Special Presentation - Lillooet Secondary School Presentation The Lillooet graduation class will provide a special presentation to the Board of Education using virtual equipment. (ii) Early Development Instrument Presentation Stephanie Johnson will provide a special presentation on Early Development Instrument - EDI. (iii) Personal Education Planner Presentation District staff will provide a special presentation on Personal Education Planner (PEP), Bridging Elementary and Secondary. 5. DIRECTOR OF INSTRUCTION; Student Achievement 7-14 (i) District Reports 1) Education Highlights - Teresa Downs 2) District Student Achievement - Alison Sidow

Page 1 of 266 Education Committee Meeting Agenda, - June 8, 2010

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6. OTHER BUSINESS 15-39 (i) Achievement Contract 2010-2013 Action The 2010-2013 Achievement Contract is provided for discussion.

THAT the 2010-2013 Achievement Contract be received as presented. 40-149 (ii) Community Literacy Plan Action The 2010/11 Community Literacy Plan is provided for discussion.

THAT the 2010/11 Community Literacy Plan be received as presented. 150-221 (iii) School Growth Plan Action The 2010/11 School Growth Plans are provided for information.

THAT the 2010/11 School Growth Plans be received as presented. 222-224 (iv) 2010/11 Youth Smoking Survey Discussion The 2010/11 Youth Smoking Survey sponsored by Health Canada is attached for discussion. 225-238 (v) 2010/11 Technology Plan - Draft Information The draft 2010/11 Technology Plan is provided for information. 7. POLICY REVIEW 239 (i) Policy No.5.50 Medical Alert Discussion The new Policy No.5.50 Medical Alert is attached for discussion. 240 (ii) Policy No.5.220 Hardship Discussion The new Policy No.5.220 Hardship is attached for discussion. 241-243 (iii) Policy No.5.90 Administration of Medication - Information Regulations The Regulations No.5.90 Administration of Medication are attached for information.

Page 2 of 266 Education Committee Meeting Agenda, - June 8, 2010

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7. POLICY REVIEW 244-253 (iv) Policy No.7.10 Code of Conduct - Regulations Information The Regulations No.7.10 Code of Conduct are attached for information. 8. ADJOURNMENT (i) This meeting adjourned at [TIME]

1. PARTNER TOPICS 254-266 (i) District Parents' Advisory Council - Information

Page 3 of 266 School District No. 74, Gold Trail EDUCATION COMMITTEE MEETING Tuesday, May 11, 2010 @ 4:30 PM School District Adminstration Office Ashcroft, BC

MINUTES

Trustees: Valerie Adrian Norm Leech Christopher Roden Nancy Rempel Carmen Ranta

Administration: Alison Sidow, Acting Superintendent of Education Teresa Downs, District Principal Marianne Munro, Technology Coordinator Lois Miller, Executive Assistant (Education)

Guests and Partners: Shirlee Johnson Wendy Coomber Michelle Greenman Susan Schalles Trisha Kadla Alice Durksen 1. CALL TO ORDER (i) The meeting was called to order at 4:34 p.m. 2. ADOPTION OF AGENDA (i) Adoption of Agenda Moved & Seconded CARRIED THAT the Agenda for the Education Committee Meeting dated May 11, 2010 be received as presented.

Item 6.3 Summer Camp - George M. Murray School was presented prior to Item 4 Special Presentation

3. ADOPTION OF MINUTES (i) Adoption of Minutes Moved & Seconded CARRIED

Page 1 of 3 Adoption of Minutes Page 4 of 266 Education Committee Meeting Minutes - May 11, 2010

THAT the Minutes of the Education Committee Meeting dated April 13, 2010 be received as presented. 4. SPECIAL PRESENTATION (i) Special Presentation - Achievement Contract Goals

Teresa Downs, District Principal provided a special presentation on Achievement Contract goals. 5. Student Achievement (i) District Reports

The following reports were presented to the Education Refer to May Committee: OB for Information 1) Education Highlights - Teresa Downs 2) District Student Achievement - Alison Sidow/Teresa Downs

Trustee Roden will speak to this item. 6. OTHER BUSINESS (i) Achievement Contract - 2010 - 2013

Trustees discussed the 2010-2013 Achievement Contract. Refer to May OB for RECOMMENDED THAT the 2010-2013 Achievement Information Contract be forwarded to the May Open Board meeting for information.

Trustee Roden will speak to this item. (ii) Community Literacy Plan

Trustees discussed the Community Literacy Plan. Refer to May OB for RECOMMENDED THAT the Community Literacy Plan be Information forwarded to the May Open Board meeting for information.

Trustee Leech will speak to this item. (iii) Summer Camp - George M. Murray School

Susan Schalles, Principal George M. Murray Elementary Refer to May School presented the Early Literacy & Fitness Summer OB for Camp proposal. Approval

Page 2 of 3 Adoption of Minutes Page 5 of 266 Education Committee Meeting Minutes - May 11, 2010

RECOMMENDED THAT the Early Literacy & Fitness Summer Camp proposal be forwarded to the May Open Board meeting for approval.

Trustee Leech will speak to this item. (iv) Workplace Standards for Students

Trustees received information regarding Workplace Refer to Standards for Students, which are referenced in May OB for the following courses: Planning 10, Work Experience 12A Information and Work Experience 12B.

RECOMMENDED THAT Workplace Standards for Students be forwarded to the May Open Board meeting for information.

Trustee Roden will speak to this item. 7. ADJOURNMENT (i) The meeting adjourned at 6:25 p.m.

Page 3 of 3 Adoption of Minutes Page 6 of 266 Education Highlights

JUNE 2010

Celebrating our Success

The annual Celebration of Success took a new form this year. Students were invited to participate in a variety of opportunities to learn about local First Nations culture through active participation. The event was planned cooperatively by a team consisting of Aboriginal Student Support Workers from Clinton, Cache Creek, and Ashcroft along with representatives from the Bonaparte First Nations. We were pleased to welcome staff, students and community members from June 2010 Rosie Seymour Elementary School in Canoe Creek. Students enjoyed learning to dance, drum, make sage bundles, play lacrosse, and listening to stories. Everyone went home with a smile on their face. It was a great Featuring: day. • CELEBRATING OUR SUCCESS

• FULL DAY KIN- DERGARTEN

• LEARNER SUPPORT

District Reports Page 7 of 266 Education Highlights

SCHOOL DISTRICT #74

Full Day Kindergarten

Kindergarten teachers are excited about providing a structured, play-based kindergarten program next year. The program will focus on ensuring opportunities to develop a strong oral language foundation for every student, which in turn will support students’ early and emerging literacy and numeracy knowledge. Re- sources have and are being provided to support kindergarten teachers in adjusting their programs to fulfill the Ministry’s vision of full day, structured, play-based kindergarten.

Success for Each Student

Students with learning disabilities can be successful in school with accommodations. Teachers and teaching assistants have a growing number of strategies and resources to ensure that each student has what they need to be successful. The Accessible Resource Centre—British Columbia (ARC-BC) allows staff to download books onto a computer and then the computer will read it aloud to the student. What a great support for students who struggle with reading! With supports such as this, students will be able to access the curriculum and be successful in their school program.

District Reports Page 8 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

Date: June 8, 2010 Update: • AVID strategy of the month AVID District Director Successes: • On May 5th the strategy for May was sent out. This month was strategies for working in collaborative groups. The AVID contacts in each school report that they are having good progress in sharing this work with their colleagues. Update: • June 4th has been set for our District AVID team year end meeting. Successes: • On June 4th we will review how things went this year and develop a plan for next year’s work. Update: • We are currently planning for next year. Secondary Literacy Successes: • Through our work with Leyton and our ongoing professional learning we are beginning to understand the best way to focus on meeting the needs of our secondary learners. Update:

• Our goal next year is to continue a similar structure of teachers co- teaching with Leyton. Next year we will allow more teachers to access the lesson study process.

• Our professional learning days with Leyton will be structured as follows:

• Part one: discuss the intentions of the upcoming lesson/observe the lesson/debrief together. • Part two: continue development of understanding of backwards design and co-plan with another teacher. Successes:

• The desire for teachers to collaborate to incorporate backwards design in math and science.

Update: • An all-day meeting for kindergarten teachers and elementary

Elementary Literacy principals was held on May 11, 2010. Successes: • Colleen Politano, one of the writers of the Primary Program document, presented in the morning of this session. She

District Reports Page 9 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

introduced the recently released “Full Day Kindergarten Guide” from the ministry. She also talked about “play” and provided many suggestions for making K-1 combined classes successful. In the afternoon, we introduced two resources developed by North Vancouver: Firm Foundations and Our Turn to Talk Update:

• We will be holding another meeting for kindergarten teachers and elementary principals in June. At this meeting we will talk about assessment and reporting in kindergarten, the Kindergarten Learning Project continua, we will look more closely at the Kindergarten program guide, talk about the meeting in Hope on May 21st and do some planning for the fall. • The Elementary Literacy Network members will also be meeting in June. In addition, each network member will be given an afternoon to meet with the Grade 3 teacher at their school to review the PM Benchmark assessment tool.

Update: • The Numeracy Assessment was completed during the week of th st Numeracy Network May 17 – 21 . Successes:

• Teachers appreciate having more time to complete the curriculum before assessing students. • Teachers seemed to have taken on the responsibility to complete the numeracy assessments as a worthwhile activity to gain some information into their students’ progress and hopefully will begin using the information to plan instruction

Update:

• A second Math 44 workshop was offered to teachers who teach in Ashcroft, Cache Creek, and Clinton on May 28th.

Successes:

• The first Math 44 workshop was seen as very pertinent and beneficial for teachers. After this workshop, most elementary teachers, in the district, will have had some form of training in Math 44, which will reinforce the importance of providing opportunities for students to construct their knowledge, rather than simply follow an algorithm.

Update: • To support our Intensive Behaviour (H) students, I have facilitated

District Learner Support two team meetings using our new Community Care Plan document.

District Reports Page 10 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

Successes: • There has been positive feedback from the members who have participated in this process including parents and counsellors. Update:

• Barrie MacLeod, School Psychologist, was in the district for a three week assessment period; April 12-30.

• During this time he completed 11 assessments, participated in two Special Needs Team Meetings, and completed 17 special education file reviews. Successes:

• Our supports and documentation for special education are becoming streamlined. As a result, students and staff are receiving the supports that they need with greater speed and efficiency.

Update: • Math 9, Math 12, and Biology 12 continue through Shared

Secondary DL & Shared Learning. Learning • Planning for 2010/11 course offerings has begun. Successes: • The second semester has been smoother as staff and students have become more proficient in the use of the technology. • The decision around what to offer through Shared Learning for the 2010-2011 school year has been a collaborative process and the goal is to have each school deliver a course. Update: • Secondary Distributed Learning cross enrolled students are experiencing very good completion rates. Successes: • This program offers approximately 70 courses to the students around the district, which allows increased choice. Their success rate is attributed to solid in-school support from Distributed Learning Support Teachers.

Update: • On Friday, May 14th we had our third Elementary Connected

Elementary Connected Classroom face-to-face team meeting. Classroom Successes:

• At our team meeting we planned for the 2010-2011 school year. The three Connected Classroom teachers and the Principals of each school worked together to create a schedule that would

District Reports Page 11 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

facilitate more connections in the upcoming year. The team developed our plan for Online Literature Circles for next year. Our plan will be to facilitate three Online Literature Circles next year. The Online Literature Circles will be focused on the themes of war, relationships, and the environment. At the meeting we also took the opportunity to celebrate Ken Oakes’ upcoming retirement.

Update:

• Elementary Connected Classroom’s final face to face gathering.

Successes:

• Lytton Elementary School will host the final face to face gathering for the Connected Classroom project. The three classes will gather th on Thursday, June 24 at Kumsheen Rafting Resort. The resort has offered their facilities for our gathering. Students will enjoy a day of swimming, beach volleyball, horse shoes, and other fun activities.

Update: • Attended Regional Literacy Outreach Coordinator meeting at

Community Literacy Thompson Rivers University. Coordinator Successes: • Learned about interesting and innovative planning and program delivery being done in communities throughout the Thompson Rivers University region. Update: • Met with Lillooet and Lytton Task Force Groups to review their plans. Successes: • Both the Lillooet and Lytton plans are nearing completion.

Update: • Kindergarten teachers and elementary principals met on May 11th.

Early Learning Colleen Politano presented in the morning, in the afternoon there Coordinator/SLP was a presentation of North Vancouver School District kindergarten programs “Firm Foundations” and “Out Turn to Talk”. The majority of the district’s kindergarten teachers will be attending a workshop on Full Day Kindergarten in Hope on May 21st. One additional in-district workshop day will be planned for early June to support kindergarten teachers. • A StrongStart facilitators and principals meeting was held to brainstorm ways to increase participation at these centers. One way to increase our numbers of participation is to support parents/caregivers in remembering to bring in their child’s birth certificate, so that formal registration can occur. The team also thought of proactive ways to support and encourage regular

District Reports Page 12 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

attendance at this program. • Camp BOOST planning is in progress. The dates for these programs will be set by May 21st. In addition, advance targeted invitations to go out during the week of May 24-29th. Successes: • The May 11th workshop on full day kindergarten went well, with our out-of-district presenter providing lots of good suggestions for ways to support emerging and early literacy development in a structured, play-based classroom; and strategies for working in Kindergarten and Grade 1 classroom and a Kindergarten, Grade 1 and Grade 2 classrooms. The North Vancouver resources were provided for each school and were well received. Update:

• Speech-Language Assistant (SLA) schedules now reflect the inclusion of kindergarten students.

• School age referrals are under control and there have been 5 new referrals for service to children under age five in the last month.

Successes:

• The wait list for assessments is decreasing. • Speech-Language Assistants continue to work well with their students. Update:

Trades and Transition • Cosmetology Program Teacher/Coordinator Successes:

• 11 applicants were interviewed during the week of May 10-14. Successful applicants will receive acceptance letters.

• The Cosmetology position has been posted and will close May 20.

Update: • Power Sports and Marine Technician Successes:

• Thompson Rivers University will being offering Marine Tech in combination with the Power Sports program. Students and adults are encouraged to apply for the Power Sports and Marine Tech program.

• Applications are due May 21.

District Reports Page 13 of 266 District Student Achievement Team (DSAT) School District #74 (Gold Trail)

Update:

• The Technology Committee is working on the District Technology IT Manager Plan. The revised goals and strategies have been posted on the District Moodle site for continuous collaboration amongst District Technology Committee members. Additions to the plan will be brought to the next committee meeting on May 27th with the intention that a fairly comprehensive plan can be drafted. The next step will be to present the ‘draft’ document to the Education Committee at the June meeting. Successes:

• Our current technology plan is up for renewal at the end of June, most of the goals and objectives in this plan were met, certainly an indication of our success.

Update:

• A ‘Request for Proposal’ has been issued for the replacement of current leased equipment and a request for quotes has also gone out on equipment such as projectors, SmartBoards, and laptop carts.

• Infrastructure planning is taking place this week in preparation for the summer work scheduling.

• Various server and software initiatives are underway, including the implementation of Qlikview (data analysis software) which is due to begin in early June.

• Wireless equipment at district sites will need to be increased and plans are underway to improve these connections. The technicians had the opportunity for additional training in this area last month. • The current lease return plan is being finalized. Successes: • The successful implementation and use of technology in the Gold Trail School District is truly reflected in the yearly increase in projects that are scheduled for district technicians during the summer months. This year will see upwards of 700 pieces of equipment that will need to be prepared by technology department personnel for use by our students and staff.

District Reports Page 14 of 266

ACHIEVEMENT CONTRACT 2010-2011 to 2012-2013

A Three Year Plan

Year 1 - 2010-2011

School District #74 (Gold Trail)

Achievement Contract 2010-2013 Page 15 of 266

Table of Contents

TABLE OF CONTENTS ...... 2 OVERVIEW……………………………………………………………………………………………………………………………………………4 DEMOGRAPHICS ...... 4 UNIQUE QUALITIES...... 4 DISTRICT STRENGTHS……………………………………………………………………………………………………………………………6 DISTRICT AND SCHOOL CONNECTIONS ...... 6 OVERVIEW OF ACHIEVEMENT CONTRACT ...... 7 ACHIEVEMENT CONTRACT GOAL…………………………………………………………………………………………………………..7

OBJECTIVE 1………………………………………………………………………………………………………………………………………….7 • Rationale…………………………………………………………………………………………………………………………………8 • Summary of Progress………………………………………………………………………………………………………………8 • Evidence………………………………………………………………………………………………………………………………….8 • Performance Targets……………………………………………………………………………………………………………..10 • Actions………………………………………………………………………………………………………………………………….10

OBJECTIVE 2………………………………………………………………………………………………………………………………………..11 • Rationale……………………………………………………………………………………………………………………………….11 • Summary of Progress……………………………………………………………………………………………………………..11 • Evidence………………………………………………………………………………………………………………………………...12 • Performance Targets………………………………………………………………………………………………………………14 • Actions……………………………………………………………………………………………………………………………………15

OBJECTIVE 3…………………………………………………………………………………………………………………………………………15 • Rationale………………………………………………………………………………………………………………………………..15 • Summary of Progress………………………………………………………………………………………………………………15 • Evidence…………………………………………………………………….……………………………………………………………16 • Performance Targets……………………………………………………………………………………………………………….18 • Actions…………………………………………………………………………………………………………………………………...18

OBJECTIVE 4………………………………………………………………………………………………………………………………………….18 • Rationale…………………………………………………………………………………………………………………………………18 • Summary of Progress………………………………………………………………………………………………………………18 • Evidence………………………………………………………………………………………………………………………………….19 • Performance Targets……………………………………………………………………………………………………………….20 • Actions…………………………………………………………………………………………………………………………………….20

APPENDIX A………………………………………………………………………………………………………………………………………….21 APPENDIX B………………………………………………………………………………………………………………………………………….22 APPENDIX C……………………………………………………………………………………………………………………………………….…25

2 Achievement Contract 2010-2013 Page 16 of 266 Superintendent’s Message

Gold Trail’s Achievement Contract demonstrates direct support for every student. The 2010-2011 District Achievement Contract highlights the Board’s commitment to early learning, and support for students entering secondary schools. District Reading Intervention Teachers will support every student in Grade 1 requiring additional teaching in foundation learning. As well, in the 2010-2011 school year, every Grade 8 student and their family will be supported by a teacher assigned to work collaboratively with the student and their family to design a learning plan that is both relevant and meaningful. Through the process of developing a Personal Education Plan students select goals and identify the strategies and supports critical to their success.

In addition, next year Gold Trail secondary schools will share a secondary timetable. With the support of technology and guidance teachers, a shared timetable provides increased options for course selection and access to teacher expertise from across the district. Junior students will also receive instruction in English and math everyday of the school year enhancing their opportunity for success.

Gold Trail is proud of the strategies outlined to support an increasingly personalized learning experience for learners. Join us as we work to make school a more relevant and engaging environment for our youth.

Sincerely,

Alison Sidow, Superintendent

School District Context

Mission

Gold Trail’s mission is to create a dynamic and supportive learning community that inspires and enables all students to achieve their potential.

School District Vision

Every student is successful

School District Values

• Learning – at the core of all we do • Care and Appreciation – for all students, their families, and communities • Tradition and Innovation – valuing traditions and embracing new opportunities • Meaningful Relationships – built upon openness, honesty, and respect • High Standards – believing that excellence is within everyone’s reach

3 Achievement Contract 2010-2013 Page 17 of 266 Demographics

The district has 5 elementary schools, 3 secondary schools, 1 rural school, a K-12 school in Clinton and a K–12 school in partnership with the Seton Lake Band. The district has three StrongStart Centers in the communities of Cache Creek, Clinton, and Lillooet. Student enrolment (2009-2010) is 1413 representing a decline of 26% of our student population since the 2004- 2005 school year. The Gold Trail school district has the fastest declining student population in the province.

There are many characteristics of our communities that influence the work of the school district. HELP’s Early Development Index has shown that 45.7% of children were vulnerable on at least one scale of development in 2008-2009. The BC Stats: 2009 Statistical Profile shows that 32.5% of families in the Gold Trail region are led by a lone parent; 55.6% of the region’s population, 18 and older, did not graduate from Grade 12; and, 2% of children 0-18 years of age are Children in Care. Each of our communities has a significant rate of transience, with considerable numbers of families leaving and joining our schools throughout the year. In the 2009-2010 school year the district Speech and Language Therapist initiated universal speech and language screening for all students in kindergarten; of the students screened 74% required further assessment and support, of those students 67% required language support and 7% needed speech/articulation support.

Unique Qualities

There are 19 First Nations Bands within Gold Trail. Learners from these Bands belong to the St’át’imc, Nlakapamux, and Secwepemc Nations. Communities within Gold Trail also support off-reserve and Métis populations. In the last 10 years the aboriginal student population has increased 12%. Currently, 57% of all students in School District #74 are of Aboriginal ancestry. The signed Enhancement Agreement reflects the importance addressing the needs of First Nations and Métis students. The First Peoples’ Education Council meets regularly with District personnel to address the goals and strategies as outlined in the Aboriginal Education Enhancement Agreement.

Our communities are small and closely knit where schools are at the core of community activity. The small size of our schools can be viewed as both a challenge and strength. Our schools are caring and orderly and provide supportive learning environments. The district recognizes the importance of professional learning communities for staff and has created a structure to support teachers in networking with colleagues to share knowledge and practice around curriculum, formative assessment and other professional learning.

4 Achievement Contract 2010-2013 Page 18 of 266

District Strengths

We are extremely proud of our students, communities, and our commitment to continuous improvement of student learning. We believe that our students can achieve and we are optimistic and energized about the future of the district and increasing student success.

Gold Trail has emerged as a leader in the province with our innovative use of technology to support student learning. To support our small secondary schools our staff has initiated a Shared Learning project that uses teacher experts and video conferencing technology to provide live synchronous instruction in selected core academic subjects. Our goal is to ensure all students have access to quality and rigor in their course selection options. At the elementary level the district is supporting a Connected Classroom project, to engage students in unique learning opportunities and to expand their access to ideas and perspectives in a broader learning community.

The District Student Achievement Team (DSAT) was established during the 2009-2010 school year. DSAT is a dynamic team of teacher leaders and principals who lead and manage portfolios that are key to student achievement. These portfolios include: Early Learning, Speech and Language, Elementary Literacy, Secondary Literacy, Community Literacy, Numeracy, Trades and Transitions, Distributed Learning, Connected Classrooms, Shared Learning, Learner Support, Technology, and AVID. The team meets monthly to share successes, challenges and to plan for the future of student learning in our district. Each team member is responsible for leading the work in the school district and developing a team of teachers around them to inform and distribute the work into schools and classrooms throughout the district.

The Superintendent’s Report on Student Achievement highlights writing and Grade to Grade transitions up to Grade 10 as a strength throughout the district. Both Provincial and District evidence show that all students perform satisfactorily in writing. The data on Grade to Grade transitions up to Grade 10 is showing a positive trend of improved transitions for Aboriginal and Non Aboriginal students as well as students with special needs.

Response to 2005 District Review

The District Review Report submitted to School District #74 (Gold Trail) recommended that the school district focus on student achievement in order to improve completion rates. Over the last 5 years, Gold Trail has focused intently on all levels of the organization and has responded to the 2005 District Review recommendations in the following ways:

• The District and schools include a goal and strategies that address Aboriginal student achievement; while honoring the unique differences of the communities. • The District supports schools in the application of the SMART (specific, measurable, achievable, relevant, time limited) criteria for goal development. • The District and school identify and systematically collect meaningful data to establish targets reflective of student needs.

5 Achievement Contract 2010-2013 Page 19 of 266 • Staff, SPCs, and the First Peoples Education Council are actively involved with professional development, in the analysis and interpretation of data, and assists in dialogue pertaining to student achievement. • The District and schools consistently make student learning the priority for all communication and ongoing dialogue with partner groups with a focus on engaging all aboriginal communities. • The District and schools carefully consider planning practices and timelines so that plans are complimentary and interactive. • The development of leadership at all levels is essential to sustain the improvement process.

In then five years since the District Review the recommendations have been implemented into the organizational structure of the district.

District and School Connections

The Yearly Planning Cycle ensures there is on-going dialogue and articulation between School Growth Plans, the Enhancement Agreement, the Community Literacy Plan, and the District Achievement Contract and the Three Year Achievement Map (see Appendix A). Throughout the year formal evidence-based discussions take place, such as; School-Growth Plan Reviews, Community Round Tables, District Student Achievement Team meetings, and Education Committee recommendations. Each of these formal conversations allow for members of the system to be reviewing and adjusting their responses to the goals and evolving evidence.

Alignment between Ministry and District planning documents is outlined in the graphic below. The primary goal of the district is to ensure that all learners attain meaningful school completion through individual student success. This goal is supported by improving student achievement for every child in literacy, numeracy and social responsibility. Each of these objectives is attained through a focus on, family and community as outlined in the Community Literacy Plan, and enhancing aboriginal culture, as stated in the Enhancement Agreement.

6 Achievement Contract 2010-2013 Page 20 of 266

Overview of Achievement Contract

This year’s planning documents reflect the district’s desire to continue and expand the learning initiatives laid out in the 2009–2010 Achievement Contract through sustaining promising practices and the addition of new actions as outlined in the Three Year Achievement Map, Enhancement Agreement, and Community Literacy Plan. Specifically, the focus of the Achievement Contract is to deepen learning for all students and increase the number of aboriginal students who leave Gold Trail schools prepared for post-secondary learning. While the Three Year Achievement Map raises the bar for ALL learners, the Achievement Contract is designed to achieve parity between aboriginal learners and all learners and to meet or exceed provincial results for both groups through specific actions designed to increase and deepen learning.

Achievement Contract Goal:

To improve the Six-Year Dogwood completion rates of aboriginal students through culturally relevant and rigorous instructional practice

Achievement Contract Objectives:

1. To achieve parity between aboriginal students and non-aboriginal students in our six-year Dogwood completion rates and secondary transition rates 2. To improve the literacy levels of grade 4 students as measured by the FSA and District Reading Assessment; and to improve achievement for rigorous senior English courses 3. To improve the numeracy scores of grade 7 students as measured by the FSA and the district numeracy assessment; and to improve the number of students who participate and complete Principles of Math 10 4. To improve feelings of safety at all grades as measured by the Provincial Satisfaction Survey

Rationale:

Our goal statement is based on clear evidence that a high percentage of aboriginal students are not performing as well as their peers and it is our belief that the structures and strategies outlined in this document will not only meet the needs of our most vulnerable students but they will elevate achievement for all students.

Objective 1

To achieve parity between aboriginal students and non-aboriginal students in our six-year Dogwood completion rates and secondary transition rates

7 Achievement Contract 2010-2013 Page 21 of 266 Rationale:

All Gold Trail employees through the Kindergarten to Grade 12 know the importance of our students graduating with a Dogwood. The district appreciates that the life chances for our students are dramatically increased by completing their Grade 12 school year with a Dogwood. All structures are strategies implemented in elementary and secondary schools are to increase each student’s ability to graduate with a Dogwood.

Summary of Progress:

The 2008-2009 six year completion rates for Aboriginal students was 47% and 68% for non aboriginal students. We are concerned with the decline noted for non Aboriginal students in the 2008-2009 evidence when the rates had shown a positive increase over the last five years. It is important to note that the completion rate for Aboriginal students did not decline in this year; in fact they increased by 1% from the previous year. An analysis of grade to grade transitions reveals a positive trend that may indicate that the six year completion rate will improve. Grade to grade transitions from grades nine to eleven have shown a positive trend since 2003-2004. We are hopeful that the steady increase of Aboriginal students transitioning to the next grade may indicate that there will be an increase in completion rates. The seven year completion rates indicate that many of our students may require additional time to complete graduation requirements as seven year rates are slightly stronger.

District and school staff has noted that the district wide AVID program as well as a clear focus on improving classroom practice through initiatives such as the work with Leyton Schnellert has contributed to increased student engagement. However, with each initiative that is established to improve the graduation rate for Aboriginal learners we see non-Aboriginal students having the most significant benefit. As a result, the school district is going to develop a research project, in partnership with a local university, to better understand and improve the educational experience of Aboriginal students in our schools.

EVIDENCE:

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Grade to Grade Transition Evidence

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Performance Targets: Target Performance Status Short Term: 50% for Aboriginal students 47% Aboriginal students Not met Long Term: Aboriginal and Non Aboriginal 47% Aboriginal students Not met students meet or exceed provincial 85% for Non Aboriginal Met average for all students students 63% for All students Not met

Actions: Completion • Shared secondary timetable • Focus on junior (Grade 8 and 9) literacy and numeracy through shared secondary timetable • Distributed Learning Guidance teachers and Counselors in all schools to ensure appropriate success rates in e-learning • Literature Circle training • Improve student data analysis process • Collaboration and mentoring for teachers in delivery of Foundations Math 10, Apprenticeship and Workplace Math 10 • Grade 8 Connected Classroom project • Offer 2 Shared Learning courses in math, science, social studies, and AVID • All secondary schools prepare and submit plans to improve grading practices Culture • Develop research project to better understand and improve the education experience of Aboriginal students in our schools • Aboriginal elders and resource people participating in all subject areas in all elementary schools and secondary English classes (Power of Place) • Hire District Aboriginal Resource Teacher • Support English First Peoples 10 • English First Peoples 12 through Shared Learning Community • Outreach meetings with community to discuss programs and services for students with special needs • Grade 8 transition meetings with student, family, and education planner.

10 Achievement Contract 2010-2013 Page 24 of 266 Objective 2

To improve the literacy levels of grade 4 students as measured by the FSA and District Reading Assessment; and to improve achievement for rigorous senior English courses

Rationale:

All of our schools are focusing on improving literacy we recognize that the success of our students relies upon a strong foundation of literacy. The District has defined literacy as reading, writing, speaking, and listening with understanding. District and school staff know that our students must have a strong foundation in literacy to achieve a Dogwood.

Summary of Progress:

Gold Trail implemented several district-wide strategies to support improvements in reading and writing over the last several years: universal speech and language screening for kindergarten students, a system wide English Language Development assessment to identify students for participation in an enhanced oral language program, and a universal guided reading program in elementary schools. We have worked to support the literacy development of children three to five years of age by providing Parents as Literacy Supporters program in each elementary school.

The FSA results for Grade 4 Reading show the continued improvement for non aboriginal students, from 59% meeting in 2007-2008 to 64% in 2008-2009. As well as an increase in non aboriginal students exceeding expectations from 9% to 13%. We are concerned about the decline for aboriginal students from 51% meeting in 2007-2008 to 43% in 2008-2009. We are pleased with the increase for both aboriginal and non aboriginal students in Writing on the FSA. 52% of Grade 4 aboriginal students met the writing expectations on the FSA, surpassing the provincial average for aboriginal students. Similarly, non aboriginal students exceeded the provincial average for students meeting expectations at 68% with a provincial average of 64%.

During the 2008-2009 school year Read Well was introduced as a strategy to support students struggling with decoding. While this has supported many students in their development as readers we are concerned about the number of students leaving Grade One without the necessary foundation of decoding and comprehension skills. So, the 2010-2011 school year will see the hiring of two District Reading Intervention teachers. These teachers will work with students who are not making the necessary progress in their reading. All Grade One students who are not at level 3, as measured by the PM Benchmarks, in their reading in December will receive direct intervention to support their decoding and comprehension skills. We recognize that students need to leave Grade One with a firm foundation of decoding and comprehension skills to build upon for their future learning. We are confident that the universal Kindergarten speech and language screening will support the literacy development of those students struggling with speech and language challenges though early detection and support.

While the district has made efforts to support the literacy development of children 0-6 years of age, such as PALS, Camp Boost, and Ready Set Learn, we know that we have to work in collaboration

11 Achievement Contract 2010-2013 Page 25 of 266 with the early learning providers in our communities to support our collective growth in supporting the early learning needs of all children. An Early Learning Network will be established in the upcoming school year to facilitate these joint conversations and development.

Evidence: FSA: Reading Grade 4

FSA: Writing Grade 4

12 Achievement Contract 2010-2013 Page 26 of 266

Whole Class Reading Assessment: Grade 4

School Wide Write: Grade 4

13 Achievement Contract 2010-2013 Page 27 of 266

Performance Targets: Target Performance Status Short Term: 58% FSA (Reading) aboriginal 48% aboriginal students Not met students 55% FSA (Writing) 52% aboriginal students Not met aboriginal students 25% WCRA (Fully meets and 10% aboriginal students Not met Exceeds) aboriginal students 80% SWW (Fully meets and 57% aboriginal students Not met Exceeds) Aboriginal students Long Term: Aboriginal and non aboriginal Aboriginal students Not met students meeting or exceeding • Reading provincial averages for all students • Writing Non aboriginal students Not met • Reading • Writing

14 Achievement Contract 2010-2013 Page 28 of 266

Actions: Completion • PM Benchmarks as the district assessment at the primary level • Guided reading refresher course for teachers • Direct intervention, with a District Reading teacher, for those students who are not yet reading at Level 3 by December of Grade 1 • Hire 2 District Reading Intervention Teachers • Play based learning and language development in Kindergarten • Improve student data analysis Culture • Integration and development of aboriginal curriculum through elder and community involvement • Aboriginal PALS use in schools Community • Ongoing training for parents on Read Well • Camp Boost in each community in partnership with local Bands • Support the implementation of each community’s goals as identified in the Community Literacy Plan

Objective 3

To improve the numeracy results of grade 7 students as measured by the FSA and the district numeracy assessment; and to improve the participation and completion rates for Principles of Math 10.

Rationale:

While literacy is the foundation for future learning the Gold Trail School District recognizes that students need to be proficient in numeracy to achieve a Dogwood and have meaningful options for their education after graduation.

Summary of Progress:

Math Makes Sense has been the recommended resource for numeracy instruction for five years. To support the pedagogical growth of all teachers in numeracy a math coordinator was appointed, in 2009-2010, to support staff development needs; particularly, to address the challenges of teaching numeracy in multi-grade classrooms. Two members of the Numeracy Network were trained as district facilitators for Math 44 and host professional development sessions for all teachers. The district implemented the Vancouver Island Net Diagnostic Math Assessment in the 2009-2010 school year. The District Numeracy Network recognized the need for a detailed district assessment to inform instruction and student learning. The 2009-2010 results will form a baseline.

The Grade 7 FSA results for 2008-2009 show positive growth for aboriginal and non aboriginal students in numeracy; 44% of aboriginal students met or exceeded while 75% of non aboriginal

15 Achievement Contract 2010-2013 Page 29 of 266 students met or exceeded. This is an increase of 1% for both groups of students. The disparity in results between aboriginal and non aboriginal students is a serious concern. Our evidence clearly demonstrates that we need to be deliberate in our instruction and support of aboriginal learners in numeracy. During the 2010-2011 school year the Numeracy Network will examine Cynthia Nicol’s work on Culturally Responsive Mathematics.

Evidence:

FSA: Numeracy Grade 7

16 Achievement Contract 2010-2013 Page 30 of 266

17 Achievement Contract 2010-2013 Page 31 of 266

Performance Targets: Target Performance Status Short Term: 50% FSA (Numeracy) aboriginal 47% aboriginal students Not met students 80% Principles of Math 10 88% aboriginal students Met C- or better Aboriginal students 43% Principles of Math 10 26% aboriginal students Not met C+ or better aboriginal students Long Term: Aboriginal and non aboriginal Aboriginal students students meet the provincial average • 47% for all students on FSA Non aboriginal students • 75%

Actions: Completion • Professional development for District Numeracy contacts in Van de Walle methodology to improved problem solving • Improved student analysis process • Offer Math 44 Workshops Culture • Culturally Responsive Mathematics project by Cynthia Nicol Community • District math contacts to host a parent math night at their school

Objective 4

To improve feelings of safety at all grades as measured by the Provincial Satisfaction Survey.

Rationale:

It is a priority for all schools to be safe, orderly, and caring places to facilitate a meaningful learning environment for all students. The district recognizes the importance of a thoughtful and supportive setting to support our students to achieve a Dogwood.

Summary of Progress:

The district has committed to the use of restorative practices in all settings. During the last school year all district and school staff were trained in restorative practices. Restorative practices have been added to the District Code of Conduct and each school’s Code of Conduct.

The Satisfaction Survey results show an overall positive trend for how safe students are feeling at school in Gold Trail. An analysis of the evidence for students in Grade 3 and 4, 7, 10, and 12 highlights areas for the district to focus our efforts in increasing feelings of safety at school. The results for students in Grades 3 and 4 show a decline from 2007-2008 to 2008-2009 for

18 Achievement Contract 2010-2013 Page 32 of 266 aboriginal students, from 86% to 67% while non aboriginal students showed an increase in feelings of safety from 74% to 81%. The results for students in Grade 7 show that 79% of aboriginal students feel safe at school, which exceeded the provincial average of 77% for all students. The evidence for non aboriginal students is a concern with 63% reporting that they feel safe at school. The evidence for students in Grade 10 is positive, a clear increasing trend for the last five school years is evident. Both aboriginal and non aboriginal students exceeded the provincial average of 72%. The evidence for feelings of safety by Grade 12 students shows that 75% of aboriginal students and 68% of non aboriginal students feel safe at school. Both groups of Grade 12 students are below the provincial average of 78%. Appendix B shows the results for students in Grades 3 and 4, 7, 10, and 12 on being bullied, teased, or picked on as well as the results of the District Social Responsibility Survey.

EVIDENCE:

Provincial Satisfaction Survey Evidence

19 Achievement Contract 2010-2013 Page 33 of 266

Performance Targets: % of all students not teased or bullied Target Performance Status Short Term: 88% - Grade 3/4 89% Met (2 years) 88% Grade 7 90% Met (2 years) 95% Grade 10 92% Not met 92% Grade 12 93% Met 78% District Survey 84% Met feel safe at school Long Term: 95% report feeling safe 73% Not met usually/always 95% not teased or bullied 90% Not met

Actions: Completion • Breakfast and lunch programs • Special event days across the district to build community amongst students • District Discipline Review Committee in place Culture • Develop research project to better understand and improve the education experience of Aboriginal students in our schools • Continue aboriginal elders program Community • Develop information brochure for parents on restorative practices • Health Promoting Schools Coordinator

20 Achievement Contract 2010-2013 Page 34 of 266 Appendix A Yearly Planning Cycle

September: District Wide Reading, Writing and Numeracy Assessments

November: SGP conversation with District Staff at each school

December Superintendent of Education’s Report on Achievement

Jan Feb/March: District Staff prepare Service Plans

Development of 3-Year Achievement Map

Mid-Year Learning Conversations – School Teams April: District Wide Reading, Writing and Numeracy Assessments

Election of School Planning Council for 09/10 school year by the end of April

FPEC targeted dollars proposals submitted to District Principal of Aboriginal Education

Ab. Ed. Proposals reviewed by FPEC Finance Committee for recommendation to the board. May: Pro-D day devoted to the development of School Growth Plans for 2009/10 developed by schools and partner groups.

School Growth Plans approved by School Planning Council.

School Growth Plans submitted to district office by mid May School Growth Plans reviewed and revised by late May

June: District Achievement Contract and District Community Literacy Plan developed based on the District Achievement Map and School Growth Plans

School Growth Plans, District Achievement Contract, Enhancement and Community Literacy Plan submitted to the Board of Trustees at June Committee

School Growth Plans, District Achievement Contract. Enhancement Agreement and Community Literacy Plan approved by Board at the June Open Board Meeting

July: District Achievement Contract and Community Literacy Plan due at the Ministry by July 15

21 Achievement Contract 2010-2013 Page 35 of 266 Appendix B

Provincial Satisfaction Survey

22 Achievement Contract 2010-2013 Page 36 of 266

District Satisfaction Survey

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24 Achievement Contract 2010-2013 Page 38 of 266 Appendix C

School District No. 74 (Gold Trail) Achievement Contract

______Date Superintendent of Education

______Board Chair

25 Achievement Contract 2010-2013 Page 39 of 266

District Literacy Plan

2010 - 2011

School District #74 (Gold Trail)

Community Literacy Plan Page 40 of 266 Table of Contents

Introduction……………………………………………………………………… 3

District Context………………………………………………………………….. 4

District Goal ……………………………………….…………………………..... 5

District Literacy Plan Goals ………………….………………………...... 7

Reflections on the 2009 – 2010 Year …………………………………………… 8

District Learning Opportunities ……………………………………………….. 9

Summary ……………………………………………………………………….. 13

Appendix A: Ashcroft/Cache Creek/Spences Bridge Community Literacy Plan - Bridging Gaps

Appendix B: Clinton Community Literacy Plan

Appendix C: Lillooet Community Literacy Plan

Appendix D: Lytton Community Literacy Plan

Community Literacy Plan Page 41 of 266

Introduction

Gold Trail School District embraces its expanded mandate to broaden our work to include community literacy development and life-long learning for all community members, in all ages and stages of life. We view our expanded role as an opportunity to develop stronger school/home/community relationships which will strengthen families, schools and local communities, and enhance lifelong learning achievement of all learners in our communities. The district is committed to developing a District Literacy planning process which honors the regional and cultural diversity of our community members in all our villages, towns, rural communities and Aboriginal territories. In preparing to meet the challenges of this expanded area of responsibility we recognize and value the following:

• The family is the strongest element shaping children’s lives and our strongest form of networks. For all children, the cycle of learning begins in the family. • Family literacy acknowledges the richness and complexity of families and the multiple often-unrecognized literacy tasks that are part of everyday life. • Community development is the process of bringing people together to identify existing strengths and assets, address common challenges and find solutions. • Building partnerships is a shared responsibility in which community members build on existing family and community resources and support each other to develop a culture of life-long learning which benefits themselves, their families and their neighbours.

This plan will describe the work that has taken place in our communities during the past three years and, where known, the goals and plans the community task force has set for the coming year. Furthermore, this plan will describe the work that the district is doing to support the Province of British Columbia’s commitment to make B.C. the most educated and most literate jurisdiction in North America. This work will be described within the context of the four overall goals or pillars articulated by the Province through Read Now B.C.

1) increasing the number of children entering school ready to succeed 2) increasing the number of children in school who read successfully 3) increasing the number of adults with the reading and literacy skills needed to function in everyday life and in the workplace 4) increasing the number of Aboriginal people who read successfully

Lists of district and community programs and partnerships are included in the appendix of this document for use in community planning.

Community Literacy Plan Page 42 of 266 District Context

Mission

Gold Trail’s mission is to create a dynamic and supportive learning community that inspires and enables all students to achieve their potential.

School District Vision

Every student is successful

School District Values

• Learning – at the core of all we do • Care and Appreciation – for all students, their families, and communities • Tradition and Innovation – valuing traditions and embracing new opportunities • Meaningful Relationships – built upon openness, honesty, and respect. • High Standards – believing that excellence is within everyone’s reach

Demographics

School District No. 74, Gold Trail is a unique rural public school district and represents communities from Lytton, Spences Bridge, Venables Valley, Ashcroft, Cache Creek, and Clinton along Highway 97C, and west to Pavilion, Lillooet, Gold Bridge and Shalalth/Seton Portage. Communities are primarily resource and agricultural-based, and the school district contributes to the local economy by employing approximately 300 employees. The district has 6 elementary schools, 4 secondary schools, 1 rural school, and a K–12 school in partnership with the Seton Lake Band. Student enrolment (2009-2010) is 1413 representing a decline of 26% since 2004-2005. The Gold Trail school district has the fastest declining student population in the province. Enrollment in our Continuing Education programs in our community based learning centers has increased from no adults in 2002-2003 to 56 adults registered in 2008- 2009. There are many characteristics of our communities that influence the work of the school district. HELP’s Early Development Index has shown that 45.7% of children were vulnerable on at least one scale of development in 2008-2009. The BC Stats: 2009 Statistical Profile shows that 32.5% of families in the Gold Trail region are led by a lone parent, 55.6% of the region’s population, 18 and older, did not graduate from Grade 12, and 2% of children 0-18 years of age are Children in Care. In the 2009-2010 school year the district Speech and Language Therapist initiated universal speech and language screening for all students in kindergarten; of the students screened 74% required further assessment and support, of those students 67% required language support and 7% needed speech/articulation support.

Community Literacy Plan Page 43 of 266 Unique Qualities There are 19 First Nations Bands within Gold Trail. Learners from these Bands belong to the St’át’imc, Nlakapamux, and Secwepemc Nations. Communities within Gold Trail also support off-reserve and Métis populations. Currently, 57% of all students in School District #74 are of Aboriginal ancestry. The signed Enhancement Agreement reflects the importance addressing the needs of First Nations and Métis students. The First Peoples’ Education Council meets regularly with District personnel to address the goals and strategies as outlined in the Aboriginal Education Enhancement Agreement. Our communities are small and closely knit where schools are at the core of community activity. The small size of our schools can be viewed as both a challenge and strength. Our schools are caring and orderly and provide supportive learning environments. The district recognizes the importance of professional learning communities for staff and has created a structure to support teachers in network with colleagues to share knowledge and practice around curriculum, formative assessment and other professional learning.

District Goal To improve the Six-Year Dogwood Completion rates of Aboriginal students through culturally relevant and rigorous instructional practice.

Achievement Contract Objectives

• To monitor the Achievement of 2015 graduates to determine if the AVID Aboriginal Mentorship Program is supporting an increase in Dogwood Completion Rates

• To improve the literacy levels of grade 4 students as measured by the FSA and District Reading Assessment; and to improve the number of students who participate and complete English 12 and English First Peoples 12

• To improve the numeracy scores of grade 7 students as measured by the FSA; and to improve the number of students who participate and complete Principles of Math 10

• To improve feelings of safety at all grades as measured by the District Social Responsibility Survey

Community Literacy Plan Page 44 of 266 Alignment

Alignment between Ministry and District planning documents is outlined in the graphic below. The primary goal of the district is to ensure that all learners attain meaningful school completion through individual student success. This goal is supported by improving student achievement for every child in literacy, numeracy and social responsibility. Each of these objectives is attained through a focus on, family and community as outlined in the Community Literacy Plan, and enhancing Aboriginal culture, as stated in the Enhancement Agreement.

Community Literacy Plan Page 45 of 266 District Literacy Plan Goals

1. To coordinate the implementation of goals as identified in each Community Literacy Plan

2. To support greater collaboration between schools and community in support of healthy community

District Literacy Plan Objectives

• To support Literacy Outreach Coordinators in support of community literacy goals. • To facilitate communication between Literacy Outreach Coordinators and community literacy task force groups in all Gold Trail communities. • To provide coordination and communication between community and school district programs.

Actions

• A school principal has been appointed to the role of Community Literacy Coordinator to support the work and facilitate communication between community based Literacy Outreach Coordinators. • Literacy Outreach Coordinators will be contracted by the two organizations that steward the funding received from LegaciesNow. (Lillooet Library and Sun Country Community Futures) • Health Promoting Schools Coordination funds will be used to provide the services of a teacher leader who will work with health providers, schools, and community groups to ensure that schools are adopting a Health Promoting Schools approach.

Community Literacy Plan Page 46 of 266

Reflections on the 2009-2010 Year

Goal To work with community partners to develop community plans that will support life-long learning by building and strengthening relationships.

Objectives

• to generate community literacy plans in all communities • to work with Lillooet to determine how their project will be sustained • to establish communication between all communities through Community Outreach Coordinators, the District Community Literacy coordinator, and the Regional Literacy Coordinator

Rationale With the exception of Lillooet, our communities were all in the early stages of community planning. Most communities received implementation funding and started to plan. Each community hoped to develop a plan that would build on existing strengths and reflect its uniqueness. Our communities are geographically far apart and travel and communication between partner groups was a challenge. The School District viewed the development of community literacy plans in collaboration with local partners in each community and 2010 Literacy Now as essential to meeting the unique learning needs in every community.

Actions

• A school principal appointed to the role of District Community Literacy Coordinator. Her role was to facilitate communication between our two Literacy Outreach Coordinators, community groups, the School District, and the Regional Literacy Coordinator. • Literacy Outreach Coordinators – two contracts were issued in Fall 2009. Funding for this was provided by 2010 Legacies Now. Monies were stewarded by the Lillooet Area Library Association for Lillooet and Lytton and by Community Futures for Spences Bridge, Ashcroft, Cache Creek, and Clinton. Coordinators worked with Task Force groups in each of their respective communities to complete the planning process. • The Literacy Outreach Coordinator for Lytton and Lillooet facilitated a number of public forums to ascertain community needs and wishes. Task force groups used this information to develop community goals. Lillooet has already completed the Legacies Now planning process and will not receive funding to support their plan. • The communities of Cache Creek, Spences Bridge, and Ashcroft united their task force groups. Information was solicited from community members by means of a survey. Survey results were used to develop community plans.

Community Literacy Plan Page 47 of 266 • Clinton used their implementation funds to hire a local coordinator who assisted the task force by conducting an asset inventory and needs assessment and completing the early stage of developing their community plan. The Literacy Outreach Coordinator assisted the task force to develop their goals and complete their plan.

Impact

• Through the planning process people are talking about literacy. Task force and community meetings are bringing together individuals who normally would not communicate with one another. • We are creating positive partnerships with our aboriginal communities. • Task force groups acknowledge the need to move from planning to action and program delivery next year. • An initial defensiveness about the use of the word ‘literacy’ has been reduced when people work together to agree on a common and general definition. • All of our communities experience a gap in knowing what is available to the community. The work of the task force has served to bring practitioners together to share resources and information.

Learning

• Priorities of committee were not necessarily those of the community. • Need to allocate ‘time’ to the process. Most task force members worked full time and it was often difficult to pull all to the table.

District Learning Opportunities

Learning opportunities in the school district are described as they relate to the four goals of ReadNow B.C.

1) Increasing the number of children entering school ready to succeed.

Gold Trail schools have been supporting early learning opportunities for several years. Schools have provided space for community based early learning programs. In 2007, the district hired an early learning coordinator to provide a leadership role in managing the developing early learning opportunities and to liaise with community service providers. The district has developed a set of early learning guidelines and a vision statement to ensure consistency with the B.C. Early Learning Framework. A complete list of school district and community programs can be found in Appendix B.

Community Literacy Plan Page 48 of 266 Vision Statement

In each of our communities, the school district serves as the “learning hub” where families can access a continuum of quality services and programs that support early childhood learning. The district believes that access to quality early learning opportunities for children and parents is a critical part of every child’s education and builds the foundation for greater success in later years.

Actions

• Parents As Literacy Supporters (PALS) – offered in each school. The new Aboriginal PALS was piloted by one school this year has been purchased for all schools. • StrongStart – School District #74 currently has three StrongStart programs, located at Cayoosh Elementary in Lillooet, Clinton Elementary School, and Cache Creek Elementary School. • Camp BOOST – to provide a summer learning experience for children aged four to six. Camp BOOST is a two-week camp, held in each community and in some outreach locations. The camp focuses on building oral language skills, social interaction, physical activity, and healthy eating, all areas in which our students have shown vulnerability as measured by the EDI. • Early Learning Network – School District #74 will support and facilitate the development of an Early Learning Network beginning in 2009-10 which will include representation from both school and community-based early childhood programs from across the district. This Early Learning Network will focus on best practice in early childhood education and on the link between early learning and school preparedness. • Full Day Kindergarten – Professional development opportunities were made available to principals and teachers to ensure that our Kindergarten programs are play based and age appropriate. • Early Learning Partnerships – Program providers are provided free use of available school space where program guidelines fit within the B.C. Early Learning Framework.

2) Increasing the number of children in school who read successfully

A planning document, The Three Year Achievement Map outlines district plans for the next three years to increase the number of students who are able to read with adequate comprehension. These plans include but are not limited to the following actions.

Community Literacy Plan Page 49 of 266 Actions

• Daily Guided Reading instruction in all elementary classes with the provision of extra staffing to schools • Instruction in comprehension strategies using Reading Power (Adrienne Gear) as a framework. • Assessment for learning – all schools will use PM Benchmarks for students in K – 2 and the Whole Class Reading Assessment in 3 – 8 • Networks – district Early Learning Network provides an opportunity to share instructional practice. Further the district sends representatives to the Okanagan Mainline Regional Literacy Meetings and supports school involvement in the Network of Performance Based Schools • Read Well – used as an intervention for at risk readers in Grade 1 and Kindergarten • English Language Development – assessment and intervention for students who need support • Kindergarten Talking Tables – used to promote language development and phonological awareness • Universal Design For Learning – professional development sessions provided by Leyton Schnellert for secondary schools

3) Increasing the number of adults with the reading and literacy skills needed to function in everyday life and succeed in the workplace. The school district has established learning centers in Ashcroft, and Lillooet. All adult students are registered through Gold Trail Distributed Learning (GTDL). In Ashcroft, 4 adults are registered through GTDL but none attend the Access Center. The most common courses taken by adult students are: English 12, Communications 12, Essentials of Math 11, First Nations Studies 12, Social Studies 11, Accounting 11/12, BCA 11, and Data Management 12.

Actions

• To develop trades explorations programs in all communities based on need and feasibility. • To increase the participation rate in the trades program. • To support adult students through our learning centers.

A list of our programs that include adults follows:

Lillooet Learning Center

• Supported between 31 and 51 students enrolled in 44 – 54 active courses at any one time. • Hairdressing/Cosmetology programs were run through this center.

Community Literacy Plan Page 50 of 266 Access Center (Ashcroft/Cache Creek

• Supported secondary students who either attend or drop into the center.

Distributed Learning

• Four active adult students enrolled in courses • Features a continuous registration process. Students are expected to produce a minimum of one assignment every two weeks. • Many adults enroll but few complete coursework.

Trades and Transitions

The District offers entry level trades/apprenticeship training to both youth and adults. The local provision of such programs can result in a huge cost saving to participants. Past offerings have included residential house framing, culinary arts/chef training, and welding. Last year students were offered a choice of Hairdressing (Cosmetology) and Painting and Decorating. Both programs were offered in Lillooet.

For 2010 – 2011 the district will offer a Cosmetology (Ashcroft), Food Industry Training (Ashcroft). These programs are open to both secondary students and adults. There are tentative plans to offer Marine Sports and Marine Tech in partnership with Thompson Rivers University next year.

4. Increasing the number of Aboriginal people who read successfully.

There is one goal that guides the work of the district and that goal aims to increase the number of students who graduate with a Dogwood diploma within six years of entering secondary school. Our Aboriginal Enhancement Agreement was signed in June 2005. This agreement sets out goals in three key areas – academic achievement, culture, and social responsibility. For the purpose of this report, the academic goals are listed below are relevant to this goal area:

• To increase the number of students who are reading and writing according to B.C. Provincial Standards at all grade levels. • To increase the number of students who complete a Dogwood Diploma and are eligible to enroll in career, technical and academic post-secondary programs.

Actions

• English 12 First Peoples – offered in all secondary schools. • Aboriginal Book Bins – each school has a selection of aboriginal books for use at a variety of reading levels. Teachers worked collaboratively to create and share sample lessons that can be used.

Community Literacy Plan Page 51 of 266 • The Power of Place - Integrating Upper St’át’imc Knowledge systems into Lillooet area K-12 school curricula and Pedagogy. After two and half years of working in partnership with SPARC, (Social Planning and Research Council of BC), Lillooet partners, Lillooet First Nations communities and School District No.74 there has been a final report that has been submitted and will be provided on the website with the Canadian Council on Learning in the near future. • Celebration of Success – an annual event hosted by a different school each year. This event is co-planned by school and community members and provides students with an opportunity to experience aboriginal culture first hand. • Aboriginal Elders and Resource people - are a presence in most schools to share their skills and experiences with students and staff. Many schools host Elders’ Teas on a regular basis.

We will continue to work at increasing the involvement of Elders and resource people in all grades throughout the school district. It is important to have a significant increase in Aboriginal culture, traditions and language implemented district wide with the contributions of the many knowledgeable and skilled Aboriginal people that are available to connect with the schools. At this time the District is planning to recruit and hire a District Principal for Aboriginal Education and a District Aboriginal Resource Teacher.

Summary

This document describes the community and district literacy planning that has been accomplished to date. It represents the commitment made by the Board of Education of School District #74 (Gold Trail) to collaborate with community partners to create plans that will reflect the unique needs and perspectives of each. Community Plans are attached in the next section of this document.

Date: ______

______Superintendent of Education

______Chair, Board of Education

Community Literacy Plan Page 52 of 266

APPENDIX A Ashcroft/Cache Creek/Spences Bridge Community Literacy Plan – Bridging Gaps

Community Literacy Plan Page 53 of 266 Bridging Gaps Community Literacy Plan 2010

Bridging Gaps

Community Literacy Plan

May 2010

Community Literacy Plan Page 54 of 266 Bridging Gaps Community Literacy Plan 2010

Three Communities

Two Bridiging Reserves Gaps

One Vision One Goal

Community Literacy Plan Page 55 of 266

Bridging Gaps Community Literacy Plan 2010

Acknowledgements

Many individuals and groups contributed towards this initiative. Without their help and participation, this community literacy planning initiative would not have been successful.

Thank you to Literacy Now for funding for planning process and for support and assistance when needed.

A special “Thank You” to the Sun Country Community Futures who acted as Stewarts of the funds, to the various groups who allowed use of facilities for committee meetings throughout the past year, and to individuals who participated freely to the “Bridging Gaps” literacy planning process. This is your plan.

May the building blocks of literacy assist each and every one of you to live rewarding and fulfilling lives as set out to accomplish your goal of Bridging Gaps through literacy awareness and support.

Community Literacy Plan Page 56 of 266 Bridging Gaps Community Literacy Plan 2010

TABLE OF CONTENTS Acknowledgements ...... 3 Executive Summary ...... 5 Our Vision ...... 7 Our Mission ...... 7 Our Commitment ...... 7 The Project ...... 8 The Process ...... 8 Planning Actions ...... 9 The Goals ...... 9 Definition of Literacy ...... 9 Time Lines ...... 10 Guiding Principals in the planning process ...... 11 Literacy Needs Assessment ...... 12 Initial Strategy ...... 12 Area of Focus ...... 13 Goals ...... 13 Action ...... 13 Action ...... 13 Action ...... 13

Community Literacy Plan Page 57 of 266 Bridging Gaps Community Literacy Plan 2010

Executive Summary

In the spring of 2009, Funding was received from BC 2010 Legacies Now to conduct community literacy plans for the communities of Ashcroft, Cache Creek and Spences Bridge. Sun Country Community Futures accepted to be the Stewart for the fund.

Due to the close proximity, intercommunity dependency, common community demographics, limited literacy resources and, a low population base of the area, it was decided that one coordinator be retained to compile an inventory of existing literacy resources along with an assets and gaps analysis for all three communities. This task was completed in the summer of 2009.

During the individual planning sessions it became apparent that all the communities shared common goals and objectives, assets, gaps, and needs. At that stage members felt they would be better served by combining the three Community Literacy Planning Committees as one joint area Literacy Task Force. The merge happened in November 2009 and became known as “Bridging Gaps”.

December 2009 the reserves of Ashcroft, and Bonaparte were invited, and agreed to be part of the Bridging Gaps community literacy planning process.

As a result of combined planning, cultural inclusion, open dialogue, respect, support and partnerships the communities of Ashcroft, Cache Creek and Spences Bridge and the First Nation communities of Ashcroft and Bonaparte is ensuring that existing or planned literacy services will not be duplicated and demonstrates a willingness of the communities to work together to enhance, develop, support and promote literacy for the benefit of individuals, the community and the area.

While the communities of Ashcroft, Cache Creek and Spences Bridge and the First Nation communities of Ashcroft and Bonaparte united and planned as one committee

Community Literacy Plan Page 58 of 266 Bridging Gaps Community Literacy Plan 2010

with a shared mission and vision, individual community goals and objectives, planning needs and outcomes were tailored to the individual communities.

The end result is three communities, two reserves, one vision, one goal but individual plans tailored to the dreams, needs and desires of respective communities. The individual plans are presented in the course of this overall document.

Community Literacy Plan Page 59 of 266 Bridging Gaps Community Literacy Plan 2010

Our Vision

Our vision is to build cultural, economic, and social literacy opportunities at local levels through open dialogue, and community to community engagement.

Our Mission

Building literacy awareness and programs through cultural inclusion, open dialogue, respect, support and partnerships in the communities of Ashcroft, Ashcroft Reserve, Cache Creek, Bonaparte Indian Band, & Spences Bridge.

Our Commitment

We are committed to:

Increasing the percentage of students who graduate

Developing and supporting literacy support systems which • emphasize literacy and numeracy skills • address a variety of learning needs and preferences • are inclusive of learners at all levels and from all backgrounds • supporting learning environments which are respectful, culturally inclusive, cooperative, positive and mutually supportive • Supporting and enhancing existing literacy programs and initiatives • working with our communities through partnership development

Support literacy services which enable individuals to reach their full potential.

Community Literacy Plan Page 60 of 266 Bridging Gaps Community Literacy Plan 2010

The Project

The Process

Bridging Gaps Community Literacy Planning committee started in the spring of 2009 using a community direct and indirect participatory approach. Community members, literacy stakeholders, service providers, youth and seniors were all invited to be part of the planning process.

The actions taken to start the process included:

Identifying a Stewart for the funds received from BC Legacies Now The forming of a planning committee to start the process Hiring a coordinator to complete an inventory of literacy resources Establishing individual community committees

The planning committee felt that the following steps were important factors in guiding us through the Community Literacy Planning process.

Step 1 Step 2 Inventory of Identifying existing gaps and resources needs

Step 4 Step 3 Exploring future Strategic Programs Planning and Services

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Planning Actions

Once this process was completed, the Literacy Planning Committee undertook a literacy survey to guide them in identifying and addressing needs and gap and to develop new goals and actions to be put forward in the community Literacy Plan.

The Planning Committee was composed of community members and individuals involved in the literacy field as well as area resource people.

The Goals

To complete an inventory of existing literacy resources and support groups Identify literacy needs and gaps

Develop an action plan for future literacy programs

To develop a Community Literacy Plan based on identified needs, and agreed on goals and objectives for the communities of Ashcroft, Ashcroft Indian Band, Bonaparte Indian Band, Cache Creek, and Spences Bridge.

Definition of Literacy

We believe the UNESCO statement for the United Nations Literacy Decade, 2003–2012 is an important definition:

Literacy is about more than reading and writing—it is about how we communicate in society. It is about social practices and relationships, about knowledge, language and culture. Literacy . . . finds its place in our lives alongside other ways of communicating. Indeed, literacy itself takes many forms: on paper, on the computer screen, on TV, on posters and signs. Those who use literacy take it for granted – but those who cannot use it are excluded from much communication in today’s world. Indeed, it is the excluded who can best appreciate the notion of “literacy as freedom.”

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Time Lines

The Planning Committee meet monthly. The meetings were hosted by the communities of Ashcroft, Ashcroft Indian Band, Bonaparte Indian Band, Cache Creek and Spences Bridge. Other actions of the group are indicated below.

Literacy

Action

2009 2009

2009

2010

2009 2010

PLANNING 2009 2010

2010 2009 2010

2009

June July August September October November December January February March April May Inventory of Literacy Resources Gaps and Analysis Planning Meetings On Line Literacy Survey Municipal Presentations • Ashcroft • Cache Creek • School District Community Flyers sent to all area households Community Forums • Ashcroft • Cache Creek • Spences Bridge

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Guiding Principals in the planning process

Stronger community To Community Networking

Support Cultural Inclusion For Basic & Adult Literacy Cultural Literacy

Support Support For & Families Enhancement & of Children Existing Services

The planning committee was guided by the desire to be all inclusive of marginal groups and cultural inclusion. The desire and need to bridge gaps, developing more effective ways of communicating, and supporting existing services was the focus of the planning process.

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Literacy Needs Assessment

Results of the online literacy survey supported those challenges. The online survey results identified and highlighted the following areas for future action.

Health Information

A need to Support for Publicize basic literacy exiating (Reading and programs and Writing) Bridging services Gaps

Tutoring Support for support for seniors and students and families families

Survey results also identified that over 35%, across all communities, had limited or no knowledge of existing resources and services which were available in their community.

There are challenges which are shared by all communities. Limited or no access to public transit, limited or no access to public internet and limited knowledge of existing programs and resources was identified as ongoing challenges to be addressed in the future.

Initial Strategy

The inventory of existing literacy resources and the online literacy survey give a positive and strong focus point of where future literacy initiatives will be most beneficial as it

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Provides the area of community focus and identifies community needs and desires. Outreach actives, coordination of efforts and pooled resources. The strength or a literacy outreach coordinator and a community hub is required as a point of contact for community members requiring information and support.

Area of Focus

Goals

1. Offer support services to existing groups 2. Support literacy initiatives for children and youth 3. Bridge literacy gaps through activities which enhance literacy skills 4. Develop a literacy communication and marketing plan 5. Develop outreach activities 6. Develop a community/school support system 7. Offer tutoring services for children and youth 8. Offer training for literacy tutors 9. Develop and offer plain language workshops 10. Sponsor activities which encourages families to read and learn together 11. Explore other funding opportunities and training community literacy volunteers so that the literacy program will be sustainable.

Action

Bridging Gaps will explore creative solutions to providing literacy and skills support in collaboration with learners and existing service providers.

Action Bridging Gaps will act as a catalyst through direct networking and partnerships with community service providers including providers in the area of school, family, health, agriculture, business, and recreation.

Action Develop outreach activities to support individuals who need literacy support.

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APPENDIX B Clinton Community Literacy Plan

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The Clinton Community Literacy Plan was made possible through 2010 Legacies Now.

Clinton Community Literacy Plan May 2010 Page 1

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Acknowledgements ...... 4 Executive Summary ...... 6 Vision ...... 7 Mission ...... 7 Village of Clinton ...... 8 Location ...... 8 Economy ...... 9 Population Demographics: ...... 10 Age Category ...... 10 Education Levels ...... 11 Family Overview ...... 12 Population Ethnic Demographics ...... 13 Income ...... 13 Clinton Community Literacy Planning Process ...... 14 Literacy Definition, Planning Goals & Implementation Strategy ...... 14 Community Literacy Engagement ...... 16 Engagement Process ...... 16 Clinton Asset Community Mapping ...... 16 Community Representation ...... 17 Tasks Undertaken & Accomplished ...... 18 Clinton Inventory Assets ...... 18 Yearly Community Activities ...... 19 Clinton Associations & Committees ...... 20 Existing Community Services ...... 20 Needs & Gap Analysis – Needs, Issues & Challenges ...... 20 Needs – Issues and Challenges ...... 22 Goals ...... 23 Goals & Action Plans ...... 23 Priority #1 ...... 23 Goal: ...... 23

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Community Literacy Plan Page 71 of 266 Thank Acknowledgements You Many individuals and groups contributed towards this initiative. Without their help and participation, this plan would not have been successful.

Thank you to Literacy Now for funding the planning process and for support and assistance when needed.

The Clinton Literacy Planning Committee, whose members include Debra Devine, Principal of Clinton Schools; Daniela Dyck, Clinton Village Councillor; Clare Warner, Editor, Clinton Lariat & Administrative Assistant - Village of Clinton; Heidi Frank, Village of Clinton CAO, and Marcia Begin, RN, Clinton Health and Wellness Centre, were the champions of the Clinton literacy initiative. Their devotion and time was invaluable to the development of the finished product.

This research and work would not have been possible without the help and participation of the many organizational representatives who gave their time, ideas, and input into this project. They are: Linda Allison, Clinton Elementary School; Bill Bissat, Clinton Volunteer Fire Department; Sandra Burrage, Strong Start and P.A.L.S.; Marilyn Campbell, David Stoddart Secondary School & Clinton 4-H Beef Club; Helene Cade, Clinton Seniors Association; Zee Chevalier, Clinton Seniors Association; Trish Chung, 100 Mile House Community Kitchen; Sheryl Coldwell, Assistant to the CES Aboriginal Support Worker; Teri-Lyn Dougherty, Healthy Beginnings; Leah Ferguson, Clinton Literacy Outreach Coordinator; Loretta Ferguson, Clinton Seniors Association; Margaret Fletcher, Councillor, High Bar First Nations; Doris Gates, Clinton Annual Ball Committee; Nancy Harris, Resident; Corp. Barbara Holley, RCMP, Clinton Detachment; Barbara Lemley, Clinton & District Outdoor Sportsman Association; Thasha Maynard, Recreation Commission, Clinton Jamboree, and School Spirit; Don McLaughlin, Clinton Lions Club; Cathy Munro, Clinton Library; Neil Osmond, Clinton Adult Learning Centre; Lois Thompson, Clinton Cleavages; Roy Trembath Resident; Ann Trembath Resident; Ryan Williams, Clinton 4-H Beef Club and Joyce Witt, Clinton Seniors Association.

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Finally, a special “Thank You” to the Village of Clinton for use of village facilities for committee meetings throughout the past year, and to the citizens of Clinton who participated freely in the literacy idea, thank you. This is your plan. May the legacy of literacy assist each and every one of you to live more rewarding and fulfilling lives as you strive to reach your goals.

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Community Literacy Plan Page 73 of 266 Executive Summary

The purpose of the Clinton community literacy planning initiative was to engage the community of Clinton in a process of identifying literacy assets, needs and gaps, and to create a community literacy plan to address the identified needs.

With financial assistance from BC 2010 Legacies Now, a Community Literacy Planning Steering Committee was formed in May 2009 to formulate the development of a community literacy plan, and oversee the planning process.

Early in the planning stage the community literacy planning committee met to discuss a strategy to initiate the planning process. The Steering Committee developed a vision statement and participated actively in the research and community engagement process. It was decided that the funding received from BC 2010 Legacies Now be used to contract a Community Literacy Coordinator, and that the coordinator’s role would be specifically geared towards community “literacy” asset mapping and community engagement for the purpose of developing a 5 year community literacy plan.

The planning occurred over a nine month period from July 2009 – April 2010. This Community Literacy Plan is a result of that course of action.

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Community Literacy Plan Page 74 of 266 Vision

The vision of the Clinton Literacy Group is to connect the community of Clinton through literacy awareness, and literacy initiatives built upon inner community support and partnerships.

Mission

The mission of the Clinton Literacy Group is to create and promote community partnerships that cultivate learning, and encourage individuals to reach their full potential while improving their quality of individual, family and community life.

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Community Literacy Plan Page 75 of 266 Village of Clinton

Location

The V illage of Clinton is located in the Central Interior of British Columbia 40 km north of Cache Creek and 75 km south of 100 Mile House. The V illage lies within the traditional territory of the Secwepemc (Shuswap) Nation . I ncorporated in 1963, it boast s of a colourful history shaped by the “boom” of the Cariboo Gold Rush . The c ommunity lies in close proximity to Ashcroft and Cache Creek , and the surrounding First Nation Reserves of Ashcroft, Bonaparte and High Bar . Together they form part of the historic Gold Rush Trail. The V illage of Clinton is serviced through Gold Trails School District #72

Surrounded by dry grasslands, working ranches, and dramatic scenery, the area has a unique western atmosphere , and is yearly host to one of British Columbia's oldest continuously running events - the "Clinton Annual Ball" held in May each year. The hot long dry summers are also a drawing card for retirees.

Located midway between Prince George and Vancouver, its amenities are utilized regularly by the traveling public making it a good choice as a tourism destination.

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Community Literacy Plan Page 76 of 266 “Clinton is a great place to live and a great place to raise a family” says Daniela Dyck of the Clinton Village Council. Residents of Clinton agree.

Clinton is a tight-knit community where many residents are descendants of the town’s founding families whose history dates back to the late 1800’s. One of the community’s strengths is the connection of family heritage in the Village. This connection creates a strong sense of community pride, and makes Clinton an ideal community to raise a family.

Economy

The area’s economy depends primarily on forestry, ranching, tourism, government employees and small businesses. The film industry is a budding economic sector for Clinton and the entire region.

Although declining, forestry still continues to be the mainstay of the local economy, and local timber supplies the area's only mill, West Fraser Mills Ltd.

Ranching is the traditional cornerstone of the local economy. There are extensive rangelands in the area. Ranchers in and around Clinton are self-sufficient and form an integral part of the local economy.

In addition to three provincial parks, a pristine and scenic environment, abundant wildlife, and several historic sites, the town offers many shops and amenities including two municipal parks, two ball diamonds, basketball courts, cross country ski trails, curling rink, mountain bike, and hiking trails, indoor artificial ice rink, rodeo grounds, tennis courts, soccer fields, and a local museum, thus placing tourism as the biggest potential for future economic success.

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Community Literacy Plan Page 77 of 266 The government sector is also an important employer for the community. Two Federal and two Provincial Government offices operate within Clinton providing employment to area residents.

Film production periodically provides a boost to the local economy with film production companies seeking the services and amenities of the local area.

Population Demographics:

Clinton has a population of 740. Population demographics are broken down as follows

Age Category

0 - 9 yrs 50 10 - 19 65 20 - 34 65 35 - 44 70 45 - 59 155 60 - 74 135 75 - 85 50 Median Age 49.4

According to information gathered through Stats Canada (2006) 1 results, Clinton has an aging population with the median age of 49.4. Clinton has 480 residents in the 15 years and older age category making up 83.47% of the overall population followed by the 60 and over age category at 32%, the 45 – 59 age category make up 26%, and the 10 – 19 age bracket at 11.30%. The 9 and under age group stand at 11%.

1 Statistics Canada. 2006 Census of Canada Census Profiles Marital status, common-law status, families, dwellings, and households Tables: Profile of Marital Status, Common-law Status, Families, Dwellings and Households, for Census Village of Clinton, 2006 Census. Statistics Canada [database online]. [accessed April 20, 2010]. Available from http://www12.statcan.ca/census-recensement/2006/dp-pd/prof/92- 591/details/page.cfm?Lang=E&Geo1=CSD&Code1=5933028&Geo2=PR&Code2=59&Data=Count&SearchText=clinton&SearchType=Begins&Search PR=59&B1=All&Custom

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Community Literacy Plan Page 78 of 266 Given this breakdown of demographics, future literacy initiatives must encompass all of the different age categories. Research conducted by Stats Canada indicate that Clinton is on the same wavelength with the overall provincial stats in terms of age categories with less people in the 45 and age category and an increasing aging population.

Education Levels 80 Age 15 – 24 70 No high school certificate 70 60 50 No degree/diploma/cert. 10 40 30 Apprenticeship/trades 60 20 College degree 0 10 0 Series1 University degree 0

Age 25 – 44 Age 25 - 44 50 No high school certificate 15 50 No degree/diploma/cert. 15 40 30 Apprenticeship/trades 0 20 College degree 10 10 0 University degree 15 Series1

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Community Literacy Plan Page 79 of 266 Age 45 – 64 Age 45 – 64 230 No high school certificate 55 100% No degree/diploma/cert. 80 80% 60% Apprenticeship/trades 50 40% College degree 20 20% 0% University degree 25 Series1

Educational breakdowns for Clinton show a need for literacy awareness and support in the 15 – 24 age categories as well as a possible need for local based essential skills training and high school upgrading opportunities for this portion of the community.

Off the 70 people in 15 – 24 age grouping only 10 (14%) had a high school diploma and 85.71 % had no formal education beyond high school. The educational levels in this age group was lower than the educational levels in 25 – 44 age category which had 30% with high school graduation and 20% with some College, CEGEP or other non- university certificate or diploma

As the age category increased (45 – 64 age category), there were significant higher levels of education in comparison to the 15 – 44 age categories.

Family Overview

Other Families 145 One person Lone-parents 25 Lone-parents One person 130 Families Series1 Other 40 Family Characteristics

0 50 100 150

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In 2006, Clinton had 145 families . Stats Canada (2006) residence mobility stats indicate that families were fairly established with little outward mobility, and marginal population increases. This stable population base makes it easier to plan and implement literacy initiatives around identified need.

With 145 families, 25 family units were identified as single parent households. All single parent households had women as head of the family unit with a low marginal income level of $13,983 compared to the BC provincial income single parent income level which stood at $33,952.

Population Ethnic Demographics

There is a need for cultural inclusion of First Nations in the literacy process . Students at Clinton schools show 40% identifying as First Nations. The First Nation component also makes up 12% of Clinton’s overall population.

Population Breakdown 500 Aboriginal 70 400 300 Chinese 10 200 100 Caucasian 495 0 S…

Income

Median Income 2005

Families $44,107.00

Single Parent $13,983.00

Single Unit $18,282.00

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Community Literacy Plan Page 81 of 266 Other $29,179.00 $50,000 $40,000 $30,000 $20,000 Series1 $10,000 $0 FamiliesLone- One Other parent: Person

Clinton Community Literacy Planning Process

In the summer of 2009 funding was obtained from 2010 Legacies Now to conduct Clinton’s Community Literacy Plan. There were five local residents on the Community Literacy Planning Steering Committee. They were: Debra Devine, Principal of Clinton Schools; Daniela Dyck, Clinton Village Councillor; Clare Warner, Editor, Clinton Lariat & Administrative Assistant - Village of Clinton; Heidi Frank, Village & TNRD Area E Economic Development Officer and Marcia Begin, RN, Clinton Health and Wellness Centre. The Steward of the fund is the Village of Clinton.

Literacy Definition, Planning Goals & Implementation Strategy

The initial strategy of the Clinton Community Literacy Planning Steering Committee was to define literacy. The definition of literacy, as defined by the International Adult Literacy Survey, was initially presented as a starting point for discussion. The definition being

“Literacy is the ability to understand and employ printed information in daily activities at home, at work and in the community - to achieve one's goals, and to develop one's knowledge and potential.”

Once the planning process was completed the definition of literacy was defined as

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Community Literacy Plan Page 82 of 266 “Literacy is the ability to understand and use printed material in daily activities in order to achieve individual goals, knowledge and potential, and allows individuals to fully participate in their community making it a vibrant place to live and work.”

The second strategy of the Clinton Community Literacy Planning Steering Committee was to set goals for the community literacy planning project. Those initial goals were used as measurements throughout the community literacy planning process.

Goals of the Clinton community engagement strategy were:

1) To engage community members in the planning process; 2) To compile an inventory of existing resources; 3) To determine the community’s literacy assets, needs and gaps; 4) To establish future goals and objectives for literacy initiatives in the Village of Clinton 5) To undertake literacy outreach activities and 6) To develop a 5 year Community Literacy Plan.

Once strategy goals were identified, a Literacy Outreach Coordinator was hired utilizing funding received through 2010 Legacies Now. In the initial planning stage an asset inventory of available resources, assets and gaps and community demographics was identified. This material was referred to consistently throughout the following 8 months of the planning process, with feedback and input from service providers.

With direction from the steering committee, the Literacy Outreach Coordinator started the community engagement planning process in July 2009.

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Community Literacy Plan Page 83 of 266 Community Literacy Engagement

The engaging of community members started through an open invitation in “The Clinton Lariat .” Engaged community members were a wealth of information as each member carried with them “cross sectional” community experience, and came to the table with current, and prior, experience in a variety of community sectors. This prior experience gave the steering committee access to extensive first-hand knowledge of their community’s needs including its strengths and weaknesses.

Engagement Process

The community engagement process included interviews with focus groups, literacy outreach activities, organizational networking, community research, and a community and area “Literacy Focus” workshop. In addition, all planning meetings hosted by the Clinton Literacy Planning Steering Committee were open to the public.

Clinton Asset Community Mapping

The Asset Community Mapping process included a review of current assets, needs and gaps. Research was conducted through interviews, direct community interaction, a desk top review, public community forum and several planning meetings.

The Clinton Community Literacy Planning Initiative saw broad representation from the community including community organizations, societies and clubs, health centre, public library, school district, First Nations, businesses, government, support workers, educators, adult learners, parents and youth. Identified representation over the planning process included

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Community Literacy Plan Page 84 of 266 Community Representation

1. Linda Allison, Clinton Elementary Schoo 2. Marcia Begin, RN, Clinton Health and Wellness Centre 3. Bill Bissit, Clinton Volunteer Fire Department 4. Sandi Burrage, Strong Start and P.A.L.S. 5. Marilyn Campbell, David Stoddart Secondary School & Clinton 4-H Beef Club 6. Helene Cade, Clinton Seniors Association 7. Zee Chevalier, Clinton Seniors Association 8. Trish Chung, 100 Mile House Community Kitchen 9. Sheryl Coldwell, Assistant to the CES Aboriginal Support Worker 10. Debra Devine, Principal, Clinton Schools 11. Teri-Lyn Dougherty, Healthy Beginnings 12. Daniela Dyck, Clinton Village Council 13. Leah Ferguson, Clinton Literacy Outreach Coordinator 14. Loretta Ferguson, Clinton Seniors Association 15. Margaret Fletcher, Councillor, High Bar First Nations 16. Heidi Frank, Village of Clinton, CAO 17. Doris Gates, Clinton Annual Ball Committee 18. Nancy Harris, Resident 19. Cpl. Barbara Holly, RCMP, Clinton Detachment 20. Barbara Lemley, Clinton & District Outdoor Sportsman Association 21. Thasha Maynard, Recreation Commission, Clinton Jamboree, & School Spirit 22. Don McLaughlin, Clinton Lions Club 23. Cathy Munro, Senior Librarian, Clinton Library 24. Neil Osmond, Clinton Adult Learning Centre 25. Lois Thompson, Clinton Cleavages 26. Roy Trembath. Resident 27. Ann Trembath. Resident 28. Clare Warner, Editor, Clinton Lariat & Admin Assistant - Village of Clinton 29. Ryan Williams, Clinton 4-H Beef Club 30. Joyce Witt, Clinton Seniors Association

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Community Literacy Plan Page 85 of 266 Tasks Undertaken & Accomplished

A review and Inventory of existing community programs and services A review of citizen engagement in existing community programs Recorded literacy outreach activities and feedback and Literacy Needs Assessment (Formal and Informal) and Questionnaires for students Listing of services accessed from surrounding towns Community review of literacy gaps A literacy gap analysis and A listing of potential future literacy partnerships and networking opportunities

The Literacy Focus Group Workshop, designed as part of the community engagement process, gave citizens a forum to express their interests, needs and ideas as well as gaps, wishes and dreams. An information/feedback package was made available to the public through several community outlets. The package included a questionnaire.

Questionnaires were also completed by students at David Stoddart Secondary School. Information gathered included preferred types of activities, willingness to volunteer, interests and hobbies, computer use, courses they would like to improve and ideas for new programs. Seventeen questionnaires were completed representing 30% of the student body.

Clinton Inventory Assets

Identifying and promoting networking opportunities and potential partnerships were essential in the Clinton Community Literacy Planning process. Clinton has a large number of programs, activities, services and events. The community also has a history of residents, community leaders and educators working together to make Clinton a fun and enriching place to live. Volunteers were abundant and this resource will be instrumental in ensuring future success in any literacy project undertaken.

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Community Literacy Plan Page 86 of 266 Yearly Community Activities Senior Student Dinner DSS

Adult Activities Terry Fox Walk Western Heritage Week Outdoor Sportsman and Auction Family Activities Adult Beginner Hockey CES: Book Fair 4-H Beef Club: Banquet & Awards Night Clinton Annual Ball Canada Day Celebrations Clinton Cowboy Poetry Contest CES: Book Fair Ladies Dessert Party Clinton & District Outdoor Sportsmen Assoc Clinton Seniors Daffodil Tea and Big Buck Contest Curling Bonspiels Clinton 4H Beef Club: Show Day Ladies and Men’s Hockey teams Clinton Art and Cultural Society: Art Show Terry Fox Walk Clinton Country Jamboree Valentine's Dance: Memorial Hall Clinton Rodeo Volunteer Recognition Evening & Citizen of the Community Christmas Banquet Year Award Easter Breakfast Western Heritage Week Family Fun Fest Halloween Party & Fireworks Children’s Activities Little Britches Rodeo and Fun Day

PAC Dinner and Auction CES: Book Fair Public Skating Children.s Halloween Party Remembrance Day Ceremony Healthy Beginnings SCA Medieval Gathering Kid’s Hockey Shrove Tuesday Pancake Brunch Kids Rock Bible Camp Terry Fox Walk Parents as Literacy Supporters (PALS), Village Earth Week Strong Start BC Western Heritage Week:

Western Heritage Week

Youth Activities

Kid’s Fishing Derby CES: Book Fair Clinton Lions Club: Zone School DSSS Grads: New Year’s Eve Dance Kid’s Hockey

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Community Literacy Plan Page 87 of 266 Clinton Associations & Committees

Clinton Annual Ball Committee Clinton Lariat Society Clinton Art and Culture Society Clinton Lions Club Clinton & District Agricultural Association Clinton Minor Hockey Clinton & District Cattlemen's Association Clinton Recreation Commission Clinton & District Economic Development Society Clinton Regional Restorative Justice Society Clinton & District Outdoor Sportsmen Association Clinton Schools Parents Advisory Council Clinton & District TV Society Clinton Seniors Association Clinton Cleavages Clinton Snow Jockey Club Communities in Bloom Committee Communities in Bloom Committee Clinton Community Twirlers Karate Club Clinton Volunteer Fire Department Ladies Auxiliary Royal Canadian Legion Clinton 4-H Beef Club Royal Canadian Legion Clinton Health Care Auxiliary South Cariboo Historical Museum Society Clinton Jamboree Committee T.O.P.S

Existing Community Services

Annual Flu Clinic Integris Credit Union Ashcroft & District Employment Services Provincial Emergency Program Bi-annual Health & Wellness Fair Royal Canadian Mounted Police Canada Post Rural Crime Watch program Clinton Adult Learning Centre School Lunch Program Clinton Elementary School School Spirit Program (Junior High) Clinton Health and Wellness Centre Service BC Community Home Care Nursing TNRD Emergency Management Program Community Transit Service TNRD Library Inter-library loan service David Stoddart Secondary School TNRD Public Library Health Connections Service Visiting Mental Health Services

Needs & Gap Analysis – Needs, Issues & Challenges

During the planning process barriers and gaps to literacy promotion and implementation were identified. Those included:

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Community Literacy Plan Page 88 of 266 Communication: Limited access to information on existing programs in the community; Transportation: Location of programs and services with free access and and Inadequate funding for enhancement and additions within existing community- based programs and services.

The idea of a community hub where residents could go for support and services was suggested throughout the duration of the literacy planning project.

Overall it was felt that Clinton had a great deal of support, activities and community programs for pre-school and children in the 6 = 12 age group. This makes it fairly easy to implement literacy awareness and initiatives such as story time activities, availability of books, and other support services which enable children to develop literacy skills.

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Community Literacy Plan Page 89 of 266 Needs – Issues and Challenges

Personal Issues

Some learners, young and old alike, are too ashamed of their low literacy levels to even begin the journey. Many learners have to deal with a variety of challenges: addiction, poverty, hunger, sensory impairment, transportation, lifestyles, health and/or legal issues. Their levels of resiliency impact their learning readiness and ability. Some adults may also be coping with

Illness that can interrupt learning and work. Reading information bulletins, notices and brochures needed to obtain basic literacy Building their vocabulary, comprehending and pronunciation Overcoming the trauma of violence Overcoming race and class discrimination

Access

Clinton has one adult learning center. Since the centre’s relocation to the DSSS library there has been a significant drop in enrolment in 2009. Hours of operation and no after school access have been identified as a gap.

Throughout the planning process residents have stressed the need and dream for a “Community Hub” a place where the majority of programs, services and information could be accessed and obtained in one center.

A need has also been identified for community organization coordination, partnerships, networking, affordability, and enhanced communication of programs and services.

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Community Literacy Plan Page 90 of 266 Goals

As a result of the planning process the Community Literacy Planning Steering Committee adopted the following goals for part 2 of Clinton’s Community Literacy Initiative.

Goals: 1. The Community Literacy Committee would continue to act as a body in promoting individual and community literacy both directly and indirectly through community and organizational networking and literacy partnerships with existing programs and service providers.

2. The Community Literacy Committee would act as a catalyst to enhance and support existing community programs and services which support, promote and build personal and community literacy

3. Assist community groups to build new programs and services based on needs identified through the Clinton Community Literacy Planning process.

The goals would be accomplished with the assistance of a Literacy Outreach Coordinator whose mandate would be to promote literacy awareness and initiatives through outreach activities, community networking and partnerships.

Goals & Action Plans

Priority #1 Promote literacy awareness in Clinton

Goal: The Community Literacy Committee would continue and act as a body in promoting individual and community literacy both directly and indirectly through

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Community Literacy Plan Page 91 of 266 community networking, organizational networking and literacy partnerships within existing programs and service providers.

Action Continue with a Clinton Literacy Committee and expand the committee to include members from community organizations through open invitation and one on one networking.

The Clinton Literacy Committee would work towards increasing public awareness of literacy issues, its importance and impact on overall community health and well being.

The Clinton Literacy Committee will promote the different aspects and areas of community literacy to the public through networking, partnerships and outreach activities including attendance at community gatherings, special events, service agencies, organizations and businesses and workshops.

Priority #2 Support, enhance and build community literacy in Clinton Goal: The Clinton Community Literacy Committee will act as a catalyst to enhance and support existing community programs and services which support, promote and build personal and community literacy. The committee would also strive to build effective partnerships and will advocate partnership potential between existing groups in order to implement literacy objectives and literacy awareness.

Action The Clinton Community Literacy Committee will act as a catalyst through direct networking and partnerships with community service providers including providers in the area of school, family, health, agriculture, business, and recreation.

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Community Literacy Plan Page 92 of 266 The Clinton Community Literacy Committee will network with organizations, marginal groups and service providers to ensure participation, involvement and cultural inclusion at the literacy table.

The Clinton Community Literacy Committee will assist community groups in developing a strategy for coordination and delivery of literacy services and explore new ways to celebrate literacy and learners.

The Clinton Community Literacy Committee will build partnership with children, youth and seniors and offer direct literacy service such as: I. Plain language workshops II. Distribution of materials, III. Opportunities for career exploration, IV. Opportunities for community work and skills enhancement V. Work in partnership to assist groups in developing a means of effective communication, and VI. Supporting literacy students to share their success stories

The Clinton Community Literacy Committee is committed to collaborating with local youth leaders, agencies and youth existing youth services to involve youth in needs assessment and program development for youth literacy programs including training youth as mentors.

The Clinton Community Literacy Committee will explore partnership programs that encourage students to pursue post-secondary education

The Clinton Community Literacy Committee will strive to support and expand community-based literacy and homework help programs for school-aged children

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Community Literacy Plan Page 93 of 266 The Clinton Community Literacy Committee will ensure that literacy continues to be a community initiative by adopting an open door approach for residents to be involved in literacy planning and implementation;

The Clinton Community Literacy Committee will seek effective ways to involve and assist youth and adult learners and parents of young learners in the literacy initiative.

The Clinton Community Literacy Committee will attempt to build strong sustainable literacy partnerships by supporting existing community groups in their quest to develop a community hub thereby ensuring that services are not duplicated and that literacy becomes an important and recognizable part of community service delivery

The Clinton Community Literacy Committee will invite local literacy providers to participate in a community literacy round table to provide a forum for communication and future collaboration.

Priority # 3 New programs, services and Partnerships

Goal Assist community groups to build new programs and services based on needs identified through the Clinton Community Literacy Planning process.

Action The Clinton Community Literacy Committee will explore creative solutions to providing literacy and skills support training for adults in the workforce, in collaboration with learners and the business community

The Clinton Community Literacy Committee will create support the local library and

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Community Literacy Plan Page 94 of 266 explore ways of obtaining the tools they need to be active and vibrant in their commitment to literacy

The Clinton Community Literacy Committee will involve and collaborate with seniors in their learning needs and develop a youth/senior initiative to include both groups to learn from each other: seniors through story -telling and youth through computer training.

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Appendix A

Planning Notes Attached

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APPENDIX C Lillooet Community Literacy Plan

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Bralorne Community Literacy Plan Gold Bridge 2010 Lillooet Sek’wel’wás T’ít’q’et Ts’alálh

Ts’k’wáylacw Xaxl’íp Xwísten

Our vision includes people experiencing and sharing the joys of literacy -connection, communication, and community

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Table of Contents

Introduction ...... 3

Vision for Literacy in our Community ...... 4

Process ...... 5

The Input ...... 9

Summary – Community Profile ...... 19

Summary – Community Literacy Inventory ...... 20

Action Plan ...... 23

Area of Focus: Increased and ongoing collaboration in order to deliver literacy action in a comprehensive way...... 23

Area of Focus: Funding ...... 24

Area of Focus: St’át’imc Language and Culture...... 25

Area of Focus: Adults, Youth and Youth at Risk ...... 26

Area of Focus: Early Learning 0-6 ...... 27

Area of Focus: Getting to the Heart of the Matter ...... 28

Budget ...... 29

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Community Literacy Plan Page 99 of 266 Introduction

This is the Community Literacy Plan of the people of Bralorne, Gold Bridge, Lillooet, Sek’wel’wás, T’ít’q’et, Ts’alálh, Ts’k’wáylacw, Xaxl’íp and Xwísten.

This is the Community Literacy Plan of Carl Alexander, an elder at Xwísten who dreams of the day a young person from his community will talk to him fluently in St’át’imcets.

Marilyn Charlie is a young mother who seeks the skills and knowledge to invest in her children for their future well-being. This is also her Community Literacy Plan.

For Sheila Pfeifer, Alice Kidd and Kerry Coast, expression of many kinds is at the heart of literacy. This Community Literacy Plan is theirs as well.

Our Community Literacy Plan is for the elders of Ts’k’wáylacw, who in their own words, tell us the way past the brutal learning legacies of residential school to reclaiming the learning spirit is through St’át’imc language and cultural teachings.

And finally, for our professionals and service providers, who strive to provide learning experiences with diminishing resources and a world that is increasingly complex, this is your Community Literacy Plan as well. As our vision for this community literacy plan states – the joy of literacy comes through connection, communication and community.

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Community Literacy Plan Page 100 of 266

Vision for Literacy in our Community

Statement

Our vision includes people experiencing and sharing the joys of literacy - connection, communication, and community.

Our place...

ü Celebrates the richness of literacy ü Recognizes that literacy allows you to see ahead and behind, to go beyond who each individual is now ü Honours an accessible study and sharing of the complexity of the world we live in ü Uses a common language that reflects the people who live here ü Demonstrates mutual respect and understanding for different learning styles and forms of intelligence ü Honours all kinds of minds ü Is a place where there is excitement about using literacy as a tool for learning and expression ü Protects learners from humiliation and builds safety for each and every learner ü Is where adults have the skills they need to live the life they want and the confidence to pass it on ü Has parents who feel confident in their rich role as teachers of their children and who know they are teaching for life by positive example ü Has a seamless learning experience for all ages ü Is a positive expression of the 7 St’át’imc laws of well being – health, happiness, generosity, generations, power, pity and quietness ü Has young people that are positively rooted in learning experiences in the community With a good sense of their strengths and capabilities With a sense of place, pride in their homes ü Is involved in dialogue and engaged in our future through regular community forums ü Engages in literacy in the areas of art, music, science, health and politics (governance and social justice)

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Community Literacy Plan Page 101 of 266

Process

The Lillooet area was one of the original participants in the Literacy Now community planning process in 2005-2006. A project was developed from that process known as the Book Bus.

In 2009 additional funds were made available to undertake a review and update of the plan.

A Literacy Outreach Coordinator was hired to undertake the process.

The input portion was considerable and far reaching. Actions taken to obtain input were:

1. Interviews with past task force members (or their current equivalent) 2. Interviews to build a Community Literacy Inventory 3. Focus Groups within each of the communities in the area

Once this process was completed, a task force undertook a gap analysis and developed new goals and actions. The task force was primarily composed of professionals related to the literacy field - teachers, principals, librarian, speech-language pathologist, media (print) - along with community members.

While the Literacy Outreach Coordinator was successful in engaging many St’át’imc people – professionals and community members in interviews about literacy need, the task force was without regularly attending St’át’imc members. Less than half the task force meetings had representatives from St’át’imc, the indigenous people of this place. This is a serious failing of the plan as it stands. The need to work cooperatively between St’át’imc and non- native service providers and stakeholders remains a significant challenge facing literacy in this area, arguably for both populations.

The task force met a total of 6 times over a period of 4 months.

Choosing the areas of focus involved:

• Reviewing the community profile and community inventory • Developing a vision • The assistance of the Literacy Outreach Coordinator in synthesizing and reflecting the discussions of the group

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Community Literacy Plan Page 102 of 266 • Pauses and slight detours in the process to ensure that the St’át’imc voice was present and contributing • Considerable and ongoing dialogue and collaboration

Community Involvement

Name Organization/Community How were they involved? Betty Weaver Chief Librarian -Lillooet Area Library Association Steward, Lillooet Focus Group, Task Force Alex Flint Student – Adult Learning Centre Interview Alice Kidd Community Member - Lillooet Interview Carmen Councillor - District of Lillooet, Business Person Interview, Pallot Book Bus review Deborah Ralston Principal - Cayoosh Elementary Interview, Task Force Elaine James Diabetes Coordinator -Lillooet Friendship Centre Interview Carole Camille Executive Director -Lillooet Friendship Centre Interview Kevin Anderson Councillor - District of Lillooet Focus Group Judy Bodaly Community Member - Lillooet Interview, Book Bus Meeting Staff Teachers and Support Workers - School District Interview, Lillooet Focus Group #74 Adult Learning Centre Lynda Black Retired Teacher - Past Task Force Interview Sheila Pfeifer Retired Librarian - Past Task Force Interview Stephanie Speech Language Pathologist – School District Interview Johnson 74 Robin Frank Education Coordinator – Sek’wel’wás Interview Terry Hurst Manager -Family Place – Lillooet Friendship Interview Centre Susan Napoleon Education Coordinator – T’ít’q’et Interview Wendy Clayton Manager - Barton’s Insurance Interview Tina Alexander Student – Adult Learning Centre Interview Kerry Coast Editor - The St’át’imc Runner Interview, Task Force Nicole Palfry Publisher – The Lillooet News Task Force Robin Poon Editor – The Lillooet News Lillooet Focus Groups Kim Chute Speech Language Pathologist – Independent Interview, Task Force Private Practice John Chenoweth Dean - Distributed Learning, NVIT Interview Marilyn Napoleon Board Member - USCLES, Program Coordinator Interview, Task Force - Lillooet Tribal Council Laura John Instructor - NVIT Interview, Task Force Kim Halayko Teacher – Lillooet Secondary School Task Force Lakota James Student - Adult Learning Centre Focus Group Chad Alexander Student - Adult Learning Centre Focus Group Amy Ayers Program Coordinator -Lillooet Library Task Force, Book Bus meeting Association Elsa Wolf Parents – Home Schooling Interview Jacquie LeDoux Principal -Sk’il Mountain Community School Interview, Ts’alálh Andrea McClellan Manager -T’ít’q’et Day Care – Aboriginal Interview Headstart Phyllis Doss Teacher - Xwisten Aboriginal Headstart Interview Lena Sangret Language Teachers - Xwisten Aboriginal Interview, Focus Group Headstart

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Community Literacy Plan Page 103 of 266 Michelle Education Coordinator – Xwisten Interview, Book Bus Meeting Greenman Verna Adolph Teachers/Coordinator -Aboriginal Head Start, Interview, Book Bus Meeting Xaxl’ip Sherry Kane Education Coordinator- Ts’k’wáylacw Interview, Focus Group Jacquie Parent – Home Schooling Interview Rasmussen

Shelley Aboriginal District Principal - School District Interview Oppenheim- #74 Lecerte Bobbilee Copeland Instructor/Coordinator - Community Literacy Interview Program – Open Book Tutoring, Parents on Board (Lillooet Library Assn) Kristina John Teacher - Gold Bridge School, S.D. #74 Focus Group Barb Grossman Librarian - Lillooet & Area Library Assn., Focus Group Seton/Ts’alálh Ginger Alec Elder - Ts’k’wáylacw Focus Group Hector McDonald Elder - Ts’k’wáylacw Focus Group Dave Watkins Resident – Gold Bridge/Bralorne Focus Group Lois Watkins Resident – Gold Bridge/Bralorne Focus Group Regan Dixon Resident – Gold Bridge/Bralorne Focus Group Dave Harry Elder - Ts’k’wáylacw Focus Group Marilyn S Bob Elder - Ts’k’wáylacw Focus Group Della Aleck Elder - Ts’k’wáylacw Focus Group Regena Zabotel Elder - Ts’k’wáylacw Focus Group Charlotte Edwards Elder - Ts’k’wáylacw Focus Group Harriet McDonald Elder - Ts’k’wáylacw Focus Group Gary Harry Elder - Ts’k’wáylacw Focus Group Fred Alec Elder - Ts’k’wáylacw Focus Group Norm Leech Board Member - Lillooet Learns Book Bus Meeting, Interview Monique Pallot Executive Director - Chillaxin Youth Centre Interview Mary Madden Regional Literacy Coordinator - TRU Focus Group Marla Desnomie Teacher, Adult Learning Centre, School District Focus Group #74 Mariko Kage Board Member - Lillooet Learns Focus Group, Book Bus Meeting Lillian Saul Education Coordinator - Xaxlip Interview Kelly Agar Principal - Lillooet Secondary School Interview Jerry Sucharyna Economic Development Officer - District Of Interview Lillooet Jane Bryson Coordinator - Lillooet Campus, Thompson Rivers Interview, Focus Group University Duane Lawrence Director of Recreation - District of Lillooet Interview Lori Bushill Manager - Interior Savings Credit Union Book Bus Evaluation Meeting Merle Hoch Resident – Gold Bridge/Bralorne Focus Group Audrey Hamilton Resident – Gold Bridge/Bralorbe Focus Group Scott Burns Parent/Business Person – Gold Bridge/Bralorne Focus Group Michelle Nortje Business Person – Gold Bridge/Bralorne Focus Group Susannah Tedesco Coordinator - Roots Gathering/Community Interview Garden, Úcwalmicw Centre Doreen Whitney Board Member (Language Immersion Camps & Interview Youth Skills Program)- Úcwalmicw Centre Susan James Executive Director - Lillooet Tribal Council Interview Sarah Chandler Coordinator - Restorative Justice/Alternatives to Interview(s) Violence Vivian Birch Jones Board member - Lillooet Naturalist Society Interview Laura Rhodes Coordinator - Living In Balance, Lillooet Interview

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Community Literacy Plan Page 104 of 266 Friendship Centre Susan Schalles Principal - GM Murray Elementary School Interview Darlene Patrick Teacher - Kids 1 st Preschool (Recreation Centre) Interview Nicole Huber Teacher - Gold Bridge Community School Focus Group Gerald Michel Fisheries Manager -Xwísten Focus Group Carolyn Hopp Parent - Gold Bridge Community School Focus Group Natasha Umpleby Parent - Gold Bridge Community School Focus Group Gaspar Jack Elder - Xwísten Focus Group Mary Benson Manager - Canada Post – Gold Bridge/Bralorne Focus Group Shirlee Johnson Principal - Cache Creek Elementary, School Focus Group District Literacy Coordinator Carl Alexander Elder - Xwísten Focus Group Theresa Alexander Elder - Xwísten Focus Group Vivian Jack Elder - Xwísten Focus Group Shirley Edwards Community Member – Gold Bridge/Bralorne Focus Group Francine Billy Education Coordinator - Ts’alálh Focus Group Patty Community Member - Ts’alálh Focus Group Kathy Devavanyi Parent, - Gold Bridge Community School Focus Group

Cindy Proudlove Resident – Gold Bridge/Bralorne Focus Group Jamie Lovegren Resident – Gold Bridge/Bralorne Focus Group Marilyn Charlie Mother - Xwísten Task Force

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Community Literacy Plan Page 105 of 266

What we heard......

The Input

Community Literacy Plan Page 106 of 266 The input received has been put into a narrative form using the words and thoughts as expressed by participants. Additional material has been added to provide definition and context.

Getting to the heart of the matter The Lillooet and area literacy plan should be all about the things that encourage a person to want to learn. Germinate the seeds that make them seek learning. Provide hope. Nurture dreams. Bring role models to the community. Increase public awareness. Be inclusive. We need to create the space for all people to be comfortable. We need positive work, events and celebrations around which we can come together.

Provide a starting point for anyone and everyone

Provide an identifiable location to start from for those who are looking for an answer to questions like, “who can help me,” and “what do I need to do?”. We need a highly visible person at a literacy hub in the community. Someone to answer questions, who knows what is going on and who is doing what for each community.

Host a literacy tour to share information.

Provide a communication tool to enhance information sharing between organizations that support or offer programs in literacy field: newsletters, newspaper column, radio, guide, extend messages to caregivers working in- homes. Use non-text forms of communication to reach out to people who struggle with illiteracy.

Increased collaboration

There needs to be increased opportunity to collaborate and find out where the holes are – people are frequently working in isolation. We need to build capacity in the community – to dialogue, understand each other, and get along, to build. We need positive work, events and celebrations around which to come together.

Collaboration could result in goals and purpose and support from local business. Collaboration could also facilitate greater interaction between library, school, professional literacy advocates and community.

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Community Literacy Plan Page 107 of 266

Input (cont’d)

St’át’imc language and culture is a key part of learning in Lillooet and area

The elders that participated in this process believe strongly that learning related to language and culture at a community level will return the “fun” to learning.

The communities expressed a very strong desire to continue to increase the scope and depth of language and culture learning in their communities. The teachings would include language, healing, the things they did and the how, when and why; the basics of life (cooking, cleaning), hunting, fishing, berry gathering, food storage and storytelling about older days. They visualize visiting the heritage sites, learning the history of places. The learning of the correct history of their people is of key importance. The inclusion of cultural teachers – mental, emotional, spiritual and physical – along with the use of the language is very important to the people.

Beyond the culture and language, elders from the communities expressed a deep desire for their communities to learn togetherness in work and play. Their hope is that their community members will learn to be community minded, communicate more and help one another.

Some specific ideas and needs that were expressed were:

Ø Cultural centre in Lillooet Ø First Nations History books Ø Local First Nations history incorporated into history/social studies Ø More First Nations Literature Ø More culturally relevant materials to be developed by the School District in cooperation with communities as well as release time for teachers to work on developing resources. Ø A study on the exact demographics etc. of the current speakers Ø Longer and more frequent language immersion camps for children Ø Guest readers at the library for hands on St’át’imc story time activities

The loss of St’át’imcets, the St’át’imc language, as a first language is a serious obstacle then for St’at’imc people to learn English. This issue has been called by many names, but essentially it is the problem of parents and children not having a common language to discuss matters of central cultural importance. In “The Headman’s Granddaughter”, by local author and clinical counsellor Helen Sakiskanip, she calls this the traditional language crisis.

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Community Literacy Plan Page 108 of 266

Input (cont’d)

Embed Literacy programming everywhere!

Undertake literacy initiatives in specific organizations or groups

Ø Youth centres, guides, cadets, sports teams, clubs at school Ø Literacy Group/Circles (youth, elders, parents) Ø Reading circles – where someone reads a book out loud. That’s it! Ø Book Clubs Ø Literacy Mentors program Ø Create a learning advocate program Ø Home work clubs Ø Tutors – school age and adults Ø A program using a system similar to Sylvan. This program would begin with comprehensive assessment of strengths and challenges, and is tailored to individual needs with stepwise, systematic goals. Ø Send practitioners out to people to provide one-to-one tutoring Ø Story telling Ø Skilled story time presenters Ø Drop In Story time at the Library more frequently Ø Increase the number of Story Times at pre-schools and home daycare centres Ø Yearly summer camp at the Recreation Centre/library Ø Spring family literacy picnic Ø Story sacks for children Ø Community Health representatives visiting homes

There is opportunity to build on what is working and established. A great example of this is the Lillooet Library system. Many ideas were brought forward to do additional programming in the library. In Tsal’álh, the desire was expressed to move the library somewhere near the school and healing centre.

The continuing increased availability of high speed internet provides possibilities of living and working in the area without having to commute or live half the year elsewhere. The rural schools in particular are seen as offering the potential for a community hub and offering computer/internet lessons.

And the Book Bus. Bring it back with a consistent schedule and dependable service. In order to do this, there must be a person who is retained by the task force to find and secure funding for this project.

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Input (cont’d) Funding

Securing stable funding is an ongoing need. Core initiatives need to be funded with less outside support. A great example is Books for Babies – this partnership involves the Credit Union, Lillooet Elks, Gold Trail Teacher’s Association, local businesses, Library and Health centres.

There needs to be a literacy fund established.

Proposed specific funding challenges that need to be addressed:

ü Sufficient added funding for those established programs/services/agencies already contributing to community literacy ü Added funding for the Community Adult Literacy Program to address Adult Learning Centre supports that are needed ü Gold Bridge Community School Association needs to decide where accumulated funds will be spent ü Advocacy for additional funding for regional delivery to be provided to TRU and NVIT in identified priority areas ü Funding source for cultural teachings – targeting specific age groups ü Book bus funding.

Adults

If you want to upgrade or just learn to read – what options are there?

When adults struggle with literacy a gap is created for some children – it is intergenerational.

There needs to be collaboration and partnerships developed between TRU, NVIT, Community Literacy Programs, School District Adult Learning Centre, Lillooet Tribal Council. Needs expressed that this collaboration could work on are the following: Ø Increasing relevance of courses for adult students Ø Developing an increased understanding of the area’s adult learner’s needs Ø Identifying needs and gaps for adult learners. Ø Collectively identifying the best provider and lobbying for more programming- i.e. trades programs, additional ABE opportunities, GED courses 13 | P a g e

Community Literacy Plan Page 110 of 266

Input (cont’d)

Ø One-to-one tutoring or small group literacy support provided to programs (outside of school system) dealing with Youth at Risk. Ø Improved linkages with the community, particularly agencies dealing with adult First Nations, need to be developed to assist the various adult service providers with issues other than educational. Ø Provide appropriate staffing, support and resources to the Adult Learning centre.

An overall computer/technology strategy for adults is needed – could it be mobile? Be a Book bus? Be a Library? This is needed particularly for the 55+ age category.

“How to start a small business programs” that integrate literacy support in all small communities are possible. Opportunities for learning for elders and seniors are needed

Youth (13+)

Many participants in the input process expressed the view that a lot of younger people can’t read and are not interested in learning. They indicated that this can more often be true with young St’át’imc people, and may be connected to a general lack of cultural emphasis on reading, according to St’át’imc service providers.

The Chillaxin Youth centre advises it is not able to ‘get to’ literacy activities.

There is a need to talk about the future to interest youth.

There needs to be many more career exploration and work experience opportunities. These opportunities can build motivation by ensuring students know they are not wasting their time.

Other opportunities can provide avenues for growth:

Ø Úcwalmicw Players theatre troupe– a venue and a paid artistic director would ensure regular programming Ø Recreation Centre would like to offer the Youth Leadership Program Ø Chillaxin would like to provide more opportunities for sports in the community and to travel “out” for sports. Ø Programs that build capacity around communication & consensus such as Alternatives to Violence – train younger facilitators to deliver

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Input (cont’d) Parenting and Early Learning (0-6)

There was strong input regarding the importance of parental involvement in school learning and activities. It is recognized that this involvement begins at birth and continues through to adult hood. There needs to be support for parents.

Ideas presented include:

Ø Literacy Outreach program for parents and children who are 0-3 Ø Take Parents as Literacy Supporters (PALS) program out to the communities (using the Book Bus?) Ø Extend PALs into the Parents of Primary Students (POPs -Grade 1 and 2) program Ø Involve parents more in the Tween program at Family Place Ø Train the Trainer for the Parents on Board (4-14) program so parents can take it on themselves

School Age Children (6-13)

Ø Summer Camp Boost’s for over 6’s Ø The English Language Development program needs additional planning & collaboration time. Ø Ways to test Dyslexia and other learning disabilities. This would enable children to better understand and help them to manage their learning challenges. Ø Breakfast Program Ø Nap Rooms Ø Music & arts in School Ø Professional development for sign language and FASD Ø Increased St’át’imcets resources and speakers in schools

Taking a Leadership Role to reducing National, Provincial, Regional, Community Wide Barriers to Learning in Lillooet and area

The shrinking population is affecting community resources. There are shortages of human resources to lead initiatives – to find funding – to organize schedules. There is an inability to get things done. Community groups need to integrate and cooperate more.

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Input (cont’d) People in small communities are called on to wear too many hats. Role conflict often results. The emotional education is weak in the area. There needs to be interventions to build capacity and teach community members how to ‘give voice to’ their needs and concerns.

Resources are being pooled in large centres and small population bases are starving. For example, Thompson Rivers University becoming a university has taken away from attention to regional centres.

The distance between small communities and Lillooet creates a barrier to participation in programs. There is no public transportation between communities and programs generally do not have travel funding. A solution to this barrier is needed.

The school system is seen as presenting challenges to students, families and communities.

• There is a strong belief that students are often ‘pushed through’ elementary school without achieving the current grade level. When these students hit high school level their lack of skills ‘come home to roost’ and the students drop out. • Students have varying learning styles and the ability of teachers to effectively accommodate this diversity is questioned. • Teachers are observed to often be “career-oriented”. It was commented often that teachers need to act as “extensions of parents” with empathy, setting boundaries and building caring relationships with their students. • There are many examples of caring, outgoing and adaptable teachers. These people should be recognized as role models in the schools by a show of parent and community appreciation. Teachers need community support and encouragement.

There is fear in the very small and most isolated of the surrounding communities of Gold Bridge, Bralorne, Seton Portage and Tsal’álh that key institutions such as the school and library will either cut services or be closed as a result of a small and declining population. There needs to be process begun (Regional District, Provincial, School District, Library and Bands) to identify opportunities for collaboration, capacity building and economic development and to assist in their implementation.

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Summary: Community Profile

Community Inventory

Community Literacy Plan Page 115 of 266

Summary – Community Profile Please see Appendix 1 for the full Community Profile.

The study area includes the District Of Lillooet, the remote communities of Gold Bridge , Bralorne, Seton Portage and the communities of Sek’wel’wás, T’ít’q’et, Ts’alálh, Ts’k’wáylacw, Xaxl’íp, and Xwísten.

The economy of this area has suffered cyclical downturns and related loss of employment in the government sector and industrial sector (forestry and mining). The economy has shown the ability to rebound to some degree, as a result of a relatively well-developed and significant government and social service sector, when compared provincially.

The District of Lillooet and SLRD Area A (Gold Bridge/Bralorne) show significant population decreases from the 2001 to 2006 Census. There is concern that the population decline in these two areas may contribute to lower resilience socially and economically.

Overall, the area has a large First Nations population. There is overall steady population growth in the area due to the growth in the young, Aboriginal population.

Knowledge of the first language, St’át’imcets is strong relative to similar knowledge in the rest of BC. The Aboriginal population in the area has very high non-completion rates for high school relative to non-aboriginal students. However statistics show that aboriginals that do move on to Post Secondary education are completing at a rate equivalent to the rest of BC in all fields.

The broad based vulnerability of early learners has dropped, showing some early signs that programs such as Head Start, Strong Start, and Summer Camps are showing some results. However, while this vulnerability has dropped it remains high, most particularly in the measure of “communication skills and general knowledge” on the Early Development Instrument.

Of particular note is the apparent ‘at risk’ population of the youth age 12-17, particularly males. Measures related to drug and alcohol use and abuse, crime for this age group and non-school completion all stand out well beyond the provincial norm and indicate this particular population very much “at risk”.

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Community Literacy Plan Page 116 of 266 Systemic poverty and related issues stand out from statistical profiles as a key and ongoing issue for Lillooet and area. On all measures of social and economic well being , the area measures in the lower one-third of the Local Health Area’s in the province and in some cases, measures among the lowest 5 in the Province.

Summary – Community Literacy Inventory (complete: Appendix 2)

Lillooet and area is served by a variety of programs, agencies and institutions that could or do deliver literacy-related programming. Beyond the specific programming, the area is fortunate to enjoy a strong, regional Library system which serves as a place of self-directed, life long learning.

What follows is a summary of the programming by age group.

Adults – Seniors - Elders

Ø Thompson Rivers University (currently do not offer ABE unless on contract) Ø Lillooet Tribal Council Ø School District #74 Adult Learning Centre Ø NVIT Ø Community Adult Literacy Program – Open Book Tutoring (Lillooet Library) Ø Restorative Justice Ø Alternatives to Violence Ø Lillooet Recreation, Education and Cultural (REC) Centre Ø Upper St’át’imc Language and Culture and Education Society (USLCES) – Resources and Programs Ø Upper St’át’imc Language and Culture and Education Society – Language Teacher Training Ø Home Library Services Ø Computer Training and Access – Lillooet Library Ø Readings by Authors – Lillooet Library Ø Lillooet Naturalist Society – Resources and Presentations Ø Living in Balance (addictions), Lillooet Friendship Centre Ø Youth Skills Training – Úcwalmicw Centre Ø Roots Gathering (hands on workshops) – Úcwalmicw Centre Ø Community Garden and related workshops on gardening – Úcwalmicw Centre Ø The St’át’imc Runner Newspaper Ø The Bridge River Lillooet News Teens – Young Adults

Ø Lillooet Secondary School o AVID (Advancement via individual determination) o Life Skills Program – provides job skills & work experience o Alternative Education – for children with significant needs for healing o Learner Support o General 20 | P a g e

Community Literacy Plan Page 117 of 266 Ø Adult Learning Centre – School District #74 Ø Community Literacy Program – Open Book Tutoring Program (Lillooet Library Association) Ø Restorative Justice Ø Chillaxin Youth Centre Ø Alternatives to Violence Ø Úcwalmicw Players theatre troupe Ø Computer Training & Access – Lillooet Library Association Ø Living In Balance – Lillooet Friendship Centre Ø Youth Skills Training – Úcwalmicw Centre Ø Roots Gathering – Úcwalmicw Centre

School Age (K to Grade 7)

Ø Lillooet Friendship Centre o Cultural Program o Tweens (Family Place) o Roots of Empathy (Family Place) Ø English Language Development – George Murray Elementary Ø Guided Reading o Cayoosh Elementary o GM Murray Elementary o Sk’il Mountain Community School Ø Parents on Board - Community Adult Literacy Program Ø Home Schooling Parents Ø Lillooet Area Library Association o Book Bus (currently inactive/lack of funding) o Guest Readers o Summer Reading Program Ø Language Immersion Camps – Úcwalmicw Centre Ø Speech Language Pathology Services – School District and Independent Early Learners – Birth to 5

Ø Books for Babies (Community Committee) Ø Parents as Literacy Supporters (PALS): Cayoosh Elementary, G.M Murray Ø Strong Start : Cayoosh Elementary Ø Crane’s Nest PreSchool and Daycare – Tsal’álh Band/School District Ø Summer Camp Boost – Sk’il Mountain School – Tsal’álh Ø Family Place (Lillooet Friendship Centre) o Parent/Child Mother Goose o Families First o Infant Massage o Infant Development Program o Kid’s 1 st Preschool (REC Centre) Ø Aboriginal Headstart – Preschools & Daycare o Ts’k’wáylacw o Xaxl’íp o T’ít’q’et o Xwísten Ø Speech-Language Pathology services – School District, MCFD and Independent

Ø Various Story Times – Lillooet Area Library Association

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Action Plan

Community Literacy Plan Page 119 of 266

Action Plan The Task Force, in working through the community profile and inventory, identified that Lillooet and area has a solid cross section of program offerings and strong well-developed organizations. The Task Force also noted that the funding environment is very tight. While Literacy Now Implementation funding will not be available to support this plan, Literacy Outreach Coordination funding is in place for the next year.

Given this scenario, and using the broad community input, the task force identified these goals:

• Maximize the potential and capacity of all existing programming • Through collaboration and education about literacy, improve how some programming is meeting the literacy needs of their clients • Mitigate the impacts of reduced funding from all sources by working cooperatively to narrow gaps and meet mandates • Develop a community culture of literacy through nurturing, advocating, and providing cultural and community-wide literacy activities and events.

The Literacy Outreach Coordinator will also provide continued coordination support for the Lytton Community Literacy Plan.

Area of Focus: Increased and ongoing collaboration in order to deliver literacy action in a comprehensive way. The Task Force concluded that by providing some structure and resources to increase collaboration and partnership development, the broad goals of this plan could be accomplished along with the specific objectives set out in each area of focus identified.

Goal #1: Create and maintain a permanent task force in order to: get all parties involved; have open communication; increase the resource base; increase efficiency; pursue the goals of the area.

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Community Literacy Plan Page 120 of 266 How: With the supervision and direction of the Task Force the Literacy Outreach Coordinator (LOC) will support and coordinate the task force meetings.

Resources: Existing positions and volunteers, current Legacy Now funding 10/11 for Literacy Outreach Coordination, secretarial support

When: Quarterly with possible subcommittees and special events

Goal #2: Develop and deliver an open, community-wide Literacy Open House, which could be combined or embedded within another community event, with a focus on programs and resources available to adults and parents. The Open House would include displays, a guest speaker or a storyteller venue, performances of various kinds and food.

How: The LOC and Task Force will organize and promote the event, and will involve various service providers.

Resources: Service providers, storytellers, local funders

When: Once per year

Area of Focus: Funding Securing stable funding is an ongoing need. Core initiatives need to be funded with less outside support. An excellent example in the community is Books for Babies. This partnership involves the Lillooet Elks, the Interior Savings Credit Union, Library and Health Centres.

Goal #1 : Create a sustainable area-based literacy fund whose mandate is to support the priorities identified in the Community Literacy Plan. How: a) Determine the appropriate mechanism for the holding and dispersal of funds b) Identify method(s) to obtain funding – direct donor appeal, fundraisers, grants etc. c) Hire and/or train a grant writer(s) to support the creation of the fund

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Community Literacy Plan Page 121 of 266 Resources: Task Force and Literacy Outreach Coordinator, potentially Lillooet Learns Society or Lillooet Community Foundation, Northern Development Trust Initiative, District of Lillooet When: By September 2010

Goal #2: Identify funding sources for cultural teachings and provide this information to people, organizations and community groups so they can access funding How: Using key community contacts such as the School District, Education Coordinators and Heritage Canada, develop and distribute a guide to accessing funding for cultural teachings. When: By September 2010

Area of Focus: St’át’imc Language and Culture

The most frequently and strongly expressed need in the input received was for significantly increased access to engaging opportunities to learn St’át’imc language and culture. Elders and service providers consistently asserted that aboriginal literacy is the pathway for their communities to find the way to ‘walk in two worlds with one spirit’.

Goal #1: Ensuring that land and place based St’át’imc Language and Cultural Immersion activities are available and accredited in the school system in and in other programs Objective #1: Establish credit for students who participate in the Unity Ride from the School District Objective # 2: That land-based cultural immersion for teachers, staff and other professionals are available on a regular basis. Objective # 3 That land-based cultural learning camps are available to high school students and their teachers.

How: The Task Force and Literacy Outreach Coordinator will initiate an advocacy process with the school district to achieve the objectives listed above. The advocacy process will identify values,

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Community Literacy Plan Page 122 of 266 agree on what would be taught and make a presentation to the School Board on what parts of the Power of Place research report are important to implement.

Resources: The Power of Place research report; School District #74 Aboriginal Principal, St’át’imc Education Authority, Upper St’át’imc Culture and Learning Society, and the St’át’imc Language and Culture Council.

When: By December 2010

Goal #2: To provide increased opportunities in the community to experience St’át’imc language and culture Objective #1 Provide a St’át’imc cultural and language immersion program at school and public libraries Objective #2 Provide land-based language and culturally oriented opportunities at Strong Start Centres and Aboriginal Head Start Centres

How: Provide financial assistance to support initiatives that will accomplish the objectives.

Area of Focus: Adults, Youth and Youth at Risk Adults in Lillooet and area have some opportunities for literacy level support. The statistics for the area show low rates of high school completion and struggling adult learners. It is important for those institutions and programs serving this population to ensure the needs of adult learners with literacy needs are being met.

An additional area of concern is for the youth, particularly youth at risk, which show an alarming disconnect from learning environments. This relates to worrying statistics for youth-related crime and drug use correlate with this apparent lack of interest in learning.

Goal #1 –Undertake a consultation process with school district regarding the Adult Learning Centre to determine user satisfaction, success rates and to seek recommendations to improve service to adults and youth in the area. 26 | P a g e

Community Literacy Plan Page 123 of 266 How: By bringing together School District personnel, adult literacy partners and learners together in consultation. Resources: Social Media, Group sessions, and students from other groups, Kamloops Street School

Goal # 2 – To research successful models that embed literacy practice in programs dealing with Youth and Youth at Risk. This may include teaching literacy practice to service providers and other professionals. How: Literacy Outreach Coordinator and those in the youth /youth at risk field undertaking the exploration and develop a plan for implementation Resources: Anne Docherty, Director of the Storytellers’ Foundation in Hazelton, Coordinator of the Rural Roots Regional Peer Learning Network; Tutor Training and other related trainings

Area of Focus: Early Learning 0-6 It was found that there are programs that serve all of the populations of the area, however that some programs are under-subscribed. In addition, input indicated that there is currently no “planning” table in the Early Learning segment in Lillooet and area.

Goal #1 To increase coordination and promotion of early learning programs. How: The Literacy Outreach Coordinator will bring the Early Learning partners together to build collaboration, build promotional tools such as a website and identify any potential gaps in programming in the area. Resources: Family Place, the Strong Start Centre, the Lillooet and Area Library Association and the Aboriginal Head Start Centres, School District #74 Early Learning Coordinator

Goal #2 To write a beginning Statimcets pullout section for The St’át’imc Runner that makes a book that will provide support to parents. How: The St’át’imc Runner staff and Kim Chute (Task Force member) will work together to produce the pullout section When: July 2010

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Community Literacy Plan Page 124 of 266 Area of Focus: Getting to the Heart of the Matter The title of this area of focus was generated from a parent who challenged us, with this community literacy plan to touch people’s hearts by inspiring renewed hopes and dreams for their lives and thereby encouraging the desire to learn. Literacy is based on cultural expression which can provide the opportunity to touch hearts and inspire!

Goal #1 : To support opportunities for participation in storytelling, theatre and writing. Objective #1 – To foster and support the development of a monthly oral storytelling gathering in the community Objective # 2 – To support and assist in resourcing a theatre production each year Objective #3 – To support and encourage an annual writing competition.

How: To provide financial assistance to support initiatives that will accomplish the objective.

When: By March 31, 2011

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Community Literacy Plan Page 125 of 266 Budget - Community Literacy Plan May 1, 2010 to March 31, 2011

Source Income Cash In-kind Total Legacies 2010 17,500.00 17,500.00 LALA 0.00 SD#74 0.00 0.00

Total Income 17,500.00 0.00 17,500.00

Organization / vendor Expense Cash In-kind Total Lillooet Area Library Assn. Administration 875.00 875.00 Coordinator (LOC) 10,560.00 10560.00 Support staff 360.00 360.00 Meeting expenses 600.00 600.00 Program expenses/grants 3000.00 3000.00 Materials and supplies 705.00 705.00 Literacy Open House 900.00 900.00 LOC Travel 500.00 500.00 Total Expense 17,500.00 0.00 17,500.00

Balance 0.00

Notes Coordinator @ 32 hr/month for 11months @ $30/hr= $10,560 (approx. 7 hoursd/week) Support staff – notes and arrangements for meetings – 4x 6hr @ $15/hr = $360 Meeting expenses – food – 6 X 100 = $600 Program expenses/grants Writing Competition $500 Theatre Production $1,000 Oral Storytelling $500

Immersion @ Library $500 Parents & Tots - Cultural Immersion $500

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APPENDIX D Lytton Community Literacy Plan

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Community Literacy Plan 2010 Lytton

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Table of Contents

What is Literacy? ...... 3 Vision ...... 4 Process ...... 5 Community Involvement ...... 6 Community Profile ...... 8 Community Literacy Inventory Summary ...... 14 Analysis of Input – Profile, Inventory and Community Meeting ...... 16 Goals ...... 19

Goal One: ...... 19

Goal Two: ...... 21

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What is Literacy? The community of Lytton defines literacy as a catalyst and a power for change. They believe literacy empowers people. Lytton community members definitely see literacy as enhancing individual freedom and independence. They view literacy as expression which allows creativity and communication. Importantly, they see literacy as tool to tell their stories.

The people of the Lytton described literacy very broadly and provide some of the following thoughts:

Literacy is entertaining – playing with words

Literacy is everywhere in life – pleasure, work, life

Literacy needs to be defined in the context of the functional level of society

Literacy is a continuum

Literacy is learning relevant things

Literacy is challenging for everyone in some way

Literacy so that people become self directed learners

Ability to interpret world around you

Difficult to define

Evolving – particularly as technology evolves

The use of language in all its forms – speaking, listening, writing

Each person is a combination of levels of literacy – in different things (computer, reading, cultural, etc)

Literacy is about having the confidence and the knowledge to figure it out

There is an emotional literacy vis a vis language. Communication skills. The intent of the message and what people receive are often different

Language is evolving and changing. The current debate around the language being used in texting, Facebook and emails is an example of this.

Literacy is oral, we tell our stories. Storytelling.

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Literacy can be a threatening term, particularly when used in terms of a deficit, need to be careful

Technology Literacy is a new form of literacy

For All

Vision

Lytton visualizes a community of happy, healthy people that have many hopes and dreams. They see a community that is engaged and that participates in lifelong learning. They know they must have a sustainable plan to achieve this vision.

Two key values will contribute to achieving the vision:

People fulfilling their potential

Literacy initiatives can assist people to have the confidence to learn to live their best life.

In doing so, people will be engaged in their community’s future.

Our community will have a strong foundation for learning

The community believes that in order to achieve their potential, community members need to have the basic skills of cultural knowledge and language (first language and English), reading, writing and numeracy.

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Process

In the Fall of 2009, a small working group consisting of Romona Baxter, N’zenman Child and Family Development Society and Denise O’Conner, Principal, Lytton Elementary School met and applied for planning funding for the Community Literacy Plan process.

They hired Sharon Smith, a long time community member and retired principal, to undertake the Community Profile, Community Inventory and the first Community Meeting.

The first Community meeting was held on January 26, 2010. The notes from that meeting are included as Appendix 1.

Subsequently a task force was formed from a cross-section of professionals and community leaders from the Lytton area. The task force has had two meetings, on February 24 and March 26. At these two meetings a vision was developed, a SWOT analysis undertaken and the beginnings of gaps and areas of focus identified.

The task force has identified as their guiding purposes as advocating for:

• The advancement of a culture of lifelong learning in the Lillooet area • The enhancement of programs and services • The promotion of ideas that serve the aspirations of the community

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Community Involvement Romona Baxter N’zenman Child and Working Group, Task Youth Society Force, Community Meeting Denise O’Conner Principal, Lytton Working Group, Task Elementary Force, Community Meeting Georgia Lesley Librarian, TNRD Lytton Task Force Library Branch Sharon Smith Community Member & Task Force Retired Principal Opal Charters Principal, Stein School Task Force, Community Meeting Michelle Swan Nzenman Child & Youth Community meeting, Society Task Force Daniel Steiner Economic Development Community Meeting Officer,Lytton Troy Lambertson RCMP Community meeting Zane Spencer Principal, Kumsheen Community Meeting, Secondary School Task Force Byron Spinks Manager, Lytton Task Force Employment Centre Jessoa Lightfoot Mayor, Lytton Community Meeting, Task Force Judy Hanna N’Zenman Community Meeting Mary Madden Regional Literacy Community Meeting Coordinator Gladys Grenier Education coordinator – Community Meeting Lytton First Nation Virginia Peters Elders/Health – Lytton Community Meeting First Nation Irene Denault Kanaka Bar Band Community Meeting Katrina Sam K4 program – Stein Community Meeting Valley School Lindsay Veenstra K Teacher, Lytton Community Meeting Elementary School Pam Charlie Child & Family Services Community Meeting Marilyn Isaac Language Researcher, Community Meeting Child & Family Services Peggy Chute Chamber of Commerce Community Meeting Joyce McKay Transition House Community Meeting Lorraine Leech Community Meeting Lori Walker Program Manager, 2010 Community Meeting

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Legacies Now

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with 66 living on reserve (INAC, Community 2009). Nicomen, approximately 10 Profile kilometers north of Lytton, has a registered population of 130 people Geographic Location with 50 living on reserve (INAC, 2009). Lytton is a small, rural community located at the north end of the In total, the Lytton area has a Fraser Canyon at the junction of the population of approximately 1,500 Trans Canada Highway 1 and people. Although the Village of Highway 12. It is approximately Lytton population has decreased 104 km north of Hope and 85 km 26.3% from the 2001 census to the south of Cache Creek. Lytton is in 2006 census, the total population the Thompson Nicola Regional for the reserves has increased District and the South Cariboo Local slightly with Siska being the Health Area 30. Lytton is situated exception. Overall, the population at the forks of the Thompson and of the Lytton area is slightly Fraser Rivers. decreasing. Most all the people living on reserves need to travel for The Lytton area includes the Village local services. of Lytton and 5 First Nation Reserves, as well as, Regional History District acreages in the immediate area. Lytton was built on the site of a First Nations Village known as The Village of Lytton has a Camchin (also spelled Kumsheen). population of 230 people Kumsheen refers to the meeting of (www.bcstats.gov.bc.ca). the two rivers – the forks. For more Lytton First Nations is the largest than 10,000 years the First Nations reserve with a registered population People lived near the rivers, relying of 1,846 with approximately 800 on them for food and using them as living on reserve (INAC, 2009). transportation corridors. Skuppah, approximately 3 kilometers south of Lytton, has a In 1808, Simon Fraser descended registered population of 102 people the Fraser River to “the forks”. He with 60 living on reserve (INAC, was the first recorded European to 2009). contact the Interior Salish Indians. Siska, approximately 8 kilometers south of Lytton, has a registered In 1858, “the forks” changed population of 300 people with 87 radically when gold was discovered living on reserve (INAC, 2009). on the Thompson River 16 Kanaka Bar, approximately 12 kilometers above Kumsheen. kilometers south of Lytton, has a Thousands of miners worked their registered population of 206 people, way up the Fraser River and very quickly Kumsheen was a booming

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town. Governor James Douglas in according to statistics (INAC, 2009), Victoria named “the forks” after his the speaking of the language in the superior in England, Bulwer Lytton. homes paints a different picture: Nicomen – 0%, Siska 7.1%, For many years Lytton was a stop Skuppah – 0%, Kanaka – 0% and on a major transportation corridor, Lytton First Nations – 8.6%. The starting with the River Trail from Lytton community continues to 1858, Cariboo Wagon Road in 1862, work through the issues of the the Canadian Pacific Railway in the residential school survivors and its 1800’s, the Cariboo Highway in the intergenerational impacts as well. 1920’s and the Trans Canada Highway in the 1950’s. This all Ironically, the site of the old changed with the building of the residential school is now the home Coquihalla Highway in 1987. The to a very modern Band run school. Coquihalla Highway is a more direct Stein Valley Nlaka’pamux School route into the interior of British opened its doors in September 2009. Columbia. Since the building of this This school has a strong emphasis highway, many of the restaurants on language and culture. and service stations that once flourished in the Fraser Canyon Today, Lytton is often referred to as have slowly died. the “Rafting Capital of Canada”. Numerous commercial rafting Following the Gold Rush, companies guide tourists through missionaries affiliated with the the white waters of the Thompson Anglican Church expanded their River. Lytton has much to offer the work in the B.C. Interior and Lytton active tourist: great hiking trails, soon became an important centre mountain bike riding, motocross for church work. In 1902 an riding, rock climbing, camping and Industrial School for Indian boys fishing. With its magnificent was opened. This was replaced in scenery and semi arid climate, 1928 with a larger residential school Lytton is a wonderful playground building that housed both Indian with great tourist potential. boys and girls until it closed its door in 1979. During this time Nlaka’pamux children were removed from their homes and forbidden to speak their language or practice their cultural traditions. The isolation and shame caused by the residential school experience is very alive in our community today in the form of personal and social problems and the loss of language and culture. Although there is some knowledge of the language in the schools and the community,

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Demographics Health Area Profile (2009), predict that the population will decline from According to INAC (2001) the Lytton 7,438 in 2009 to 6,720 in 2025. area Bands show a very different This is the largest decrease in picture of population distribution growth of all the Interior Health than the Province of B.C. LHA’s.

In our Local Health Area Profile Ages Ages Median (2009), the four greatest variances 0-19 65+ Age from the expected number of deaths Kanaka 46% 0% 22.2 are caused by motor vehicle Bar Band accidents, alcohol-related deaths, Siska Band 50% 7% 21.8 diseases of the digestive system and Skuppah 50% 0% 25.2 medically treatable diseases. We Band have a lower percentage of Lytton 38% 6% 29.3 population who are physically active First in their leisure time and who eat Nations healthy compared with the Province Band of B.C. As well, more people have a Nicomen 22% 22% 32.8 higher rate of tobacco use and Band higher rates of obesity. Province of 25% 13% 38.4 British The Community Wellbeing Index Columbia (INAC, 2001) is a way of measuring well-being in Canadian communities. It combines income, Compared with the Province of B.C., education, labour force activity and there is a higher percentage of housing conditions into a single people between ages 0-19 but less score. Two of our local Bands have people over the age of 65, with sufficient population to generate a Nicomen Band being the exception. score. Both Siska Band and LFN The median ages of all the local Band report a score of 69. The Bands ranges from 5.6 years to 16.6 score is lower than the Aboriginal years younger than the median age average score of 70 and the Non of the Province. The life span of Aboriginal average score of 85. Aboriginal people on reserve is considerably shorter than the Education Levels average person in the Province. The age distribution for the Village of The writer cautions readers on Lytton is similar to the Province with interpreting statistics presented in a greater percentage of people over this section as specific Lytton area 65 years. data was not available. This is due to small number samples and the The population projections, fact that Stein Valley Nlaka’pamux according to the Cariboo Local School does not participate in the

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same data collection as the Public In the 2007/2008 Foundation Skills Schools. Assessment in reading at the grade 4 level, 53% of the Aboriginal B.C. Stats (2006) reports that 91% students and 69% of the Non of the population between the ages Aboriginal students met or exceeded of 25 and 64 years in the Village of expectations compared with the Lytton has achieved a High School Provincial average of 74%. graduation certificate or better. 21% of this population has attained In the 2007/2008 Foundation Skills a University degree. 9% have no Assessment in writing at the grade 4 certificate, diploma or degree. level, 51% of Aboriginal students Recent statistics for the individual and 57% of Non Aboriginal students Bands were not available. met or exceeded expectations compared with the Provincial In School District #74 (2007/2008), average of 71%. six year Dogwood completion rates for Aboriginal students were 46% In the 2007/2008 Foundation Skills and for Non Aboriginal students Assessment in numeracy at the were 84%. Compared with the grade 7 level, 43% of the Aboriginal Provincial completion rates (80%), students and 74% of the Non the Non Aboriginal student’s Aboriginal students met or exceeded completion rates were higher than expectations compared with the the Province while the Aboriginal Provincial average of 70%. student’s completion rates were considerable lower. The Early Development Instrument (EDI) is used in SD#74 to look at Taking a closer look at the High how prepared children are for School grade to grade transition kindergarten. Due to low numbers, rates (SD#74, 2007/2008) 97% of Lytton statistics are combined with the Aboriginal students and 96% of the Lillooet area results (Gold Trail the Non Aboriginal students West). The EDI reports vulnerability transitioned into grade 9 compared levels meaning that children who fall with 95% in the Province. In grade below the designated “cut-off” are 10 the transition rate for Aboriginal said to be vulnerable or limited in students was 86% and for Non his/her development. Gold Trail Aboriginal students was 94% West reports a vulnerability of compared with a 90% rate in the 46.3%. Generally 10% is a normal Province. 84% of Aboriginal and vulnerability. 85% of Non Aboriginal students transitioned into grade 11 compared Economic Situation with a Provincial average of 83%. The grade to grade transition rate Until recently, forestry, tourism and for both Aboriginal and Non agriculture formed the economic Aboriginal students had improved basis for the Lytton area. With the considerably from the previous year. downturn in the softwood lumber industry, Lytton Lumber Company,

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the major industrial employer in Stein Valley Nlaka’pamux School, Lytton for the past 40 years, went local First Nations Bands, into receivership. When the mill N’Zenman, Village of Lytton, closed 65 jobs were lost. Although Scotiabank, VSA Highways and this was a huge impact on the Railways. There are very few jobs in families who were employed at the retail or the hospitality industry. mill, the closure impacted the Currently, two new development community to a lesser extent. projects are in the early stages of Several reasons account for this; planning in the Lytton area. The namely, many of the skilled proposed Kwoiek Creek Hydoelectric positions were held by people who Project would create a strong commuted from other communities, demand for the construction trades some took early retirement, others during the building of the project found jobs with a local band or and create full time jobs in the community and a few commuted to operation phase. As well, it would neighbouring communities for stimulate the hospitality industry. employment. That being said, A company has recently purchased Lytton desperately needs new a large tract of land in the area for industries that will provide jobs for the purpose of making topsoil. This the local people and attract new could potentially provide jobs for people to the community. some.

Tourism is becoming a significant Income industry in Lytton. With the In the Village of Lytton the average whitewater rafting and the pristine income in 2001 (CFDCTC Report, wilderness, this industry is 2004) for males was $22,921 and constantly growing. Kumsheen for females was $24,768. In the Raft, our largest rafting company, Lytton First Nations Band (largest employs 65 staff for approximately 4 Band) the average total income for months of the year. males was $14,921 and for females was $12,205 (INAC, 2001). Fishing in the Thompson River from Compared with the average income October to December is another in B.C. ($31,544), the Lytton area popular activity. Mountain biking, residents both Aboriginal and non hiking, kayaking and four wheel Aboriginal people have less income. quads trips are undertaken In the Annual Income Distribution enthusiastically in this area. (CFDCTC Report, 2004) 52.5% of males and 74.1% of females received There are some organic gardens in an income between $0 and $15,000 the area that supply city markets, compared with 37.2% of the people as well as, the local Farmers in the Province. Market. As well, there are 46 small businesses in the area. According to the CFDCTC Report (2004), the average cost of rent in The major full time employers in the Lytton is 39.6% less than the Lytton area are School District #74, provincial average of $751. The

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average value of homes is 63.7% Kanaka Bar: employment rate – less than the provincial average of 37.5 unemployment rate – 40.0 $230,645 (CFDCTC Report, 2004). Siska: employment rate – 43.8 unemployment rate – 36.4 According to B.C. Statistics (2008) Skuppah: employment rate – income assistance in the Thompson 66.7 unemployment rate – 0.0 Nicola area is 1.6% compared with Lytton First Nations: 1.2% provincially. As well, EI is employment rate – 38.8 higher for the region (1.5%) unemployment rate – 32.8 compared with the province (1.2%). Nicomen: employment rate – 28.6 unemployment rate – 66.7 INAC 2001, reports the following employment and unemployment rates:

Main Economic and Social Issues to be Addressed

Employment opportunities in Lytton are limited at this time. Lytton needs to attract industry or business that will provide long term jobs for the people. Currently, too many jobs are seasonal or dependent on grant funding. With new safety in the workplace rules in place, many unskilled workers are struggling with the required literacy level to comply with the rules.

Our community indicated that parenting is a major issue. This stems from the Residential School impact where children grew up in an institutional environment, thus suffering the loss of family, language, traditions and in some cases, abuse. These injustices have been passed on to the newer generations. Consequently, much has been lost in understanding the role of the parent in educating, disciplining, teaching the traditional language, supervising their child’s activities, helping them set goals and encouraging them to achieve their goals. This is a challenge when some of our parents have low literacy levels themselves.

Drug and alcohol abuse is a major concern in our community affecting both parents and youth alike. In 2007/2008 almost all of the Lytton Court cases were drug and alcohol related. Drug and alcohol abuse disrupts family life, education and the ability of a person to earn an income. As well, it fosters the sense of hopelessness where people do not see a bright future for themselves and they give up on their dreams.

With the high mortality rate in the Lytton area, health issues are becoming a growing concern, particularly with the sharp rise in diabetes and obesity. Many community members expressed concern that Lytton needed more recreation for its youth in order to promote healthier lifestyle choices.

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Community Literacy Inventory Summary The complete Lytton Literacy Inventory can be found in Appendix 2

All Age Groups

Thompson-Nicola Regional Library Lytton Food Band Aboriginal Diabetes Initiative – Fraser Canyon Tribal Administration Clinical Counseling Program – Nlaka’pamux Health & Healing Society Support Group – Nlaka’pamux Health & Healing Society Book Fair – ScotiaBank Court Liaison & Restorative Justice – Lytton First Nation Annual Community Events – Lytton First Nation Community Health Promotion-Injury & Illness Prevention- Mental health – Kanaka Bar Band

Adults

Chamber of Commerce Economic Development – Village of Lytton Lytton Employment Centre (Age 15+) Social Development Program – Lillooet First Nation HRDC Employment & Training Program – Nlaka’pamux Tribal Council Mental Health & Addictions Counsellor – Nicomen Indian Band Trades Training (Gr. 11+) – Lytton First Nation Life Skills Program (Teens to adults) – Lytton First Nation Over 30 Program – Lytton First Nation Job Opportunity Program – Lytton First Nation Family Prevention Program – Kanaka Bar Band

Parenting Pre-Natal Program – N’zenman Baby Wellness – N’zenman 1234 Active Parenting – N’zenman Parenting Program – Nlaka’pamux Health & Healing

Early Learning (0-6)

Camp Boost – Lytton Elementary PALS (Parents as Literacy Supporters) – Lytton Elementary Books for Kids – N’zenman LEAP (Library Education Activity Play) – N’zenman Infant & Toddler Program – Daycare – N’zenman 3-5 Daycare – N’zenman COHI (Age 1-7) – Children’s Oral Health Initiative – Fraser Canyon Tribal Admin. Stein Valley School K4 Program – Stein Valley School Outreach Program (ages 0-4) – N’zenman

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School Age Children

Infusions – Lytton Elementary Nutrition Program – Lytton Elementary Out of School Daycare – N’zenman Sports/Recreation/Music – Fraser Canyon Tribal Administration Structured Style Writing – Stein Valley School Success Maker Computer Program – Stein Valley School Roots of Empathy – N’zenman Supportive Child Development Program – N’zenman Youth Support (any youth, up to 30) – Nlaka’pamux Child & Family Youth Programs – Nicomen Indian Band Aboriginal Book Bins – Kumsheen Secondary AVID – Kumsheen Secondary Guided Reading – Kumsheen Secondary Adult/Child Reading Circle – Lytton First Nation SOI/FastForWord- Lytton First Nation Eddie Charlie Drop-In Centre – Stein Valley Hall Ambassador Program – Lytton First Nation Youth Links – Lytton First Nation Cultural Project Worker – Nlaka’pamux Child & Family Sho Shoh-Ryu Karate-do (Ages 8+) – Akio Kanamaru

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Analysis of Input – Profile, Inventory and Community Meeting

STRENGTHS CHALLENGES

¾ The community works together ¾ Lytton and area is lower than the on issues provincial average on physical o There is collaboration and health indices between bands and also ¾ The health data is lumped into with the whole community South Cariboo region. Lytton and ¾ There are good program pieces in area would has a younger place population, higher birth rate, o -0-5 in particular more diabetes ¾ The community is inclusive ¾ Accurate data is lacking and is ¾ There is some pooling of old – need specific data for the resources financial and human area ¾ There is good community support ¾ There are a lack of employment for organizations and initiatives opportunities ¾ There are 4 societies doing various communitywork. This Regional/National challenges – type of capacity is very good for a issues: community this size ¾ A “false bar” of Grade 12 o Child and Youth graduation is set for jobs that o E-learning really require functionality at a lower level (or lower level for certain aspects of the job) ¾ Transportation remains an issue, particularly for 0-5 ¾ Jurisdictional issues – Lytton and area is “over governed” in silos and operate in a disjointed manner. The large First Nations

populations receive a lot of funding from Federal sources that does not mesh with Provincial funding. Aboriginal and non-aboriginal funding needs to be brought together.

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OPPORTUNITIES NEEDS

¾ The area has a young, rooted 1. Education for non-completers population (mainly First Nations) or those who require Grade 12 ¾ There is potential growth in for minimum entry employment construction related to “run of the river” projects 2. A coordinated strategy ¾ The opportunity for outdoor – cultural wilderness recreation ¾ Decide how we do work opportunities is significant together ¾ There are multi aged groups ¾ Coordinate programming which have already formed versus creating a “centre” o These groups need to be o There are facilities promoted & increased available now – 3 gyms, o Examples: Badminton, band halls yoga, basketball ¾ There is a1990’s plan that ¾ To host a family fair coordinated one stop ¾ The opportunity exists to make shopping called the our community child friendly by: Community Health Plan, o Allowing staff to volunteer perhaps rather than once per week recreating the wheel some of o Looking at undertaking the the work of this plan could be 40 Asset development put into place approach ¾ The Village has a recreation ¾ An opportunity exists by commission. This could Improving the use of radio facilitate enhanced station for promoting literacy coordination. Enid, the activities Summer Pool Coordinator is ¾ To make better use of doing some of this now. newsletters in existence ¾ A facility that is need is an ice ¾ To produce a local rink newsletter/newspaper ¾ Volunteers are lacking (i.e. for coaching)

3. Early Learning Age Group

¾ With the 0-5 Age Group in particular there is no strategy. Programs serving this group are not connected to Kindergarten teachers or existing preschools ¾ A program to put forward “role models” is needed

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4. School Age – 7-12 year olds ¾ This age group in particular needs programs for they are caught in the middle ¾ A particular need with this group are recreation programs – fitness & team sports which give real

depth and skill developments 5. Other ¾ Family activities ¾ Tutoring for Kids ¾ Elder activities ¾ More parental support o Through education o Involvement with kids ¾ “The way we are doing business needs to change” ¾ Local Community Paper

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Goals

Goal One: To create a working group to address the following objectives:

a) to explore the community’s values around literacy b) to gather coordinated data regarding literacy specific to Lytton c) to coordinate a strategy to support early learning (0-5) programs d) to raise the expectations that individuals have for their lives e) to create sustainable literacy programs for the community

How: Task force members will continue to meet. Meetings will be facilitated by the Literacy Outreach Coordinator (LOC)

Funding from Legacies Now will be used to provide additional coordination time.

Task Force will seek to broaden its’ membership

Who: Current Task Force members assisted by Community Literacy Coordinator

Year One Action Plan:

Activity Objectives Resources Timeline

Coordinate Present the plan for Nzen’man Early Fall 2010 meeting with consultation and Family original feedback Services community Develop more broadly Current group based working group Task Force

Hire Literacy To Undertake Tasks Current Late Fall 2010 Coordinator related to Goal One Task Force and Two of this plan

Form an ECED Plan and coordinate Literacy Late Fall 2010 coalition the transition from pre- Coordinator school to early school Nzen’man Identify similarities and Family

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commonalities with the Services, programs in order to School identify/develop a District & coordinated literacy Band School program Principals

Define what To access accurate Working November/December data is needed local information group 2010 regarding literacy Literacy Coordinator

Gather data as To appropriately and Literacy Spring 2011 defined accurately determine Coordinator needs related to literacy in the area

Develop Action Plan for Year 2 Working Summer 2011 strategies to Group address Lytton Literacy & area literacy Coordinator issues based on data

Success Statement:

In successfully achieving Goal One, the Lytton Task Group will have presented this plan to the community for their consideration and feedback. A Literacy Coordinator will be in place actively working to achieve the objectives of goal one along with those of goal two. Relevant and coordinated data related to Lytton and area will have been gathered. An ECED strategy along with a coordinating group or coalition will be in place.

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Goal Two: To raise community awareness about the importance of literacy in our lives

Who: Community Literacy Coordinator (contracted)

How: Outreach activities. Planning events to promote literacy

Year One Action Plan:

Activity Objective Resources Timeline

To install Increase access and Literacy Coordinator Late bookshelves availability to literature 2010/Early Volunteers to build throughout the throughout the 2011 community to community Businesses and access free books service clubs for donations (funding and books)

To publish a Actively involve people Literacy Coordinator January community in the community and 2011 newsletter literacy programs and events

Start a Book Club Increase availability Literacy Coordinator January and access to 2011 literature throughout the community

Plan a Library Increase usership at TNRD Library Staff March Outreach Program the Lytton library 2011 Literacy Coordinator

Develop and Promoting active Literacy Outreach January execute a literacy involvement by people Coordinator 2011 awareness in the community in campaign creating new ideas related to literacy

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Success Statement:

The Lytton Task Force sees success in achieving Goal Two will be indicated by:

• Increased availability and access to literature throughout the community

• Active involvement by people in the community in creating new ideas related to literacy

• Completing six literacy awareness raising activities

• Increased usership of the Lytton library

Page Community Literacy Plan 22 Page 149 of 266 School Growth Plan Page 150 of 266 School Growth Plan Page 151 of 266 School Growth Plan Page 152 of 266 School Growth Plan Page 153 of 266 School Growth Plan Page 154 of 266 School Growth Plan Page 155 of 266 School Growth Plan Page 156 of 266 School Growth Plan Page 157 of 266 School District No. 74 (Gold Trail) ASHCROFT SECONDARY SCHOOL

PO Box 669, 435 Ranch Road, Ashcroft, BC V0K 1A0 Phone: (250) 453-9144 Fax: (250) 453-2368 HOME OF THE RAMS Principal: Ms Colleen Minnabarriet

School Growth Plan 2010 - 2011

School Context:

Ashcroft Secondary School has approximately 175 students in grades 8-12. There are 15 professional staff and 8 support staff working together to promote student learning. Approximately 40% of our student population is of First Nations’ ancestry. In addition to the support provided to all students, First Nations students have access to two Aboriginal Student Support Workers and a group of community members who comprise our First Peoples Education Council.

The socio-economic nature of our student population ranges from very low to high. The school receives excellent support from parents and caregivers when dealing with specific concerns regarding their children. The school is also well supported by agencies such as the Interior Health Authority, the Ministry of Children and Family Development, Youth Mental Health, the Elizabeth Fry Society, local RCMP, and the representatives from local Bands and Councils. Next year’s community focus will involve reaching out more often to our parents in order to work together on enhancing our students’ school experience.

To address student achievement, Ashcroft Secondary will continue with several programs aimed at improving student learning. First, we plan to reinforce existing programs such as AVID, the Connections Room and lunchtime Homework Club. In addition, with the support of the Board of School Trustees, we plan to increase our attention to literacy and numeracy at the Grade 8 & 9 level by offering core courses (English and Math) every day all year, thus doubling the time allotted. We have also been able to extend this effort to Science 10 and English 10, offering more time to meet the outcomes of these two provincially examinable courses.

A format that was implemented last year, Shared Learning, will be refined and improved in 2010, as teachers across the district work together to provide quality instruction in core academic areas. As well, we are excited to join a district initiative, Connected Classrooms, which will allow our Grade 8 English Language Arts students to participate in on-line literature circles with other students from around the district. This project, tested in elementary school last year, is sure to engage our students in reading for pleasure and writing about their thinking.

Our school is pleased to take part in School District initiatives that allow students to take part in post secondary programming while still in grades 11 and 12. Several of our students have entered the CTC program at Thompson Rivers University, receiving post-secondary training while earning credits towards graduation. Our school’s Culinary Arts Program has been a very positive opportunity for our students, and we are the recipients of the district’s Cosmetology program for the next two years, providing further career options for our students. Finally, we remain grateful for the support to maintain our shop program, even if only for half a year, as we share our expert teacher with Kumsheen Secondary School.

ACCESS - Ashcroft Cache Creek Education Storefront Site PO Box 669, 310 Railway Avenue, Ashcroft, BC V0K 1A0 School Growth Plan Phone: (250) 453-2657 Fax: (250) 453-2658 Page 158 of 266

Goal #1: Student Engagement

To improve student engagement in order to improve the achievement of all our students, especially those who are vulnerable

Objectives:

1. We would like to help our students become more engaged academically so that students require fewer external interventions to be successful. 2. We would like to help our students become more independent, with a particular focus on positive work habits that will help them be successful as students and citizens.

Analysis/Rationale: 1. Some of our students appear disengaged from their studies. Students whose brains are actively engaged in their learning can access and process new information more readily. 2. Many of our students struggle to complete and submit their assignments and are often playing “catch up.” 3. The establishment of the Connections Room this semester revealed our junior students’ dependence on extra time & support in order to complete & submit their assignments. 4. Despite internal support systems, many students had an “Incomplete” on their 2nd term report card. 5. If we can help students engage mentally in their academic classes, and understand the expectations for a successful student, their academic performance should increase.

Data/Performance Target:

1. We considered report card information from the second semester.

Year # of F # of “I” # of # of C+ # of B # of A reports reports C-/C reports reports reports reports 2009-10 63 16 212 116 249 82 Spring

2. We considered our students’ responses on the Social Responsibility Survey.

Sept., 2009 % NY MM A FM E Come prepared to class 2 9 36 36 17 Give full effort 2 14 49 21 13 Believe effort makes a difference 11 9 37 36 7 Accept responsibility 3 5 41 46 5

Target: 1. Decrease the number of “I” and “F” reports each semester 2. Improve the percentage of students achieving a C+ or better in their classes 3. Improve the students’ responses to the Social Responsibility Survey

School Growth Plan Page 159 of 266 Evidence:

1. Classroom marks – fail – pass – number of C+ or higher 2. Social responsibility survey – compare results

Structures:

• English 8, 9, 10, and Math 8, 9, and Science 10 all receive double time throughout the year. • Teachers who are teaching common courses will receive collaboration time to co-plan and co- teach around common learning outcomes. • Full day Connections Room will be utilized to support students who are struggling to meet increased expectations. • First Nations Support Workers in classroom and resource room.

Strategies:

1. Focus on one strategy with links to both formative assessment & Backwards Design: a. communicating the learning intentions/big ideas – letting students know what they are expected to learn (in language that they can understand)

2. At every staff meeting, teachers will share their efforts to clarify the learning outcomes for their courses. 3. Teachers will communicate those learning intentions in student-friendly language. 4. Staff members will continue to deliberately activate students’ prior knowledge in content areas. 5. Teachers will provide direct instruction about student expectations, using school rubric. 6. Students will self-assess their work habits before each reporting period.

______Principal School Planning Council, Chair

______Superintendent

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Cayoosh Elementary School 2010/11

School Growth Plan

School Context: Cayoosh Elementary School currently enrolls approximately 190 students from Kindergarten through Grade 7. Almost 50% of our student population is of Aboriginal Ancestry. The school serves many low-income families and single-parent families. Twenty-six percent of our families’ annual income is under $30,000 and 29% of our families are single-parent families. The students who attend the school come from the town of Lillooet, as well as seven First Nations communities, and the rural areas of the region. Although English is spoken in the homes of most of our students, upon entering the school system many students in Kindergarten demonstrate slight to significant difficulties in oral language development. This year, according to the results of the kindergarten screen, 82% of our Kindergarten students had speech and/or language concerns. This is the fifth year of providing specific English Language Development support to students at all grade levels who have been screened for language development. Approximately, 28% of our students qualify for this support. The emphasis in the ELD Program is on oral language and communication skills. Cayoosh Elementary School is focused on improving the life chances for all of our students. There is an emphasis on developing students’ literacy, numeracy and social responsibility skills. Many strategies and structures are in place to support the development of their literacy and numeracy skills. Some examples are: Talking Tables at the Kindergarten level, Guided Reading and Read Well small group work in the Primary grades, Guided Reading and Literature Circle small group work in the Intermediate grades, and the use of Reading Power comprehension strategies at all grade levels. Our school is also involved with the “Connected Classroom” project which allows for a variety of opportunities to develop students’ literacy and numeracy skills using a wide range of technology. The Math Makes Sense program is also in place in all grades. In addition, technology is used to support the skills of students at all grade levels. The presence of Aboriginal Elders and resource people in our school through the Power of Place project also enhances students’ learning in all areas. This year, we have also continued to work on our school Code of Conduct and Behaviour Matrix, which outline behaviour expectations for all members of our school community. We also have a Social Responsibilty committee at the school and this committee is looking at additional ways of using restorative practices in our school.

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Goal #1: To improve students’ achievement in writing and social responsibility through the use of formative assessment strategies, specifically: the use of learning intentions and teaching criteria setting.

Objective: (specific and measurable)

We will increase the number of students whose writing ability and social responsibility skills fully meet or exceed expectations as measured by the BC Performance Standards.

Strategies and Structures to Support Objective:

Fall: • School-wide adoption and use of the assessment for learning strategies of discussing and posting learning intentions and establishing/developing clear criteria for behaviour expectations for students • Establish a monthly focus for writing genres for the year, at all grade levels • Introduce the “Kid Friendly Performance Standards” to enhance student understanding of grade-level expectations in the area of writing and social responsibility. Isolate “Approaching” and “Meeting” expectation language, as a focal point for instruction • Have students self-assess their own behaviour using the Social Responsibility quick scale during the fall assessment weeks • Introduce extended “literacy block” at all grade levels

Ongoing: • Regularly revisit School Growth Plan document at each staff meeting in order to assess our progress on an ongoing basis: What is working? What do we need to focus on? What are our next steps? • Look at and discuss student data at each staff meeting • School-wide adoption and use of the assessment for learning strategies of discussing and posting learning intentions and establishing/developing clear criteria for specific writing tasks and assignments • School-wide, monthly “SWW” and use of the BC Performance Standards to assess this writing • Continued use of AVID strategies • Pro-D staff meetings with assessment for learning resources and archived webcasts • Regular sharing of AFL strategies at each staff meeting –successes, questions Cayoosh Elementary School Growth Plan 2 School Growth Plan Page 162 of 266

• In-service opportunities/education for parents – open house at school, at Band Offices in the communities, at PAC meetings, at Aboriginal Parents’ Club meetings • Primary and intermediate team meetings to discuss student progress, strategies and next steps • Assessment for Learning training opportunities for support staff • Explicit teaching of the other writing genres set out by the Ministry (ie. story writing, poetry, research) • Regularly use the “Kid Friendly Performance Standards” to enhance student understanding of grade-level expectations in the areas of writing and social responsibility. Isolate “Approaching” and “Meeting” expectation language, as a focal point for instruction • Engage in e-learning • Use materials from the Aboriginal book bins to support literacy instruction, share titles and teaching strategies at each staff meeting • Celebrate multiculturalism within our school and continue to focus on First Nations’ culture • Continue to implement the strategies and structures outlined in the Power of Place document and the “Shared Learnings” curriculum • Have students self-assess their own behaviour using the Social Responsibility quick scale during the winter and spring assessment weeks • Connected Classroom Project • Continue with school-based Social Responsibility Committee, invite interested PAC and SPC members to attend meetings

Analysis/Rationale:

After examining our school data with the staff and the School Planning Council, several questions guided the development of our School Growth Plan: How do we raise the bar for all of our students and move more of their achievement to “Fully Meeting” and “Exceeding” expectations?, How to we close the achievement gap and improve the performance of our most vulnerable learners?, and How do we reach parity between our Aboriginal and Non-Aboriginal students? For the next school year, we have decided to continue to focus on the areas of writing and social responsibility in our School Growth Plan. According to our achievement data, over time we are doing a better job of moving more of our students from “Not Yet Meeting” expectations into the “Minimally Meeting” expectations category in the area of writing. Our next goal is to move more of our learners to the “Fully Meeting” or “Exceeding” expectations. This will continue to our area of focus next year. As well, we also need to continue to work on closing the performance gap between Aboriginal and Non-Aboriginal students.

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Assessment explicitly designed to promote learning is the single most powerful tool we have for deepening learning and improving results. Black and Wiliam (1998)

Current research informs us that Assessment for Learning practices can lead to significant gains in achievement for all students, and in particular can lead to great gains for struggling learners. Assessment for Learning strategies are also powerfully linked to student motivation. In order to accomplish our goal, we believe that our students must be engaged in their learning tasks and have ownership of their learning. As a school community, we believe that with the implementation of the six Assessment For Learning strategies, in addition to the other strategies and structures already in place in our school, we will reach this goal. However, we also realize that doing a few things at a time and doing them well is the most effective way for us to reach our goal. Therefore, in the second year of this growth plan, we have decided to continue our focus on the two strategies that, as a staff, we feel are the foundational strategies of Assessment for Learning: the use of learning intentions and setting criteria. Teachers will determine the priorities for instruction, in the areas of writing and social responsibility, based on the results of our fall assessment and data tracking measures. These learning intentions will be written in language that students can understand, and then criteria will be developed with the students for what “fully meeting” expectations will look like in these areas. In addition, we believe that a continued focus on improving writing skills will also have an impact on our students’ performance on the Whole Class Reading Assessment and FSA. As these assessments require students to write their responses to a passage they have read, the direct teaching of learning intentions and criteria setting will have a positive impact on their reading comprehension skills as measured by these tools.

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Enhancement Agreement and Achievement Contract Connections:

Our goal and objective are connected to the following:

• Enhancement Agreement Academic Achievement Goal: To increase the number of students who are writing according to BC Provincial Standards at all grade levels Social Responsibility Goal: To increase in all students in School District No. 74 (Gold Trail) mutual respect, trust, honesty, personal responsibility and community mindedness throughout the school environment

• Achievement Contract Objective 1 : Literacy – To improve the literacy levels of grade 4 students as measured by the FSA Objective 3: Social Responsibility – To improve feelings of safety at all grades as measured by the District Social Responsibility Survey and Provincial Satisfaction Survey

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Data/Performance Targets: (DRA - K, Grade 1 & 2)

All NYM M E Total # of Students students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (K to Gr. 2) 9 22 28 24 3 3 40 40

2006-2007 (K to Gr. 2) 0 13 26 49 7 4 41 66* 2007-2008 (K to Gr. 2) 20 22 26 24 3 3 49 49 2008-2009 (K) n/a 15 n/a 8 n/a 0 n/a 23 2008-2009(Gr. 1) 16 23 7 5 0 0 23 28 2008-2009 (Gr. 2) 15 8 7 14 2 0 24 23 2009 – 2010 (K) n/a 10 n/a 11 n/a 0 n/a 21 2009 – 2010 (Gr. 1) 17 11 4 9 2 2 23 23 2009 – 2010 (Gr. 2) 21 16 7 8 0 1 28 26

Aboriginal NYM M E Total # of Students students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (K to Gr. 2) 5 4 10 10 0 0 15 14

2006-2007 (K to Gr. 2) 0 7 0 20 0 0 17 27 2007-2008 (K to Gr. 2) 13 10 7 9 0 0 21 19 2008-2009 (K) n/a 12 n/a 2 0 0 n/a 14 2008-2009 (Gr. 1) 12 17 4 3 0 0 16 20 2008-2009 (Gr. 2) 6 4 2 2 0 0 8 7 2009 – 2010 (K) n/a 4 n/a 2 n/a 0 n/a 6 2009 – 2010 (Gr. 1) 13 9 1 3 0 0 14 13 2009 – 2010 (Gr. 2) 16 13 5 4 0 1 21 19

Data/Performance Targets: (WCRA – Grades 3 to 7)

All NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (Gr. 3 to 7) 17 3 93 71 15 54 0 2

2006-2007 (Gr. 3 to 7) 28 7 84 95 4 16 0 1 2007-2008 (Gr. 3 to 7) 15 3 95 60 13 53 0 0 2008-2009 (Gr. 3) 6 4 14 12 3 7 0 0 2008-2009 (Gr. 4) 7 0 17 10 0 12 0 0 2008-2009 (Gr. 5) 1 0 17 5 1 16 0 0 2008-2009 (Gr. 6) 3 0 17 8 6 14 0 2 2008-2009 (Gr. 7) 1 1 15 6 15 23 0 0 2009 – 2010 (Gr. 3) 8 3 11 10 2 7 0 0 2009 – 2010 (Gr. 4) 7 1 12 7 4 11 0 1 2009 – 2010 (Gr. 5) 1 1 13 12 10 7 1 5 2009 – 2010 (Gr. 6) 0 0 19 17 1 1 0 0 2009 – 2010 (Gr. 7) 1 0 8 7 16 16 0 0

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Aboriginal NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (Gr. 3 to 7) 13 2 41 40 2 20 0 0

2006-2007 (Gr. 3 to 7) 16 4 43 49 2 8 0 1 2007-2008 (Gr. 3 to 7) 8 2 46 31 5 26 0 0 2008-2009 (Gr. 3) 4 3 7 8 0 1 0 0 2008-2009 (Gr. 4) 5 0 7 4 0 5 0 0 2008-2009 (Gr. 5) 1 0 8 1 0 8 0 0 2008-2009 (Gr. 6) 3 0 5 4 2 5 0 1 2008-2009 (Gr. 7) 1 1 7 3 7 10 0 0 2009 – 2010 (Gr. 3) 6 2 1 4 0 1 0 0 2009 – 2010 (Gr. 4) 6 1 7 5 1 4 0 0 2009 – 2010 (Gr. 5) 0 1 7 7 5 3 0 2 2009 – 2010 (Gr. 6) 0 0 9 7 0 1 0 0 2009 – 2010 (Gr. 7) 1 0 2 3 8 6 0 0

Data/Performance Targets: (School Wide Writes: K to Gr. 3)

All NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (K to Gr. 3) 10 7 35 36 29 34 10 9

2006-2007 (K to Gr. 3) 17 5 25 21 21 19 2 13 2007-2008 (K to Gr. 3) 35 5 50 31 11 54 0 5 2008-2009 (K) 6 3 8 12 7 6 1 1 2008-2009 (Gr. 1) 12 5 7 15 4 5 0 3 2008-2009 (Gr. 2) 9 1 11 7 4 13 0 1 2008-2009 (Gr. 3) 11 1 10 9 2 12 1 2 2009 – 2010 (K) 6 0 7 5 8 8 1 7 2009 – 2010 (Gr. 1) 10 1 10 8 3 7 0 6 2009 – 2010 (Gr. 2) 16 6 11 13 1 6 0 0 2009 – 2010 (Gr. 3) 6 2 11 5 4 10 0 3

Aboriginal NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (K to Gr. 3)

2006-2007 (K to Gr. 3) 2007-2008 (K to Gr. 3) 2008-2009 (K) 4 3 6 8 3 2 0 0 2008-2009 (Gr. 1) 9 5 3 11 4 2 0 2 2008-2009 (Gr. 2) 6 1 1 3 1 2 0 0 2008-2009 (Gr. 3) 6 1 6 7 0 5 0 0 2009 – 2010 (K) 3 0 2 1 2 3 0 1 2009 – 2010 (Gr. 1) 8 1 5 6 1 5 0 0 2009 – 2010 (Gr. 2) 12 6 8 7 1 5 0 0 2009 – 2010 (Gr. 3) 4 1 2 2 1 3 0 1

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Data/Performance Targets: (School Wide Writes: Gr. 4 to Gr. 7)

All NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (Gr. 4 to 7) 11 6 50 48 47 50 1 4

2006-2007 (Gr. 4 to 7) 14 6 44 35 48 39 2 3 2007-2008 (Gr. 4 to 7) 14 1 57 34 28 60 1 4 2008-2009 (Gr. 4) 11 2 10 10 3 9 0 2 2008-2009 (Gr. 5) 8 0 10 12 1 8 0 0 2008-2009 (Gr. 6) 4 1 13 12 9 10 0 1 2008-2009 (Gr. 7) 2 0 8 5 21 19 1 7 2009 – 2010 (Gr. 4) 4 2 9 3 10 13 0 2 2009 – 2010 (Gr. 5) 3 1 16 11 5 8 1 5 2009 – 2010 (Gr. 6) 2 1 6 10 11 6 0 1 2009 – 2010 (Gr. 7) 0 0 7 4 16 11 2 8

Aboriginal NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 (all)

2006-2007 (all) 2007-2008 (all) 2008-2009 (Gr. 4) 8 1 3 5 1 4 0 0 2008-2009 (Gr. 5) 4 0 5 5 0 3 0 0 2008-2009 (Gr. 6) 3 1 4 5 3 4 0 0 2008-2009 (Gr. 7) 1 0 6 2 8 8 0 4 2009 – 2010 (Gr. 4) 4 2 6 2 4 5 0 1 2009 – 2010 (Gr. 5) 1 1 9 6 2 5 0 1 2009 – 2010 (Gr. 6) 1 1 3 3 5 3 0 1 2009 – 2010 (Gr. 7) 1 0 3 2 7 3 0 4

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Data Sources Used to Track Progress: (F.S.A. Grades 4 and 7)

Reading Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

All Students:

Year Grade 4 Grade 7 2004 - 2005 81% 47% 2005 - 2006 88% 62%

2006 - 2007 72% 85% 2007 - 2008 67% 69% 2008 - 2009 81% 88% 2009 - 2010

Aboriginal Students:

2007 - 2008 64% 60% 2008 - 2009 62% 73% 2009 - 2010

Writing Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

All Students:

Year Grade 4 Grade 7 2003 - 2004 89% 69% 2004 - 2005 94% 90% 2005 - 2006 87% 58%

2006 - 2007 94% 93% 2007 – 2008 54% 87% 2008 – 2009 50% 93% 2009 - 2010

Aboriginal Students:

Year Grade 4 Grade 7 2007-2008 36% 87% 2008-2009 38% 94% 2009 - 2010

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Numeracy Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

All Students:

Year Grade 4 Grade 7 2003 - 2004 2004 - 2005 2005 - 2006

2006 - 2007 2007 – 2008 50% 64% 2008-2009 65% 88% 2009 - 2010

Aboriginal Students:

Year Grade 4 Grade 7 2003 - 2004 2004 - 2005 2005 - 2006

2006 - 2007 2007-2008 45% 53% 2008 – 2009 62% 93% 2009 - 2010

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______Principal School Planning Council, Chair

Board Approval

______Superintendent Board Chair

Cayoosh Elementary School Growth Plan 11 School Growth Plan Page 171 of 266 School District No. 74 (Gold Trail) CACHE CREEK ELEMENTARY SCHOOL PO Box 128, 1260 Highway 97, Cache Creek, BC V0K 1H0 Phone: (250) 457-6248 Fax: (250) 457-9111

Principal: Mrs. Shirlee Johnson

Cache Creek Elementary School

2010 – 2011

School Growth Plan

School Context:

Cache Creek Elementary School (CCES) is located within the Village of Cache Creek in the south central region of British Columbia. Cache Creek is located at the junction of the Cariboo and Thompson Valleys and Highway #97 and the Trans Canada Highway. The community has a population of 1,114 and the local economy is driven by tourism, a landfill, sawmill, trucking, ranching and mining.

For 2010 – 2011 the school anticipates an enrolment of 100 students in grades K to 7 served by a staff of 12 including a Principal, a secretary, five enrolling classroom teachers, one non- enrolling teacher, 2 special teaching assistants, a guided reading teacher assistant, an aboriginal student support worker, and two custodians. The school building is particularly unique as beautiful mural artworks produced by students with the support of a local artist decorate many of the inside and outside walls. The school grounds are green and wide spread with a full soccer field, outdoor basketball courts and lots of room for students to run and play.

Many of the students arrive to school on a school bus traveling from ranches, reserves and other outlying communities. Approximately 47% of our students are of Aboriginal ancestry.

The Parent Advisory Council is an active supporter of school events. Annual community events include a Christmas turkey dinner and a spring spaghetti dinner and fun fair. Last year they provided the services of Missoula Children’s Theater to provide workshops to every student and produce a spring play. Parent volounteers coordinate a hot lunch program that is served to students each Friday. A PAC office is located within the school.

The school serves as a hub for pre-school programs in the community. Our Strong Start Center opened in November 2009. The Cache Creek Preschool Society Preschool Program runs every morning Monday through Friday. Healthy Beginnings, a Health Canada program for pre-school children and their parents, is offered one morning each week.

Many user groups frequent the school including The Cactus Strippers Quilting Club, piano lessons, a church youth group, 4 – H, and Alcoholics Anonymous.

School Growth Plan Page 172 of 266 1

Goal #1: To increase the number of individuals who experience personal growth and academic success.

Objectives:

• By June 2011, 90% of all students will meet or exceed expectations as measured by the Whole Class Reading Assessment. • By June 2011, 90% of all students will meet or exceed expectations as measured by the School Wide Write and the B.C. Performance Standards. • By June 2011, 65% of all students will meet expectations as measured by the District Numeracy Assessment .

Strategies and Structures to Support Objectives:

• Writing focus– Teachers believe that a by focusing on the explicit teaching of writing strategies, students will be better able to demonstrate their understanding of reading in written form. This will result in an increased number of students moving into the fully meets category. Teacher resource books for “Six Traits of Writing” and Trait Crates were purchased for each classroom. • English Language Development – support for identified students was provided in class during the context of writing lessons. • The Daily Five – teachers are investigating the benefits of the Daily Five as a format for providing balanced literacy instruction. • School Wide Guided Reading/Literature Circles – all students participate in groups of 6 or less to support the improvement of reading comprehension. Student groupings are based on the learning need of the students. (4 x per week). Guided Reading groups will rotate between teachers, the ASSW, and the guided reading TA every 4 – 6 weeks. • Aboriginal Content- in 2009-2010 the school purchased several sets of books with aboriginal themes/content. These titles were used as a resource for guided reading and literature circles. • Read Well – used as an intervention for ‘at risk’ primary students. • Reading Intervention – grade 1 students who do not demonstrate adequate progress will be referred to the district reading intervention teacher. • Parents As Literacy Supporters (PALS) – eight sessions to support early learning and home- school connection. • Numeracy Block- in 2009-2010 students in grades 3 and up participated in a one hour per day numeracy block. • Instructional Focus – a large portion of every staff meeting was dedicated to instruction with teachers sharing successful strategies with one another. Teachers are taking leadership roles with their colleagues in promoting promising strategies for teaching literacy and numeracy.

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Analysis/Rationale:

• Literacy is the foundation upon which all learning is built. • We would like to see more of our students demonstrating individual improvement and particularly moving from minimally to fully meeting but we agree that our initial focus needs to be on the higher number of students that we see in the not yet category. • It is essential to promote passionate engagement and joy in learning.

Enhancement Agreement and Achievement Contract Connections:

The strategies and structures in place for literacy will support the district goal of improving our Six Year Dogwood completion rates with a particular focus on aboriginal students. Aboriginal content and materials will be used to provide culturally relevant materials within a rigorous instructional framework. We note the importance of developing and building the relationship between our school and the aboriginal community.

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Goal 2: To create an inclusive school environment that fosters life long learning and a sense of community.

Objectives:

• By June 2011, 85% of primary and 80% of intermediate students will report that they feel proud of their school as measured by the District Social Responsibility Survey. • By June 2011, 85% of primary and 80% of intermediate students will report that they feel safe on the playground as measured by the District Social Responsibility Survey.

Strategies and Structures to Support Objectives: • Restorative Practice – all staff participated in professional development. The Code of Conduct was revised to reflect restorative practice. Parents, staff, and students articulated school belief statement that will be made into a poster for each room. • FRIENDS for Life Program – for grade four and seven students. • National Aboriginal Day- the school joins with the Bonaparte First Nations to plan events for this day. • Aboriginal Culture- resource people and elders present within the school on a regular basis. • Monday Morning Assembly – to provide a sense of “whole” school to begin the week • Community LINK – funding used to provide nutritious snacks to any student in need and to work with student leadership group to organize games at lunch and after school. • Virtue of the Month- taught in classroom and reinforced by bulletin board and morning announcements. • Morning announcements by students – to reinforce Virtues. • Wall of Fame– a display of photographs recognizing special events and student accomplishments. • Criteria for Success – students will be involved in determining the criteria for positive behavior during recess and lunch. • Birthday Celebrations- student birthdays will be recognized during morning announcements. • Joke of the Day and Music- will be part of morning announcements to get the day off to a positive start. • Social Responsibility Survey- the district survey will be done in spring and in fall. Teachers will ensure that children understand the survey questions prior to completing the survey. • Grandparents Tea – hosted by our aboriginal support workers. All grandparents are invited to enjoy refreshments and student entertainment. • Junior Achievement – intermediate students have the opportunity to learn the principals of operating a small business. This program is delivered by community members. • DARE – Drug and Alcohol Resistance Education taught by a local RCMP member to students in grades 4 – 6. • Safety – Primary aged students will be picked up at the base of the stairs. They will only go into the parking lot with an adult.

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Analysis/Rationale:

The School Planning Council is concerned about the high numbers of children who do not feel safe at school and do not believe that adults care about them at school. Furthermore, the School Planning Council notes that our playground is large, difficult to supervise adequately and the site of many preventable incidents. We recognize the continuing need to develop and maintain positive connections between the school and our aboriginal community.

Enhancement Agreement and Achievement Contract Connections:

The strategies and structures in place for social responsibility will support the district goal of improving our Six Year Dogwood completion rates with a particular focus on aboriginal students. Students who experience a sense of connectedness and belonging to their school community are more likely to be engaged in their learning and will remain in school.

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Data/Performance Targets: Reading (DRA – Grade 1-2 Fall, K-2 Spring)

All NYM M E PERCENT Students M + E Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 6 18 17 85 2006-2007 9 12 11 13 7 16 67 71 2007-2008 7 8 15 28 3 4 72 80 2008-2009 8 6 14 21 1 8 60 80 2009-2010 9 9 8 21 4 7 57 74

Target: All students will demonstrate improvement as measured by their progress from fall to spring.

Aboriginal NYM M E PERCENT Students M + E Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 4 8 4 75 2006-2007 3 5 5 4 0 2 63 73 2007-2008 2 2 4 7 0 0 66 78 2008-2009 5 2 2 8 0 1 40 72 2009-2010 5 5 2 5 0 1 40 55

Target: All students will demonstrate improvement as measured by their progress from fall to spring.

Data/Performance Targets: Reading (WCRA – Grades 3 through 7)

All NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 9 3 47 49 22 25 0 1 2006-2007 16 5 49 53 9 16 0 1 2007-2008 29 19 51 50 2 23 0 0 2008-2009 22 3 51 52 6 23 1 0 2009-2010 18 19 37 41 8 6 0 0

Target: All students will demonstrate growth in their understanding between fall and spring.

Aboriginal NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 5 3 20 24 9 4 0 0 2006-2007 6 1 26 32 2 7 0 0 2007-2008 16 8 20 23 0 6 0 0 2008-2009 14 2 22 31 2 4 0 0

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2009-2010 13 15 17 17 0 1 0 0

Target: All students will demonstrate growth in their understanding between fall and spring.

Data Sources Used to Track Progress: Reading Comprehension (WCRA – Grades 3 - 7)

2006 – 2007 (72 students in fall, 75 in spring)

Background Important Extracting Inference, Word Skills Metacognition: Information, Ideas, Info from text Connections, Knowledge of Questions, Main Ideas and text Conclusions Strategies Predictions features

Expectations Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Not Yet 14 6 27 11 18 14 19 12 29 22 13 3 Minimal 25 27 21 27 29 35 26 22 13 11 26 29 Approaching 14 16 13 17 15 12 18 14 8 5 17 18 Fully Meeting 19 25 11 19 10 14 9 27 21 27 15 23 Exceeding 0 1 0 1 0 0 0 0 1 10 1 2 72 75 72 75 72 75 72 75 72 75 72 75

• District is no longer using the Approaching category, effective Spring 2008. These are reported as Minimal.

2007 - 2008 (83 Students Fall, 90 Students in spring)

Background Important Ideas, Extracting Inference, Word Skills Metacognition: Information, Main Ideas Info from text Connections, Knowledge of Questions, and text Conclusions Strategies Predictions features

Expectations Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Not Yet 21 13 34 29 23 18 38 26 39 39 21 10 Minimal 36 39 30 30 42 47 31 43 17 18 54 58 Approaching 11 - 7 - 6 - 8 - 7 - 5 - Fully Meeting 15 36 12 30 12 25 6 18 20 30 3 21 Exceeding 0 1 0 1 0 0 0 3 0 3 0 1 83 89 83 90 83 90 83 90 83 90 83 90

2008 - 2009 (80 Students Fall, 78 Students in spring)

Expectations Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Not Yet 20 6 28 7 26 15 30 19 40 7 21 3 Minimal 38 43 40 43 44 43 40 36 24 33 44 49 Fully Meeting 22 28 12 27 10 20 10 22 16 37 6 24 Exceeding 1 1 1 1 1 0 1 1 1 1 0 1 81 78 81 78 81 78 81 78 81 78 81 78

School Growth Plan 7 Page 178 of 266

2009 - 2010 (63 Students Fall, 67 Students in spring)

Expectations Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Fall Spring Not Yet 9 11 18 22 23 20 22 17 31 29 24 22 Minimal 39 37 33 36 29 36 33 43 21 31 32 36 Fully Meeting 13 16 11 8 9 10 7 6 10 6 6 8 Exceeding 1 2 0 0 1 0 0 0 0 0 0 0 62 66 62 66 62 66 62 66 62 66 62 66

School Growth Plan 8 Page 179 of 266

Data/Performance Targets: (School Wide Write Grades 1 - 7)

All NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 3 27 44 14

2006-2007 16 35 45 5 2007-2008 26 15 49 38 30 47 2 8 2008-2009 23 11 41 54 33 34 3 9 2009-2010 26 15 40 29 25 31 7 8

Target: All students will demonstrate improvement in one or more aspects of writing.

Aboriginal NYM MM FM E Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 1 20 20 2

2006-2007 7 17 19 0 2007-2008 9 9 22 18 8 18 0 2 2008-2009 (45) 18 7 20 31 7 10 0 1 2009 - 2010 17 12 16 15 11 10 1 0

Target: All students will demonstrate improvement in one or more aspects of writing.

Data/Performance Targets: (Numeracy– Grades 3 through 7)

All NYM MM FM EX Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2009-2010 30 29 21 13 13 21 0 3

Target: All students will demonstrate growth in their understanding between fall and spring.

Aboriginal NYM MM FM EX Students Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2009-2010 17 19 10 7 3 6 0 1

Target: All students will demonstrate growth in their understanding between fall and spring.

School Growth Plan 9 Page 180 of 266

Reading Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7 2003 - 2004 83 73 2004 - 2005 78 33 2005 - 2006 82 57 2006 - 2007 80 90 2007 - 2008 50 67 2008 - 2009 75 61 2009 - 2010

Target: Grade 4 – 85% or more will meet or exceed expectations. Grade 7 – 75% or more will meet or exceed expectations.

Writing Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7 2003 - 2004 100 95 2004 - 2005 100 67 2005 - 2006 91 86 2006 - 2007 70 95 2007 - 2008 43 90 2008 - 2009 67 78 2009 - 2010

Target: Grade 4 – 75% or more will meet or exceed expectations. Grade 7 – 85% or more will meet or exceed expectations.

Numeracy Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7 2003 - 2004 67 55 2004 - 2005 94 27 2005 - 2006 82 64 2006 - 2007 78 70 2007 - 2008 43 38 2008 - 2009 64 61 2009 - 2010

Target: 75% or more of students in both grades will meet or exceed expectations. School Growth Plan 10 Page 181 of 266

School Growth Plan 11 Page 182 of 266

Provincial Satisfaction Survey Responses

% of responses that said they/their child “feels safe at school” Year Grade 4 Grade 7 Parents Parent Participation Rate 2005 - 2006 92 83 75 50% 2006 - 2007 82 50 63 73% 2007 - 2008 58 56 71 N/A 2008 - 2009 64 58 N/A N/A 2009 – 2010 60 39 N/A N/A

% of responses that said they/their child is “All or many times bullied or picked on at school” Year Grade 4 Grade 7 Parents Parent Participation Rate 2005 - 2006 27 0 9 50% 2006 - 2007 35 20 13 73% 2007 - 2008 32 25 11 N/A 2008 - 2009 10 23 N/A N/A 2009 - 2010 29 21 N/A N/A

% of responses that said they/their child “knows the expectations of behavior” Year Grade 4 Grade 7 Parents Parent Participation Rate 2005 - 2006 83 92 75 50% 2006 - 2007 82 56 82 73% 2007 - 2008 89 87 90 N/A 2008 - 2009 100 85 N/A N/A 2009 – 2010 93 57 N/A N/A

% of responses that said teachers care (many times plus all) Year Grade 4 Grade 7 Parents Parent Participation Rate 2006 - 2007 81% 40% 83 73% 2007 - 2008 89% 64% 76 N/A This question has been removed from the survey.

School Growth Plan 12 Page 183 of 266

District Survey results

% of responses that say ‘My School is one of which I am proud.” (many times or all) Year School K-3 District K-3 School 4-7 District 4-7 Nov. 2006 88% 90% 49% 77% Sept. 2007 73% 88% 83% 80% Sept. 2008 71% 88% 59% 79% Sept. 2009 81% 85% 75% 79%

% of responses that say “Adults in my school celebrate our successes.” (many times or all) Year School K-3 District K-3 School 4-7 District 4-7 Nov. 2006 89% 87% 57% 73% Sept. 2007 85% 82% 73% 74% Sept. 2008 57% 75% 60% 72% Sept. 2009 81% 76% 67% 73%

% of responses that say “Our school cares about making the world a better place.” (many times or all) Year School K-3 District K-3 School 4-7 District 4-7 Nov. 2006 94% 95% 67% 86% Sept. 2007 88% 90% 83% 80% Sept. 2008 80% 92% 76% 85% Sept. 2009 88% 90% 69% 88%

% of responses that say “I feel safe in my classroom.” Year School K-3 District K-3 School 4-7 District 4-7 Sept. 2007 90% 95% 92% 90% Sept. 2008 79% 92% 74% 85% Sept.2009 90% 93% 86% 90%

% of responses that say “I feel safe on the playgrounds.” Year School K-3 District K-3 School 4-7 District 4-7 Sept. 2007 83% 86% 84% 84% Sept. 2008 79% 86% 75% 81% Sept.2009 79% 85% 72% 83%

School Growth Plan 13 Page 184 of 266

This plan was developed collaboratively by the following members of the School Planning Council along with school staff: Lisa Dafoe Nicole Archibald Theresa Dusseault

______Principal

Board Approval

______Superintendent Board Chair

DUE DATE FOR FINAL SUBMISSION: May 22, 2010

School Growth Plan 14 Page 185 of 266

School Growth Plan Page 186 of 266 School Growth Plan Page 187 of 266 School Growth Plan Page 188 of 266 School Growth Plan Page 189 of 266 LILLOOET SECONDARY SCHOOL P.O. Box 760 Lillooet, B.C. V0K 1V0 LSS Phone: (250) 256-4274 Principal: Mr. K. Agar Fax: (250) 256-4275 Vice-principals: Ms T. Mountain Website: www.lss.sd74.bc.ca/lss/ Email: [email protected] [email protected]

LILLOOET SECONDARY SCHOOL

2009 – 2010 School Growth Plan

SCHOOL CONTEXT:

Lillooet Secondary School has approximately 260 students in grades 8-12. There are 17 professional staff and 7 support staff working together to promote student learning. Approximately 70% of our student population is of St’át’imc ancestry coming from 7 local Aboriginal communities. In addition to the support provided to all students, Aboriginal students have access to 3 Aboriginal Student Support Workers.

The socio-economic nature of our student population ranges from very low to middle income. Our parent/guardian community recognizes that their children’s future is highly dependent on achievement in school and they want quality education for their children. In our community, we also have caregivers whose personal circumstances may not allow them to support their children at the level of their children’s needs. A number of our students face challenges around food, shelter and safety (both physical and emotional). To address these issues, we have, in addition to the services of our school based counselor, added the daily services of a community counselor to support students needing personal and crisis counseling. The school also runs a food program, to ensure that students have the nutrition required to allow their bodies and minds to optimally function. Other support services to our students include a Teen Clinic which sets up at the school twice a month to allow our students to visit a doctor on site.

Approximately 10% of our student population is identified by the Ministry of Education as Special Needs. A further 13 students qualify for support under the English as a Second Dialect initiative. All of these students are mainstreamed through a school-wide Learner support program designed to ensure that all students receive the support they need.

To address the academic side of student achievement, Lillooet Secondary has instituted several new programs aimed at improvement. The school has made a commitment to teaching literacy, numeracy and social responsibility across the curriculum through the use of Formative Assessment strategies. As well all grade 8 and 9 English and Math is scheduled every morning, every day, year long. Our Connections Room program continues to offer extra help and support for those that need it.

Our school is very pleased to take part in School District initiatives that allow students to take part in post secondary programming while still in grades 11 and 12 through trades. Our timetable is consistent with a district timetable to allow students to access Distributed Learning courses offered by other secondary schools in our district.

Another unique characteristic of LSS is that it is served by seven school buses and the majority of the student body requires busing to get to and from school. The school catchment area is large and some students travel as much as an hour, both morning and afternoon, in order to attend school. Lengthy travel times do have an impact on students’ abilities to take part in extra curricular activities. Nevertheless, the school is able to offer volleyball, basketball, track, girls' rugby, ski club, adventure club, and a Hockey Skills Academy program which ran its first year in September 2008.

27-May-10 School Growth Plan Page 190 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

GOAL 1:

Utilize the six big strategies of formative assessment to increase student achievement in numeracy, literacy and social responsibility as measured on spring and fall assessments.

OBJECTIVE:

Students improve their math skills and ability to problem-solve by focusing on learning intentions, criteria for success and thoughtful feedback.

OBJECTIVE:

To improve visual literacy through the use of formative assessment strategies as measured by ICT Quick scales, computer lab use and teacher surveys.

OBJECTIVE:

To improve written communication skills by increasing the number of students achieving either a Fully Meeting or Exceeding on the Performance Standards Quick scale as measured on the fall and spring School Wide Writes.

OBJECTIVE:

To improve school community and culture by using formative assessment strategies to teach respectful and ethical behavior as outlined by BC Performance Standards for social responsibility as measured by the yearly satisfaction survey. .

STRATEGIES AND STRUCTURES TO SUPPORT OBJECTIVES:

STRUCTURES STRATEGIES (Numeracy)

Teachers will provide learning intentions for each - Write learning intentions on board day’s lesson to all classes. - Re-state learning intentions at the end of classes. Use collaborative time to review junior Math - Student’s repeat learning intentions throughout assessments with parents and students. the class - Clarify with reflective discussion and relate to Provide training in the use of Performance P.L.O.’s Standards for S.T.A.’s at non-instructional day. - Develop exemplars to go with performance standards. - Increase the use of peer and self assessment using the performance standards with S.T.A.s.

Develop criteria for success using formative - Introduce performance standards to students assessment strategies around Math, Literacy, and and staff Social Responsibility. - Co-create student-friendly performance standards in each class Pro-D in early September to introduce staff to - Develop exemplars based on performance formative assessment tools standards 27-May-10 2

School Growth Plan Page 191 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

- Use District Numeracy Assessment Tool and School Developed Numeracy Assessment tool to provide information on student success - Collaboration time to review use of formative assessment tools

Use formative assessment tools to provide regular, - Assess daily work using student friendly thoughtful feedback to move all learners forward. performance standards - Provide time for self-assessment using performance standards - Use ‘buddy program’ and peer helpers to perform peer-assessment using performance standards - Include a learner support teacher in classes to help peer and self-assessment using performance standards - Teach parents to use performance standards to provide feedback at home

STRUCTURES (For Visual Literacy) STRATEGIES (For Visual Literacy) Implement B. Porter’s research on transformative - Increase the number of students and staff using uses of information and communication technology in technology in the classroom for learning. the classroom. - Use teacher surveys to collect data on use and availability of information and communication technology - Continue to track data regarding computer lab use - Continue to improve “tech” equipment in all classrooms.

STRUCTURES (For Written Literacy) STRATEGIES (For Written Literacy)

Improve the use of the SWW by ensuring that all - Give teachers Quick scales and check lists students receive feedback on their SWW after based on Quick scales each session. - Encourage students to take the SWW more Create a referral system for the Learner Support seriously through the use of positive re- team for the implementation of differentiated enforcement strategies. instruction in classrooms. - Learner Support Teacher to write a Formative Create teacher surveys on the use of formative Assessment article for each month’s assessment. newsletter.

Have teachers use Quick scale in teaching and marking. Have students peer and self mark with Quick scale.

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School Growth Plan Page 192 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

STRUCTURES (For Social Responsibility) STRATEGIES (For Social responsibility)

Create school wide expectations for social - Use formative assessment strategies to teach responsibility based on Performance Standards. social responsibility to students - Social responsibility in class outlines School Code of Conduct taught in home room at - Social responsibility posters displayed the beginning of each semester. around the school and changed on a regular basis Bring in a speaker on social responsibility at least once a year. - School Code of Conduct displayed prominently in every classroom and in the Yearend fun day for students, parents and staff main entrance. paid for out of vandalism Money. - Social Responsibility group to collaborate with staff at staff meetings on a regular basis.

- New Discipline procedures in the staff handbook that align with the school’s Social Responsibility objective.

ANALYSIS / RATIONALE:

Rationale:

By teaching and using Formative Assessment strategies on a school-wide basis, our school will create opportunities intended to motivate students to strive for their personal best and contribute to their school and community in a respectful, tolerant, and ethical manner.

Analysis:

Data/Performance Targets: (School data - District Wide Write - performance standards)

Grade 8 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 30% 36% 30% 3% 2007-2008 38% 22% 46% 53% 6% 20% 0% 4% 2008-2009 35% 17% 37% 56% 25% 23% 2% 2% 2009-2010 37% 27% 49% 51% 11% 18% 1% 1%

Grade 8 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 50% 27% 22% 0% 2007-2008 50% 32% 38% 55% 11% 8% 0% 2% 2008-2009 42% 20% 46% 72% 11% 8% 0% 0% 2009-2010 46% 25% 50% 51% 3% 18% 0% 3% 27-May-10 4

School Growth Plan Page 193 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

Grade 9 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 45% 34% 11% 8% 2007-2008 58% 40% 19% 31% 21% 27% 0% 0% 2008-2009 19% 29% 45% 44% 33% 12% 1% 12% 2009-2010 34% 60% 55% 32% 10% 7% 0% 0%

Grade 9 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 59% 31% 6% 3% 2007-2008 50% 46% 40% 30% 10% 23% % 0% 2008-2009 25% 40% 42% 40% 31% 10% 0% 10% 2009-2010 46% 69% 46% 26% 7% 4% 0% 0%

Grade 10 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 28% 44% 18% 7% 2007-2008 38% 30% 45% 45% 16% 22% 0% 2% 2008-2009 20% 29% 43% 32% 25% 35% 7% 2% 2009-2010 34% 43% 48% 38% 17% 15% 0% 2%

Grade 10 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 48% 40% 11% 0% 2007-2008 50% 42% 40% 46% 10% 10% 0% 0% 2008-2009 21% 36% 52% 26% 17% 36% 4% 0% 2009-2010 27% 46% 44% 42% 23% 7% 4% 3%

Grade 11/12 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 28% 42% 22% 5% 2007-2008 30% 15% 40% 56% 24% 28% 4% 0% 2008-2009 16% 5% 3% 24% 51% 61% 0% 2% 2009-2010 29% 19% 44% 55% 22% 20% 2% 4%

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School Growth Plan Page 194 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

Grade 11/12 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2006-2007 32% 44% 17% 5% 2007-2008 46% 20% 38% 61% 14% 18% 0% 0% 2008-2009 19% 7% 33% 29% 46% 50% 1% 11% 2009-2010 39% 23% 41% 64% 17% 11% 2% 0%

Data/Performance Targets:

1. Attendance Summary (percent attendance) • Current year data will be entered at the end of June

2007-2008 2008-2009* 2009-2010 Grade 8 94.29% 93% Grade 9 91.30% 91% Grade10 91.67% 90%

Grade 11 92.09% 90%

Grade 12 90.82% 85%

2. Student Satisfaction Survey 2006 – 2007

Question 1: When it comes to damaging school property (graffiti, decorations, windows, and desks) I am: 1-A. Often involved. 1-B. Sometimes involved. 1-C. Rarely involved. 1-D. Never involved. 1-E. Never involved and discourage others from being involved.

2006-2007 2007-2008 2008-2009 2009-2010 Choices All Aboriginal All Aboriginal All Aboriginal All Aboriginal Students Students Students Students Students Students Students Students 1-A. 5% 2% 4% 3% 4% 0% 3% 4% 1-B. 6% 8% 4% 4% 6% 3% 2% 2% 1-C. 21% 16% 18% 12% 26% 26% 20% 19% 1-D. 47% 55% 53% 60% 44% 49% 53% 50% 1-E. 21% 19% 21% 21% 19% 23% 22% 25%

Question 2: When it comes to attending class, I: 2-A. Often miss classes for non-legitimate reasons. 2-B. Sometimes miss a class for non-legitimate reasons. 2-C. Rarely miss a class only for non-legitimate reasons. 2-D. Never miss classes unless I am sick or have a legitimate appointment. 2-E. Never miss classes and hold my friends accountable for attending class as well.

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School Growth Plan Page 195 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

2006-2007 2007-2008 2008-2009 2009-2010 Choices All Aboriginal All Aboriginal All Aboriginal All Aboriginal Students Students Students Students Students Students Students Students 2-A. 4% 1% 2% 3% 6% 3% 6% 4% 2-B. 14% 13% 7% 9% 26% 29% 13% 13% 2-C. 25% 26% 21% 15% 32% 31% 21% 27% 2-D. 54% 54% 60% 65% 34% 34% 54% 49% 2-E. 4% 6% 10% 8% 1% 3% 6% 7%

Question 3: When it comes to being on time, I: 3-A. Am almost always late for class. 3-B. Am often late for class. 3-C. Try to be on time for class, but sometimes end up being late. 3-D. Give my best effort to be on time for class and am rarely, if ever, late. 3-E. Am always on time and encourage others to be on time.

2006-2007 2007-2008 2008-2009 2009-2010 Choices All Aboriginal All Aboriginal All Aboriginal All Aboriginal Students Students Students Students Students Students Students Stude7%nts 3-A. 4% 3% 1% 2% 7% 3% 7% 7% 3-B. 9% 6% 5% 6% 12% 6% 6% 7% 3-C. 33% 40% 29% 26% 50% 69% 32% 37% 3-D. 43% 42% 48% 47% 28% 17% 44% 36% 3-E. 11% 9% 17% 19% 3% 6% 11% 12%

Question 4: I feel I contribute to the school community (e.g. by belonging to teams, clubs, students’ council or by helping out in other ways). 4-A. Never 4-B. Rarely 4-C. Sometimes 4-D. Always 4-E. Always and my example influences others.

2006-2007 2007-2008 2008-2009 2009-2010 Choices All Aboriginal All Aboriginal All Aboriginal All Aboriginal Students Students Students Students Students Students Students Students 4-A. 20% 3% 14% 16% 16% 14% 13% 20% 4-B. 14% 6% 22% 21% 25% 26% 16% 17% 4-C. 39% 40% 43% 46% 38% 37% 51% 45% 4-D. 13% 42% 14% 11% 13% 11% 13% 13% 4-E. 7% 9% 8% 7% 7% 11% 7% 6%

Question 5: When I have finished with a paper or garbage item, I: 5-A. Always drop it wherever I am. 5-B. Sometimes place it in a garbage can or recycling container. 5-C. Usually place it in a garbage can or recycling container. 5-D. Always make an effort to find a garbage can or recycling container even if it is not close by. 5-E. Always make an effort to find a garbage can or recycling container; and I pick up garbage left by others.

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School Growth Plan Page 196 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

2006-2007 2007-2008 2008-2009 2009-2010 Choices All Aboriginal All Aboriginal All Aboriginal All Aboriginal Students Students Students Students Students Students Students Students 5-A. 7% 3% 6% 6% 1% 0% 6% 9% 5-B. 18% 21% 14% 18% 15% 20% 15% 16% 5-C. 32% 33% 32% 34% 29% 31% 31% 34% 5-D. 39% 41% 31% 32% 43% 43% 33% 32% 5-E. 5% 2% 16% 10% 12% 6% 15% 9%

1. Participation in Extra Curricular Activities All Students Aboriginal Students 2006-2007 53.5% 20% 2007-2008 54.5% 27.5% 2008-2009 53% 43% 2009-2010 67% 50%

Data/Performance Targets: (School data e.g. problem solving performance standards)

Grade 10 Students 2006-2007 2007-2008 2008-2009 2009-2010 Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. Not Yet Meeting 31% 12% 21% 0% 11% 4% 12% 3%

Minimally Meeting 34% 30% 57% 7% 27% 25% 28% 17% Fully Meeting 31% 47% 22% 64% 43% 50% 36% 40% Exceeding 4% 11% 0% 29% 19% 21% 24% 40%

Data/Performance Targets: (School data – Numeracy WNCP)

Grade 8 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2009-2010 82% 91% 11% 8% 5% 0% 0% 0%

Grade 8 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2009-2010 88% 95% 11% 4% 0% 0% 0% 0%

Grade 9 Not Yet Minimally Fully Meeting Exceeding All Students Meeting Meeting Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2009-2010 92% 100% 5% 0% 2% 0% 0% 0%

Grade 9 Not Yet Minimally Fully Meeting Exceeding Aboriginal Meeting Meeting Students Sept. Apr. Sept. Apr. Sept. Apr. Sept. Apr. 2009-2010 89% 100% 7% 0% 3% 0% 0% 0% 27-May-10 8

School Growth Plan Page 197 of 266 Lillooet Secondary School 2010- 2011 School Growth Plan

Targets:

Math Objective 1. Based on a problem solving rubic quick scales, 75% of students are meeting expectations by June 2009. 2. Average for student’s math classroom mark will be C+ or better by June 2009. 3. Average for student’s Provincial Math exam mark will increase by June 2009.

Literacy Objective 1. ICT Quick scales. We will establish baseline data 2. Records will show that more classes are using computer labs than this year’s baseline data shows. 3. Teacher surveys will show an increased use of the transformative use of computers and other technology. 4. An increase in Fully Meeting and Exceeding students as measured by our Spring and Fall School Wide Writes.

Social Responsibility Objective 1. Students will continue to show improvement on the Provincial Satisfaction Survey questions that pertain to social responsibility.

Communication:

1. Provide the six big ideas around formative assessment in newsletters and during school learning conversations. 2. Encourage and promote student inquiry and reflection on their learning through the teaching of the six big ideas around formative assessment. 3. All data shared with students, parents, staff, school planning council and other educational stake holders.

Teamwork and Coherence:

1. Three staff teams will lead work on each of our objectives. 2. Each team will provide three staff workshops during staff meetings through out the year to help all staff move forward in all areas of the goal. 3. Six Big Ideas posters up in every classroom of the school. 4. Collaborate with other schools in our district to share resources.

School Planning Council Members

Name Signature Parent Orra Storkan

Principal Kelly Agar

______

Principal School Planning Council, Chair

27-May-10______9 Superintendent School Growth Plan Page 198 of 266 Gold Bridge Community School

89 Haylmore Ave., General Delivery

Gold Bridge, BC V0K 1P0

Gold Bridge Community School 2010/2011

School Growth Plan

School Context:

Gold Bridge Community School currently enrolls 4 full-time students in Kindergarten through Grade 6. At this time the grade composition is:

• Kindergarten – 1 student • Grade 1 – 1 student • Grade 2 - 1 student • Grade 6 – 1 student

Gold Bridge Community School is a rural school in a remote location. Accessing district resources and activities is challenging. During 2009-2010, there have been school visits from the Public Health Nurse, the Speech-Language Pathologist, and BC Pals Scientists from Science World. There is one full-time teacher and one part-time Noon Hour Supervisor at the school. There is a strong volunteer support for special events. In addition to our regular school programs, Gold Bridge Community School houses a pre-school for children under five, two days per week. The school is equipped with computers, a Smart Board, and high speed Internet to allow for online learning opportunities.

GBCS struggles with the reality of possible school closure due to declining enrollment, which is caused by changing demographics in the community. To support community sustainability, the school is broadening its partnerships with the Bridge River Valley Community by sharing resources to provide opportunities for the entire community.

School Growth Plan Page 199 of 266 Note: It is difficult to report on the success of our strategies because our school enrolment is so small. Publishing any data collected on student achievement would be a breach of student confidentiality.

Goal #1:

To ensure that 80% of students are meeting expectations for problem solving by June 2012.

Objectives:

80% of students in Grades 4 – 7 will achieve 65% or better on the District Numeracy Assessment in problem solving. 80% of students in Grade 1 – 3 will achieve Adequate in Problem-Solving Strategies in the Math Makes Sense program.

Analysis/Rationale:

• The District Numeracy Assessment results from October 2010 indicated problem solving as an area for future growth. Mathematical problem solving skills are important for student success in both school and later on in adult life. A person who has the ability to think critically and apply problem solving skills may have a wider array of job options available to them.

Data/Performance Targets:

District Numeracy Assessment Results

Grade 2 % of students % of students Students scoring < 65% scoring > 65% Fall Spr. Fall Spr. 2009-2010 n/a n/a n/a n/a

Grade 3 % of students % of students Students scoring < 65% scoring > 65% Fall Spr. Fall Spr. 2009-2010 50% 50%

Grade 4 % of students % of students Students scoring < 65% scoring > 65% Fall Spr. Fall Spr. 2009-2010 n/a n/a n/a n/a

Grade 5 % of students % of students Students scoring < 65% scoring > 65% School Growth Plan Page 200 of 266 Fall Spr. Fall Spr. 2009-2010 50% 50%

Grade 6 % of students % of students Students scoring < 65% scoring > 65% Fall Spr. Fall Spr. 2009-2010 n/a n/a n/a n/a

Grade 7 % of students % of students Students scoring < 65% scoring > 65% Fall Spr. Fall Spr. 2009-2010 100% 0%

Target: 80% of students will score 65% or better on the spring District Numeracy Assessment.

Foundation Skills Assessment – Numeracy Results

% of students Not Yet Meeting % of students Meeting or Expectations Exceeding Expectations Grade 4 2009-2010 n/a n/a

Grade 7 2009-2010

Target: 80% of Grade 4 & 7 students be Meeting or Exceeding in Problem Solving on the Foundation Skills Assessment.

Math Makes Sense – Problem Solving Strategies

Grade 1 Not Yet Minimally Fully Students Meeting Meeting Fall Spr. Fall Spr. Fall Spr. 2009-2010 n/a n/a n/a

Grade 2 Not Yet Minimally Fully Students Meeting Meeting Fall Spr. Fall Spr. Fall Spr. 2009-2010 n/a n/a n/a n/a n/a n/a

Grade 3 Not Yet Minimally Fully Students Meeting Meeting School Growth Plan Page 201 of 266 Fall Spr. Fall Fall Fall Spr. 2009-2010 n/a n/a n/a n/a n/a n/a

Target: 80% of students will achieve “Adequate” in Problem-Solving Strategies in the Math Makes Sense program.

Data Sources Used to Track Progress: District Numeracy Assessment (Grades 4- 7) Foundation Skills Assessment – Problem Solving (Grades 4 & 7) Math Makes Sense – Assessment using the Problem-solving strategies strand of the program rubrics (Grades 1 – 3)

Structures:

Math Makes Sense – district math program will be used school-wide Implementation of a Daily Problem Solving program Implementation of a Family Math homework program

Strategies:

• Math Makes Sense problem solving strategies taught • Power of Ten program used to supplement MMS • Computer-based math activities for reinforcement • SmartBoard math programs used to supplement MMS • Educational software for reinforcement (Ex, GoSolve – Scholastic Problem solving software used to supplement MMS) • Family Math homework program (from MMS and other sources) • Use of math manipulatives • Math games for reinforcement (ex. Box Cars & One-eyed Jacks) • Money management centres and activities (eg. store centre, Life, Settlers of Catan, Monopoly Junior)

______Principal

Board Approval

______Superintendent Board Chair

School Growth Plan Page 202 of 266 School Growth Plan Page 203 of 266 School Growth Plan Page 204 of 266 School Growth Plan Page 205 of 266 School Growth Plan Page 206 of 266 School Growth Plan Page 207 of 266 School Growth Plan Page 208 of 266 School Growth Plan Page 209 of 266 LYTTON ELEMENTARY SCHOOL School District #74 (Gold Trail) Box 219, Lytton, BC V0K 1Z0 Phone: (250) 455-2215 Denise O’Connor, principal Fax: (250) 455-2528 [email protected]

Lytton Elementary School 2010/2011

School Plan

School Context: This coming year (2010/11) we are projecting a school population of 73 students and are planning for four classrooms, all of them combined two-grade classes.

Of the 73 projected students, all but 7 of them are of Aboriginal ancestry. Most of the students travel by school bus to school from five main Indian Band Reserves, farms, or other rural areas. Only 6 students live within walking distance of the school.

In the school building, aside from classrooms, there is a library, a student/teaching kitchen, a full sized gymnasium with a stage, a “Connected Classroom” with video conferencing equipment and a number of smaller offices and storage rooms. The school building and grounds are often used by community groups outside of school hours. Two large rooms under the gymnasium are rented to Nzenman Child and Family Development Center which offers daycare and afterschool programs. The school grounds include a basketball court, soccer/softball field, a paved area for hopscotch and skipping, and an adventure playground (compliments of the Parent Advisory Council).

Many years ago, the Anglican Church ran a native residential school near Lytton. In 1972 the school was closed but carried on for several years as a residence only. Many parents and grandparents of today’s students grew up in the St.George’s Residential System. The impacts of this system are felt throughout our school and community.

School Growth Plan Page 210 of 266

Goal #1: To Improve Literacy in the Area of Reading

Objectives: (specific and measurable) 1. 75% Primary students will decode at grade level as measured by running records. 2. 50% of our primary students in Grade 1, 2 and 3 will be meeting or exceeding expectations as measured by the PM Benchmarks assessment tool at the end of the school year. 3. 30% of our students in Grades 3 to 6 will be meeting or exceeding expectations as measured by the Whole Class Reading Assessment for Reading Comprehension at the end of the school year.

Strategies: • Adrienne Gear’s Reading Power lessons will be provided 1/week as whole class instruction o Over the year the following strategies will be taught Connecting – K, 1, 2, 3, 4, 5, 6 Visualizing – K, 1, 2, 3, 4, 5, 6 Questioning –2, 3, 4, 5, 6 Predicting – 3, 4, 5, 6 Inferring - 3, 4, 5, 6 Transforming - 4, 5, 6 • Guided Reading will be provided to all primary students • Guided Reading and Lit circles will be used for lower intermediate students depending on their need • Lit Circles will be used for upper intermediate students • The language of Reading Power will be used across the grades in Guided Reading and Literature Circles. • “Read Well” will be used to support primary students as well as struggling intermediate students • Oral and expressive language will be a focus in all classrooms through the use of specific strategies such as PWIM • Talking tables will support all Kindergarten students and other identified primary students. • All classrooms will find ways to integrate Aboriginal Culture into Language Arts lessons • Aboriginal Book Bin Resources and other First Nation books and resources will be used for teaching reading comprehension and other areas of language arts • Aboriginal PALS program will be implemented • PALS sessions will include a session on Oral Language, Expressive Language and Vocabulary • Teachers will use formative assessment strategies • All teachers will explore and implement 6 Traits Writing

Structures: • Timetables will reflect large literacy blocks of time • Reading Power lessons scheduled into class timetables at least 1/week • Guided Reading will be scheduled for three to four days/week/student for primary students • Literature Circles will be reflected in class timetables for upper intermediate students • Connected Classrooms (upper intermediate) with focus on Literature circles • Professional Development for staff around Reading Power, Oral/Expressive Language SchoolDevelopment Growth Plan strategies, and formative assessment strategies. Page 211 of 266 • Collaboration time will be provided to plan for instruction and assessment of Reading Comprehension, and, use of assessment for learning strategies • Use of information from Kindergarten Speech and Language Screener as an assessement for learning tool

Analysis/Rationale: o We have selected improving Reading Comprehension as a goal for our students because our assessment results show that comprehension is much lower than decoding. As well, our parents and staff agree that Reading Comprehension is critical to all areas of learning, as Reading is “thinking”. o We know that research says that specific teaching of reading comprehension strategies and small group instruction makes a difference to the achievement of students.

Enhancement Agreement and Achievement Contract Connections:

Academic Achievement Goal - To increase the number of students who are reading and writing according to BC Provincial Standards at all grade levels. Cultural Goal - To increase students’ awareness of First Nations cultural and traditional knowledge through integration and implementation throughout the Provincial curriculum (K-12)

School Growth Plan Page 212 of 266

Goal #2: To Improve Social Responsibility The number of students meeting or exceeding expectations in the area of Social Responsibility as indicated by the BC performance standards and Student Surveys will increase

Objectives: (specific and measurable) • To have all students proud of their school as measured on the Social Responsibility Survey fall and spring • To have all students demonstrate behaviors that follow the school Code of Conduct (Respectful, Responsible, Kind, Cooperative, and Safe)

Strategies: • All staff practise Restorative Practices (Restitution) • Direct teaching of the Grandfather Teachings in each class with support of Elders or Aboriginal Support Workers. • A school wide Anti-Bullying program will be implement in every classroom over the school year. • Teacher directed Student self-assessements for Social Responsibility • Student Run Weekly Assembly to demonstrate and teach the code of conduct, grandfather teachings, as well as recognize and celebrate successes. • ROAR paw goals set for school to work towards (ie. 100 ROAR paws earned = a school afternoon recess, 350 ROAR paws earned = school wide Soc Hop, etc). • Continue to develop the School Spirit Club to promote student leadership and ownership of the school. • Work with ASSW and Elders to enrich our school culture with Aboriginal culture (i.e. Elders Tea, Elders in the class, Elder Buddies, First Nations games, art, storytelling, drumming, dancing, carving etc. in classrooms and after school.)

Structures: • Monday Assemblies to ensure the school Code of Conduct and expecttaions are reinforced and positive behavior choice successes are recognized and celebrated • Budget for ROAR prizes. • Budget for the Spirit Team Leadership Events within the school (student leadership and peer coaching program). • Month End Assemblies to showcase learning • Develop a year plan for Noon-Hour games and activities • Select/Purchase an Anti-Bullying program to implement in every classroom during the school year.

Analysis/Rationale: Although our student survey results have improved this year, a positive trend has not yet been established. We know that as students grow and develop from year to year, the choices they make around their behavior and their social responsibilities, both at school and in the community shift. WeSchool must continueGrowth Planto focus on Social Responsibility. Page 213 of 266

Enhancement Agreement and Achievement Contract Connections: Social Responsibility Goal - To increase in all students ... mutual respect, trust, honesty, personal responsibility and community mindedness throughout the school environment. Cultural Goal - To increase students’ awareness of First Nations cultural and traditional knowledge through integration and implementation throughout the Provincial curriculum (K-12)

DATA

Grade 1 and 2 Students – Developmental Reading Assessment (DRA)

Comprehension Very Little Some Adequate Very Good Levels Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 33% 28%33% 24% 22% 38% 11% 10% 2006-2007 7% 46%50% 26% 27% 4% 2007-2008 6% 35% 53% 6% 2008-2009 36% 64%18% 18% 45% 9% 0 9% 2009 -2010 46% 79% 0 0 38% 21% 16% 0

Grades K – 2: DECODING - from Developmental Reading Assessment (DRA)

Spring Spring 2009 2010 Percentage of studnets Fully Meeting Or 36% 43% Exceeding

Note: DRA will be replaced with PM Benchmarks in September 2010

Grades 3 to 6 Whole Class Reading Assessment Not Yet Within Approaching Meeting Exceeding Expectations Expectations Expectations Expectations Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2005-2006 36% 11% 51%61% 13% 28% 0% 0% 2006-2007 66% 45% 22%27% 19% 27% 0% 0% 2007-2008 73% 33% 22%47% 5% 18% 0% 0% 2008-2009 32% 47% 49%37% 5% 10% 0% 3% 2009 - 2010 50% 27% 35% 58% 15% 15% 0 0 2010-2011 30%

School Growth Plan Page 214 of 266 Whole Class Reading Assessement – Decoding

Spring 2010 Spring 2011 Percentage of students grades 3 – 7 that are reading at their 73% independent level (94% or better)

Grades 1 – 6 School Wide Write

Not Yet Within Approaching Meeting Exceeding Expectations Expectations Expectations Expectations Fall Spr. Fall Spr. Fall Spr. Fall Spr. 2007-2008 49% 23% 33%45% 15% 22% 3% 10% 2008 -2009 39% 14% 37% 46% 30% 34% 8% 0% 2009-2010 33% 23% 33%42% 30% 30% 3% 6% 2010-2011 50% Reading Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7

2003 - 2004 38%

2004 - 2005 54%

2005 - 2006 39%

2006 - 2007 36% 2007 - 2008 2008 - 2009 45% 2009 - 2010 2009 - 2011

Writing Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7 2003 - 2004 50% 2004 - 2005 73% 2005 - 2006 74%

2006 - 2007 91% 2007 - 2008 2008 - 2009 61% 2009 - 2010 2010 - 2011

School Growth Plan Page 215 of 266 Numeracy Trends of F.S.A. Results (Provincial data) Percentage of students meeting or exceeding expectations

Year Grade 4 Grade 7 2003 - 2004 62% 2004 - 2005 53% 2005 - 2006 47%

2006 - 2007 69% 2007 - 2008 2008 - 2009 52% 2009 - 2010 2010 - 2011

Social Responsibility Survey Grade 4 to Grade 6 Student Social Responsibility Survey % of students Meeting or Exceeding Expectations Question Fall Spring Fall Spring Fall Spring Fall Spring ‘07 ‘08 ‘08 ‘09 ‘09 ‘10 ‘10 ‘11 Others treat me fairly and 50% 57% 39% 56% 75% kindly at school. Children at our school 63% 36% 61% 49% 80% know the school rules. My actions are kind and 47% 64% 64% 82% 90% friendly to everyone in the school. I try to solve personal 70% 50% 57% 75% 80% conflicts inappropriate, peaceful ways. I know there are 83% 58% 74% 79% 85% consequences for poor behavior choices. When I disagree with 53% 57% 67% 63% 75% others, I will listen to their side. I tell the truth about my 83% 52% 68% 77% 85% own behavior. I know the school rules 57% 52% 82% 62% 85% and I follow them. I feel safe in my 77% 64% 71% 78% 90% classroom I feel safe on the 60% 57% 54% 66% 70% playground. My belongings are safe at 53% 26% 41% 47% 60% school. I am respectful to others. 57% 64% 82% 62% 85% My school is one of which 50% 50% 71% 50% 80% I am proud. I feel welcome at school. 73% 59% 68% 71% 80%

School Growth Plan Page 216 of 266

Social Responsibility Survey – Teacher Assessment % of students meeting or exceeding

Grades K-3 Contributes to the classroom and shcool 63% community Solves problems in peaceful ways 37%

Values diversity and defends human rights 43%

Exercises democratic rights and 40% responsibilities

Grades 4 - 7 Contributes to the classroom and shcool 62% community Solves problems in peaceful ways 51%

Values diversity and defends human rights 51%

Exercises democratic rights and 48% responsibilities

______Principal Board Approval

______Superintendent Board Chair

DUE DATE FOR FINAL SUBMISSION:

School Growth Plan Page 217 of 266 ate] S k ‘ i l ‘ M o u n t a i n C o m m u n i t y S c h o o l S i t e 4 B o x 4 S h a l a l t h , B C V 0 N 3 C 0

Sk’il’ Mountain Community School 2010/2011

School Growth Plan

School Context: Sk’il’ Mountain Community School enrolls approximately 65 students in Pre-school to Grade 12 and is operated under a partnership between Seton Lake Indian Band and School District #74. The school is located approximately 75 km west of Lillooet in the semi- isolated community of Shalalth. We employ 6 teachers and 4 support staff who work together in classrooms to facilitate student learning. Our mission is “ to prepare leaders of tomorrow by embracing traditional and modern day teachings.”

Sk’il’ Mountain Community School (SMCS) operates in a beautiful well-equipped 10- year-old building. Our main facility includes a modern computer lab, a mobile 15- computer laptop unit, and a greenhouse. We partner with the community to provide the best possible programs and support for our students by sharing facilities, programs, workers, and funding. SMCS staff prides itself on its ability to provide a personalized education in a secure, safe environment that fosters lifelong learning. In addition to their studies, students have many opportunities to participate in cross-grade activities, volunteer work, and student leadership.

Our entire student population is of St’at’imc or other First Nation ancestry. We incorporate St’at’imc culture and language at our school, and we host special events such as an Aboriginal Day celebration and Cultural Day, which are open to the entire community. We also have frequent cultural presentations, and we are currently developing a cultural program which can be integrated into curricula.

The socio-economic background of our student population ranges from very low to average. Most of our students live on one of the several Seton Lake Band reserves which are located in Shalalth and Seton Portage. The parents of our students care deeply about the education of their children. Many parents have a history of negative experiences in school but, as the community and school continue to work closely together, they are becoming more involved in their children’s education through programs such as PALS and RSL.

- 1 - School Growth Plan Page 218 of 266 ate]

Goal #1: All students will demonstrate growth in numeracy by June 2011.

Objectives: All students in Kindergarten to Grade 12 who are enrolled in a Math course will improve their computational and problem-solving skills by the end of June 2011. At least 80% of students in Kindergarten to Grade 9 will minimally meet expectations in numeracy, and

100% of Grade 10 students will pass their math provincial exam. Analysis/Rationale:

Students require solid computational and problem-solving skills throughout their schooling and adult lives. Their ability to progress in numeracy hinges on these fundamental skills. The numeracy assessment indicates that most students are not meeting expectations in these areas. Data Sources: • District Numeracy Assessment • Foundation Skills Assessment (FSA) • Provincial Exams (Math) • FNSA Student Perception Surveys

Data/Performance Targets

District Numeracy Assessment Results

All Students % of Students Minimally Meeting Expectations Fall Spring K – Grade 9 Target: 80% of students will be Minimally Meeting Expectations

Foundation Skills Assessment – Numeracy Results (Grade 7)

Grade 7 Not Meeting Meeting Exceeding Students Expectations Expectations Expectations 2009-10 0 100% 0

Target: 80% of students will be Meeting Expectations

Provincial Exams (Grade 10 Math) s Grade 10 Students % of students ›50% 2009-10

Target: 100% of students will score 50% or better on the Math 10 Provincial Exam.

FNSA Student Perception Surveys (“I am learning about Math.”)

All students Yes No Don’t know

Target: 80% of students who are taking a Math course agree that they are learning math.

- 2 - School Growth Plan Page 219 of 266 ate] Structures: • Grade 8/9 Math daily and year-long • T.A. or additional teacher in classroom during Math blocks • Opportunities for staff to learn about and share successes with Math at staff meetings and on staff development days. • Whole group Math with breakout groups • Math buddies block once a week

Strategies: • School-wide use of Math 44 • Integration of Math into other subjects • Math computer games • Math Word Walls • Math buddies • Posters of step-by-step instructions eg. For problem-solving • Math dictionaries • Daily basic math practice • Indigenize Math a la Cynthia Nichol • Invite parents to Math workshops

Goal #2: All students will demonstrate growth in social responsibility by June 2011.

Objectives: • All students will be aware of at least one method of solving problems peacefully by the end of June 2011. • 90% of students will be minimally meeting, fully meeting or exceeding expectations in social responsibility by June 2011. • All students will help with at least 3 major school/community events or projects by the end of June 2011.

Analysis/Rationale:

Human and social development is one of the goals of the BC School system. The goal specifies that students are expected to “develop a sense of social responsibility and a tolerance and respect for the ideas and beliefs of others” (Mandate for the School System, Province of British Columbia, 1989) Contributing to the classroom and school community supports the expectations that all citizens need to share responsibility for their social and physical environment. Managing conflict appropriately by using effective problem-solving steps and strategies contributes to a positive classroom and school environment. Data Sources: • FNSA Student Perception Survey • Student Self-Assessment using Kid-Friendly Performance Standards • BC Performance Standards for Social Responsibility

- 3 - School Growth Plan Page 220 of 266 ate] Data/Performance Targets: BC Performance Standards for Social Responsibility

All Students %Minimally Meeting % Fully Meeting % Exceeding 2010

Target: 90% of students will be meeting or exceeding expectations for social responsibility according to BC Performance Standards by end of June 2011

Kid-Friendly Performance Standards (Self-assessment)

All Students % Minimally Meeting % Fully Meeting % Exceeding 2010

Target: 90% of students will be meeting or exceeding expectations for social responsibility according to their self-assessments using the kid-friendly performance standards.

FNSA Student Perception Survey (“I feel safe when I am at school”)

All students % of Students who % of Students who % of Students Agree Disagree Don’t Know

Target: 80% of students will agree that they feel safe at school.

Structures: • One block per week where each class contributes to the school community • Teacher collaboration time for planning social responsibility activities and/or inquiry

Strategies: • Restorative practice • Direct instruction in problem-solving steps • Opportunities to practice problem-solving • Develop a matrix of school beliefs and expectations, and post throughout the school • School-wide implementation of school social responsibility matrix • Review, revise, distribute and post school code of conduct, and reinforce at monthly assemblies. • School-wide positive reinforcement program – draw at assemblies • Section on social responsibility in school newsletter each month • Parent/student social responsibility activity at school events

______Principal

Board Approval

______Superintendent Board Chair

- 4 - School Growth Plan Page 221 of 266 2010/11 Youth Smoking Survey Page 222 of 266

Our schools were absolutely delighted with the quality of information they received from 2010/11 Youth Smoking Survey >>the YSS. Many shared the information with their entire school community, including parent groups, >> and used it as a basis for goal-setting, visioning, and planning. Being involved in

the YSS has been a wonderful, valuable experience. Bob Gray, District Principal, Eastern School District, P.E.I.

Who is responsible for the project? The Youth Smoking Survey is conducted by a consortium of researchers in 10 provinces across Canada.

Research Consortium Affiliations: Memorial University of Newfoundland Dalhousie University LOCAL University of Prince Edward Island University of New Brunswick Institut national de santé publique du Québec McGill University University of Waterloo PROVINCIAL Cancer Care Ontario CancerCare Manitoba University of Saskatchewan University of Alberta Page 223 of 266 University of British Columbia NATIONAL The Government of Canada has contracted this research group to implement the Youth Smoking Survey on behalf of Health The biennial Youth Smoking Survey (YSS) helps schools and provincial and Canada. The results of the survey will be provided to Health Canada in a manner that will not identify any of the participants in the survey. federal government agencies across Canada assess smoking prevalence and understand youth perspectives on tobacco use. Funded by Health Canada, the This project is funded by Health Canada. results of the survey support the development and evaluation of policies and programs aimed at reducing smoking and, ultimately, saving lives.

THE YOUTH SMOKING SURVEY (YSS) IS working at several levels.

At the local level: Schools receive a detailed Smoking Profile of their results after participating in the survey. Schools have used this Profile to educate their school community about student smoking and other health yss.uwaterloo.ca behaviours, and to inform school policies and programs. email | [email protected] At the Provincial level: Provincial comparisons guide action on tobacco control policies and programs. The youth smoking survey (YSS) is coordinated centrally at the propel centre for population health impact. Propel is a partnership between the canadian cancer society and the university of waterloo. At the National level: YSS is the only national survey of Canadian student smoking, creating an opportunity to inform federal tobacco control policies and programs.

™ Did you know? Why a national school-based survey?

2010/11 Youth Smoking Survey Smoking is the #1 •• There is a need to understand the factors that increase and diminish the likelihood of smoking among youth. preventable cause of death in canada; •• The Youth Smoking Survey has been implemented biennially in schools across Canada since 2002. This national survey helps health 11 years old agencies and schools assess and evaluate interventions to reduce youth is the average age tobacco use. of smoking a whole cigarette for the What are the benefits of participating? first time. •• Your school will receive a comprehensive and easy-to-read School Source: 2006 Youth Smoking Survey Smoking Profile with Summary that includes your school’s key results plus action items and resources for administrators, teachers, parents

and students. >> The report gives us the information we need so

•• In return for 30-40 minutes of class time to administer the survey, > your Smoking Profile will detail: we are able to choose programs that will help us in > - How your school compares to other schools in your province on smoking, alcohol and other drug use.* that area, keeping our students healthy and safe. - How connected, happy and safe students feel at your school Marlene Picard, Principal, St. Jude Catholic Elementary School, Ontario and that connection to smoking. WHAT IS INVOLVED FOR PARTICIPATING SCHOOLS? Who will see the - The connection between smoking and other health behaviours, results? including academic achievement, physical activity and eating •• O n the day of the survey, project staff will be at the school to assist

SMOKING PROFILE FOR behaviours. Anywhere School with implementing the survey. •• E ach school has control of their own school results. We encourage Page 224 of 266 - Additional key findings regarding youth tobacco use and its - Students will complete a 30-40 minute questionnaire. relationship with other behaviours. schools to share their results - Materials and clear instructions will be provided to classroom with students, staff, parents and •• A $100 honorarium in appreciation of your school’s participation in teachers by project staff. community partners to inform the survey. intervention efforts. •• The school designates a staff person as the primary contact for communications with YSS project staff. YSS project staff prepare all •• The School Smoking Profile will

YSS.UWATERLOO.CA THIS PROJECT IS FUNDED / SANTÉ BY CANADA project materials. The school contact is asked to: not report individual student results; HEALTH CANADA STUDENT SUSCEPTIBILITY TO SMOKING What types of questions are asked on the YOUTH SMOKING2010/2011 SURVEY

AT ANYPLACE all results are reported in group SMOKING in life when small window current is a relatively student survey? reported being a There smoking. Most Quick Facts 6% females) to begin (7% males and ever tried a one is susceptible with i - Schedule a suitable date and time to administer the survey. 7% of students reported having start experimenting The younger one starts to smoke the more likely that at AnyPlace, and 31% females) smoked a smokers Our findings show (34% males reported having established of 10 and one is to become strongly dependent on nicotine. of students surveyed and 19% females) between the ages Overall, 33% (20% males cigarettes one format. (19%) Once smoker. Fewer students not defined. even a few puffs. 18.Error! Bookmark to cigarette, can be very difficult 2002. dependent it cigarette. biennially since becomes to intervene whole been repeated it is important 1994 and has compares Therefore, conducted in the graph below quit. (YSS) was first your province, become dependent. •• Smoking Survey to the rest of before students The Youth Smoking Survey addresses tobacco use prevalence, school The Youth school compares how your YSS. Susceptibility to Smoking of Students Who Have Never understand the 2006‐2007 Smoked - Provide student enrolment and class information for each help you from To results feel strongly that results with provincial Students who 2006-2007 YSS, [Prov] your school’s the 2008-2009 YSS, your school try smoking in they will not feel they can resist Students Who Have Ever Tried a Cigarette future and who 80 2006-2007 YSS, [Prov] are less 2008-2009 YSS, your school to smoke connectedness and the relationship between tobacco use and other peer pressure e in the participating class to permit counting of questionnaires for smoking likely to begin 60 80 future. 38 36 36 34 29 53 35 32 30 26 50 33 27 22 70 50 40 31 20 at your school 42 We asked students behaviours, including academic achievement, physical activity and 60 43 two never smoked who have 20 each class. 34 to

50 35 intentions % of Students Susceptibl Students of % YSS is a SHAPES project about their 30 questions free: “Do you think 40 remain smoke‐ 0 25 try smoking future you might 6 7 8 9 10 11 12 30 in the Grade 17 15 “At any time

cigarettes?” and eating behaviours. (%) Rate Tried" "Ever 20 11 you think next year do your best friends 8 during the “If one of 4 We peer pressure, 10 12 smoke a cigarette?” in resisting we determined 11 you will their confidence these questions 10 relating to answers to remain 9 one question it?” From their ability to 0 8 also asked you smoke in their - Distribute parent permission and questionnaire materials to 7 a cigarette, would have low‐confidence school’s YSS uses the School Health Action, 6 Grade offer you a cigarette your include all were to never smoked chart above displays in this report who have smoking. The by the graphs 31% of the students risk to begin of students, provincial sample, that are thus at high YSS on the percent trends for the all grades. the future, and the 2006‐2007 that you can see may not include smoke‐free in data from note: So your school YSS and provincial •• Please YSS, even though the 2008‐2009 *Only students in grades 7 through 12 (Secondary I to V in Québec) in the data from to smoking. participating grades were deemed susceptible teachers. grade, who Planning and Evaluation System

phase in which Definitions Used in this Report (1) a preparation Schools Can Make a Difference… uptake including: but non‐ stages to smoking (3) regular that there are experimentation, to will answer questions on alcohol and other drugs. experts agree shift, (2) early predispose them Many smoking beliefs regarding attitudes and low, and expectations ii Students whose rates are (SHAPES) to implement the project. Someone who has smoked at least 100 cigarettes in his/her lifetime, and who has intentions smoking. Even when smoking and (4) established already begun. Current smoker smoked at least one whole cigarette during the past 30 days. daily smoking, or may have susceptible, preventing start to experiment, from becoming smoking may soon preventing students and established - Principal / staff complete a 45 minute assessement regarding Someone who has smoked less than 100 cigarettes in his/her lifetime and has smoked focus on Trier efforts should or puffed cigarettes in the last 30 days. control as well as encouraging experimenters smoking experimenting, students from Someone who has not smoked or puffed cigarettes in the last 30 days or has never susceptible SHAPES has experience conducting Non-smokers smoked a cigarette, even a puff. smokers to quit.

Someone who has ever tried a cigarette, even a few puffs. 3 Ever tried a cigarette school tobacco policies and programs. , JANUARY 2010 ANTWHERE SCHOOL Someone at high risk to begin smoking. SMOKING PROFILE FOR Susceptible smoker research with over

, JANUARY 2010 ANYWHERE SCHOOL Who participates in the student survey? 2 SMOKING PROFILE FOR 400,000 students in rofile •• A ll students in grades 6 to 12 (Grade 6 to Secondary V in Québec) smoking p over 2000 schools with parental permission and who have personally agreed to across Canada. participate may complete the survey. Students can refuse to participate ON THE WEB shapes.uwaterloo.ca at any time. yss.uwaterloo.ca •• Students who have reached the age of majority in their province have visit YSS on the web for sample School Smoking Profiles, project the legal right to decide on their own whether or not to participate in details, sample questionnaires and parent permission letters. the survey.

School District No. 74 (Gold Trail) District Technology Plan

Preamble:

This document is a plan for the continued use of technology tools and resources in support of student learning in the Gold Trail School District. The ideals and goals laid out in this plan are intended to support school growth plans and district goals for learning.

It is important that Gold Trail School District provide equal access for students to technology tools, resources, services and opportunities and encourage all staff to utilize new educational Information and Communications Technology Integration (ICTI) because:

 when used in a “transformative” way, ICTI improves student performance;  when used properly, ICTI enhances learning across the curriculum;  through the use of ICTI, students develop skills that assist learning in other subject areas (e.g., problem solving, communication, critical thinking, collaboration);  ICTI, as a part of regular instruction, ensures student participation, accommodates different learning styles, and supports both individual and group learning processes;  new teaching practices and initiatives must be supported by the application of technology, including the development of related ICTI skills and their use as learning tools;  ICTI supports teachers as they strive to improve instruction and other administrative tasks.

We believe it is important to develop a district-wide technology education plan because “Information and Communication Technology” is a means, not an end. If and when technology provides the most effective or efficient means to assist schools in meeting their stated goals for some or all students, then technology should be utilized. Knowing when and how to utilize technology requires at least the same thoughtfulness and care which must be brought to all other aspects of district operation and classroom practice.

The Goals, Priorities, and Assessments of progress outlined in this document were created using SMART goal setting strategies. This means that these goals are Specific, Measurable, Attainable, Results based, and Timely.

2010/11 Technology Plan - Draft Page 225 of 266

School District No. 74 (Gold Trail) Technology Goal #1:

Embed technology in order to support and enhance learning.

Strategies

Integration

Integrate technology into learning intentions

Funding

Maintain a district wide funding strategy that is stable, sustainable and equitable.

Professional Development

Provide opportunities to encourage growth, build capacity, and support success.

Ethical & Responsible Usage

Follow ICTI standards and guidelines for the safe, ethical, and responsible use of technology and information

Initiatives

Recognize, encourage, and support creativity and innovative thinking.

School District No. 74 (Gold Trail) Technology Goal #2:

Reduce costs through the use of technology

Strategy

Use technology to improve efficiencies around the district

School District No. 74 (Gold Trail) Technology Goal #3:

Reduce the district’s carbon footprint through the use of technology

Strategy

Use “green” initiatives wherever possible.

2010/11 Technology Plan - Draft Page 226 of 266

Goal 1 Strategy 1: Integration

INTEGRATE TECHNOLOGY INTO LEARNING INTENTIONS

Priorities:

1. Analyze current needs to support increased use of technologies

2. Provide more opportunities for classroom teachers to become involved with Shared Learning and/or the Connected Classroom projects.

3. Expand and encourage the use of Moodle for classroom communities

4. Investigate, expand and encourage the use of other means of electronic communications

5. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Strategy 2: Funding

MAINTAIN A DISTRICT WIDE FUNDING STRATEGY THAT IS STABLE, SUSTAINABLE AND EQUITABLE.

Priorities:

1. Continue district wide computer leases and equipment purchases

2. As possible, provide a built-in media center* for every classroom.

*Media center minimally includes a mounted projector & SmartBoard and audio equipment; the inclusion of video conferencing equipment would create a fully equipped 21st century classroom.

Strategy 3: Professional Development

PROVIDE OPPORTUNITIES TO ENCOURAGE GROWTH, BUILD CAPACITY, AND SUPPORT SUCCESS.

Priorities:

1. Develop workshops using a needs assessment structure

2. Continue to provide funds for professional development

3. Develop a mentorship program within the district using district experts as much as possible 2010/11 Technology Plan - Draft Page 227 of 266

4. Encourage attendance at provincial technology workshops and conferences

5. Create a Moodle area for teachers that will encourage discussions about course development and will provide a place for teachers to post resources for collaboration (i.e. lesson plans)

6. Integrate Moodle "tool of the month"

Strategy 4: Ethical & Responsible Usage

FOLLOW ICTI STANDARDS AND GUIDELINES FOR THE SAFE, ETHICAL, AND RESPONSIBLE USE OF TECHNOLOGY AND INFORMATION

Priorities:

1. Continue to review and update the Access to District Technology Services and Resources Agreement.

2. Provide a district-wide, age appropriate, information package on cyber safety, and ethical, and responsible use.

Strategy 5: Initiatives

RECOGNIZE, ENCOURAGE, AND SUPPORT CREATIVITY AND INNOVATIVE THINKING.

Priorities:

1. Offer “innovation” grants that will provide necessary resources & time for staff to implement new digital tools with the provision that they present/share/include/ collaborate with other staff.

2010/11 Technology Plan - Draft Page 228 of 266

School District No. 74 (Gold Trail) Technology Goal #2:

Reduce costs through the use of technology

Strategy

USE TECHNOLOGY TO IMPROVE EFFICIENCIES AROUND THE DISTRICT

Priorities

1. Select centrally managed or central monitoring systems in new purchases whenever practical or possible

2. Reduce travel throughout the district through the use of video and/or web conferencing

3. Encourage the use of internet Voice-Over-IP phone services

4. Move towards web 2.0 based collaboration tools

School District No. 74 (Gold Trail) Technology Goal #3:

Reduce the district’s carbon footprint through the use of technology

Strategy

USE “GREEN” INITIATIVES WHEREVER POSSIBLE.

Priorities

1. Encourage all staff and students to “think” before they print.

2. Encourage the use of Moodle and/or websites to post information rather than sending out paper copies

3. Work with staff, parents and students to reduce power consumption of all electronic devices within the district.

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Strategies

GOAL 1

Strategy 1: Integration

1. Analyze current needs to support increased use of technologies

Send out surveys to classroom teachers and other staff to determine the level of technology use and where help can be provided to increase the use

2. Provide more opportunities for classroom teachers to become involved with Shared Learning and/or the Connected Classroom projects.

Wherever possible, provide assistance to teachers so that they become familiar with the use of Video Conferencing; eg. A small connected project with another classroom in the district or joining a video conferencing presentation from the Smithsonian

3. Expand and encourage the use of Moodle for classroom communities

Provide each classroom teacher with their own Moodle space and provide instruction and/or mentoring to move them forward with this Learner Management System..

4. Investigate, expand and encourage the use of other means of electronic communications

Research what other electronic communication devices would provide 21st century skills for students to improve their learning; work with other districts to determine what they are using and results that they have seen

5. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

Research online lesson plans and projects that reflect real-world issues (Web Quests and/or Project Based Learning).

Strategy 2: Funding

1. Continue district wide computer leases and equipment purchases

Provide annual funding for leases as well as the purchase of needed equipment to increase the use of technology in the classroom

2. As possible, provide a built-in media center* for every classroom.

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Setup a media center for as many classrooms as possible throughout the district; as technology becomes easier to access, it becomes more seamless in its use

Strategy 3: Professional Development

1. Develop workshops using a needs assessment structure

Survey staff throughout the district to determine what level they are at in using technology and provide workshops to assist them in improving their skills

2. Continue to provide funds for professional development

Provide annual funding to increase the technology skills of all district employees

3. Develop a mentorship program within the district using district experts as much as possible

Recognize district experts and provide resources and time for them to collaborate/mentor staff around the district; schedule time at each site for classroom mentorship projects

4. Encourage attendance at provincial technology workshops and conferences

Provide information to all staff of upcoming technology workshops and conferences and provide financial assistance on an equitable basis

5. Create a Moodle area for teachers that will encourage discussions about course development and will provide a place for teachers to post resources for collaboration (ie. lesson plans) 6. Provide a Moodle community for district employee groups to enable collaboration, discussion and information; Integrate Moodle "tool of the month" as a way of improving skills in the use of Moodle

Strategy 4: Ethical & Responsible Usage

1. Continue to review and update the Access to District Technology Services and Resources Agreement.

Ensure that the district’s Computer Use Agreement reflects current practise and issues.

2. Provide a district-wide, age appropriate, information package on cyber safety, ethical, and responsible use.

Put together an information resource package that all district staff can use as a teaching tool for the safe, responsible and ethical use of computers and information

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Strategy 5: Initiatives

Post a link on the district website to an application for a district “innovation” grant. This grant would be made available to district teachers and other staff that create ways to use technology to improve learning and/or district efficiencies. This will provide incentive for district employees in using 21st century skills.

GOAL 2

1. Select centrally managed or central monitoring systems in new purchases whenever practical or possible

When purchasing any new system, give priority to a system that will allow the district staff to centrally manage or monitor the system (eg. ventilation, networking, printing, document storage, etc.).

2. Reduce travel throughout the district through the use of video and/or web conferencing

Use video and/or web conferencing as much as possible. Increase the scheduling of district meetings of various user groups and encourage all sites to promote the use of this type of media.

3. Encourage the use of internet Voice-Over-IP phone services

Re-visit the use of VOIP phone services (eg Skype) for long distance calls between schools.

4. Move towards web 2.0 based collaboration tools

Provide instruction/mentoring in the use of web 2.0 tools to reduce travel, long distance charges and other costly items.

GOAL 3

1. Encourage all staff and students to “think” before they print.

Provide all schools with information on their annual paper and print consumption. Provide prizes for contests between classes and schools to see who can reduce the most. Provide labels to all sites to discourage unnecessary printing,

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Reduce the number of InkJet Printers throughout the district;

2. Encourage the use of Moodle and/or websites to post information rather than sending out print copies Model reduction behavior from the top down – post or email rather than print and mail; use online tools whenever possible;

3. Work with staff, parents and students to reduce power consumption of all electronic devices within the district.

Finish the setup of all district computers so they automatically power down every night; Provide posters for every school to “turn off” any and all electrical equipment when not in use.

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Timelines

2010/2011

 Survey staff to determine “technology skill level” and pro-d needs for the year; schedule workshops based on needs  Begin to setup Moodle spaces for all classroom teachers and provide instruction/mentoring for use  Expand the use of video conferencing in classrooms  Generate a list of district experts and create mentorship program at all sites  Post 2010/11 technology conferences and workshops and provide information to all staff regarding financial assistance to attend  Setup a Moodle community space for district employee groups  Begin gathering information/resources for a district information package for safe, ethical and responsible technology use; provide to all schools when complete  Provide and setup additional classrooms with media centers  Provide information to all staff regarding the innovation grant for technology initiatives  Schedule as many regular district group meetings through the use of the Video Conferencing equipment as possible/practical  Setup VOIP services on two “pilot” schools and monitor for a few weeks before moving it to other sites  Provide sites with annual paper/print consumption and encourage competition between classrooms and schools by offering “prizes”  Provide labels for all schools re. “think before you print”  Provide posters for all schools re. power consumption reduction  Offer technology based workshops at District/School Based NIDs.

2011/2012

 Survey staff to determine “technology skill level” and pro-d needs for the year; schedule workshops based on needs  Continue to provide instruction/mentoring for Moodle spaces for classroom use  Continue to expand the use of video conferencing in classrooms  Continue to expand mentorship program throughout district  Post 2011/12 technology conferences and workshops and provide information to all staff regarding financial assistance to attend  Continue to encourage/mentor use of Moodle community spaces for all district employee groups  Review & update district information package for safe, ethical and responsible computer use  Provide and setup additional classrooms with media centers  Remind all staff of innovation grants  Schedule district meetings through Video Conferencing equipment  Continue and/or expand the use of VOIP services throughout district  Provide sites with annual paper/print consumption  Offer technology based workshops at District/School Based NIDs.

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2012/2013

 Survey staff to determine “technology skill level” and pro-d needs for the year; schedule workshops based on needs  Continue to provide instruction/mentoring for Moodle spaces  Continue to expand mentorship program throughout district  Post 2011/12 technology conferences and workshops and provide information to all staff regarding financial assistance to attend  Provide and setup additional classrooms with media centers  Continue to encourage use of Moodle community spaces for all district employee groups  Review & update district information package for safe, ethical and responsible computer use  Remind all staff of innovation grants  Schedule district meetings through Video Conferencing equipment  Continue and/or expand the use of VOIP services throughout district  Provide sites with annual paper/print consumption  Offer technology based workshops at District/School Based NIDs.

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Assessment of Progress

Goal 1

 Review and compare the number of teachers requesting and using Moodle pages.  Monitor for an increase in positive comments from students about their use of Moodle  Compare the demand from teachers for workshops and/or one-on-one sessions relating to specific technologies  Monitor whether teachers are allowing other electronic devices in the classroom and developing ways to integrate them into the curriculum!!  When asked, more students will be able to explain and demonstrate safe, ethical, and responsible use of technology and information  Increase in the number of teachers offering to be mentors  An increase in exciting initiatives that will be showcased at district/provincial workshops and conferences  Compare number of units of SmartBoards/media centres installed to previous year  Compare usage of Bridgit connections to previous year  Compare number of Moodle classroom setups to previous year  Survey staff to compare attendance to technology workshops/conferences  Survey staff to see if resource package for ethical use of technology was used in school  Compare number of technology initiatives compared to previous year. Recipients must complete an assessment and summary of project.

Goal 2

 Compare usage of video conference being used for meetings to previous year  Review travel budgets and compare to previous years  Monitor long distance costs and compare to previous years

Goal 3  Compare photocopier/long distance charges/paper purchased to previous year to show any declines  Monitor electricity consumption and compare to previous years

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Appendix 1

Information and Communication Technology Integration (ICTI) Outcomes for Grades 5 to 10 Students

COLLECTING

A. SELECTION OF TECHNOLOGY TOOLS, INFORMATION SOURCES AND MATERIALS

 selects technology tools appropriate to the type of information required by the task  uses search engines independently; applies search protocols such as Boolean logic; narrows or broadens search terms to locate appropriate information effectively  gathers information from various primary and secondary sources

B. ACCURACY AND APPROPRIATENESS OF INFORMATION

 Select information that is directly related to the task; includes all important content and no unrelated data.  Include information to illustrate more than one perspective; all information is current and accurate.  Use communication tools to collaborate with others to build personal understanding and share ideas about the task

C. SOCIALLY CONSTRUCTED KNOWLEDGE; GATHERING INFORMATION FROM OTHERS USING COMMUNICATION TOOLS

 uses communication tools to collaborate with others to build personal understanding and share ideas about the task

ORGANIZING

A. SORTING AND GROUPING INFORMATION; STORING INFORMATION SO IT IS SEARCHABLE AND RETRIEVABLE

 sorts and groups information logically  creates a logical file management system that relates to the task  data can be searched and retrieved efficiently

INTERPRETING AND ANALYZING

A. USE OF TECHNOLOGY TOOLS TO CONVEY AND BUILD IDEAS, ILLUSTRATE CONNECTIONS AND RELATIONSHIPS, AND EXTRAPOLATE OR PREDICT TO BUILD NEW UNDERSTANDING

 uses technology tools and features to reorganize and revise information to support the task  uses technology tools and features to develop ideas, demonstrate connections among ideas, and show relative importance

PRESENTING

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A. REFERENCING, INCLUDING ETHICAL USE OF INFORMATION

 lists all sources and links all citations to specific images or information  uses standardized bibliographic conventions  conveys content in own words

B. LAYOUT AND DESIGN, INCLUDING USE OF TECHNOLOGY TOOLS, MEDIA ELEMENTS, AND DESIGN ELEMENTS, TO ENHANCE THE COMMUNICATION OF IDEAS

 uses layout and design to provide a meaningful representation of thinking; effects are helpful, well-balanced, undistorted, smooth transitions  uses visually appealing layout and design elements and formatting conventions, provides readable text elements  presentation can be user driven  selects media elements appropriate to the task, congruent with the message and which enhance understanding of ideas

C. ORGANIZATION OF IDEAS AND DEVELOPMENT OF AN ARGUMENT THAT LEADS TO A RESOLUTION

 presentation is logical and thoughtful  tone and language are appropriate to the topic  argument is clearly articulated and supported  provides a logical resolution; conclusion is clearly stated and supported by the evidence provide

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School District No. 74 (Gold Trail) POLICY No. 5.50

New: 2010 - 05

MEDICAL ALERT

Preamble:

There are students in school who may require emergency care interventions by school staff. These students are commonly referred to as students with a Medical Alert Condition. These conditions are those that are physician diagnosed, potentially life threatening and include:

a) diabetes; b) epilepsy; c) anaphylaxis: a history of a severe allergic response which requires planned care and support inside as well as outside the school environment e.g. field trips; d) severe asthma: history of episodes requiring immediate medical treatment or a history of requiring immediate medication administration to avert an emergency; e) blood clotting disorders such as hemophilia that require immediate medical care in the event of injury; f) serious heart conditions; and, g) other conditions which may require emergency care as determined in consultation with parent, student, family physician, school and Medical Health Officer or designate.

Policy:

It is a priority of the Board of Education to secure a reasonable level of safety and well being for the students in the school district. The Board expects schools to make reasonable accommodations for students who have a Medical Alert Condition.

______School Act section 88(1) and 168(2)(t) Ministerial Order M 232/07 British Columbia Anaphylactic and Child Safety Framework, Ministry of Education. September 2007.

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School District No. 74 (Gold Trail) POLICY No. 5.220

New: 2010-05

HARDSHIP

Preamble:

The Board recognizes that communities within the school district boundaries represent a range of socio-economic backgrounds; and therefore, families may require financial assistance to ensure full participation of students in school activities.

Policy:

The Board of Education of School District No. 74 (Gold Trail) is committed to ensuring that no student is denied an opportunity to participate in a course, class, or program because of financial hardship.

______School Act section 82 and 83 Ministerial Order M 236/07

Policy No.5.220 Hardship Page 240 of 266 School District No. 74 (Gold Trail)

REGULATIONS No. R5.90 ______Adopted: 1997- 05 Amended: 2006-02-28 Reviewed: 2010-05

ADMINISTRATION OF MEDICATION

In order to realize the Board’s policy of securing for the students of the School District a reasonable level of safety and well being, the following procedures are to be adhered to:

1. All School District personnel have a “duty of care” under common law. In an emergency situation, the employee will take whatever action is appropriate and consistent with those of a careful (or prudent) parent.

2. All staff will receive annual training to administering an EpiPen.

3. No prescription or non-prescription medications are to be administered by School District personnel, nor is the use of medications to be supervised, except in accordance with the following conditions. This applies to all medications including non-prescription medications such as acetaminophen and cough syrup.

a) The medication is required while the child is attending school. b) A parent or guardian has requested the school’s assistance and has given written authorization to have the medication administered or supervised by an employee of the School District. c) Written authorization has been received from a physician for prescription medications. 4. If an employee becomes aware that medication must be administered in school, the Principal shall be immediately notified.

5. If a School Principal learns from information provided on the standard Student Registration Form or from any other source that a student is or may be required to have medication administered while he/she is attending school, he/she shall immediately contact the student’s parent(s)/guardian(s). The parent or guardian is to be advised of the information contained therein and is to have the form entitled Requests for Administration of Medication at School completed by the

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family physician his/her representative, and where appropriate, the student him/herself. See Appendix A.

6. If the school is required to store medication, then the parent(s)/guardian(s) shall be informed that he/she is responsible that the medication is delivered to the school in the original container with label and is kept up to date. The school will ensure that central, easily accessible storage facilities are provided with the place of storage to be known to and accessible by supervising or designated adults. All medications are to be removed by the parent(s)/ guardian(s) at the end of the school year or they will be destroyed.

7. If required, it is the responsibility of the Board to arrange for thorough training of the school personnel. In all such cases, more than one staff member shall be trained in the administration of the medication in order to provide an alternative person in cases of absence or unavailability.

8. A log shall be kept in the school in which the following are noted: a) the date of the usage of the medication; b) circumstances surrounding the administration; c) the student concerned; and, d) all other pertinent information. Potential change for “8”

A record sheet for the administration of medication for each student shall be maintained in the location where the medication is stored, such a sheet to show date, time and dose of each medication administration, any other pertinent information, and the initials of the administering person.

9. Where a student may require medication in an emergency situation, for example, an injection of adrenaline for allergic reaction, the School Principal shall make all district personnel who may have to supervise that student aware of that fact and the steps to be taken should such an emergency occur. 10. The School Principal will ensure that relief staff are informed of any students in their class that may require medication.

11. A master list of all students who use medication(s) and school staff trained to administer is kept in a secure but accessible place in the school office.

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Appendix A REQUEST FOR ADMINISTRATION OF MEDICATION AT SCHOOL FORM A. To be completed by parent/guardian Student Name Birthdate (yyyy/mm/dd)

Parent or Guardian Home Phone Business Phone

Physician Physician Phone

B. To be completed by prescribing physician Conditions which make medication necessary. Name of Medication Dosage Directions for Use 1.

Additional Comments Physician Signature (possible reactions, consequences of missing medication etc.) Date

C. To be completed by parent/guardian I request the school to give medication as prescribed on the front of this form to my child whose name is recorded below.

Name of child:

I will notify the school promptly of any changes in medications ordered.

Signature of parent or guardian:

Date: ______D. Each school district staff member who is responsible for the administration or supervision of the medication must review the information on this card then date and sign below. Date Signature Comments (if any)

*****Emergency Medication – Note*** Emergency medication for the treatment of anaphylaxis must be a signle use, single dose-auto-injector (EpiPen) for school setting. If parent/guardian has supplied a second injector, it can be given 10-15 minutes after the first, if symptoms have not improved or recur on oral antihistamine will not be administered by school personnel.

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REGULATIONS No. 7.10 ______Formatted: Left: 1", Right: 1", Different first page header Adopted: 1997–12 Amended: 2000–01 Amended: 2006-05 Amended: 2007 Amended: 2009-09 Amended: 2010-05

CODE OF CONDUCT – GENERAL

1. School-Wide Conduct Standards

a) Schools will develop standards for a school-wide conduct plan in order to help create a positive, successful, and safe environment for teaching and learning to take place.

b) Clear expectations for student behaviour should be supported by disciplinary processes that are preventative, progressive, and restorative.

c) School-wide conduct standards shall reflect the expectation that each individual will: i. respect themselves, others, and property; ii. keep themselves, others, and property safe; and, iii. be actively involved in the educational program.

d) The school-wide conduct standards plan shall: i. be developed in consultation with students, parents, and staff; ii. protect the rights of students to learn; iii. protect the rights of parents to be informed; iv. emphasize prevention; v. establish clearly defined behavioural expectations to maintain and support the appropriate behaviour of students; and, vi. define the process for teaching and promoting expected behaviours. Formatted: Underline Formatted: Indent: Left: 0.75"

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e) The school-wide conduct standards shall reference the BC Human Rights Code Formatted: Bullets and Numbering and state that every person is protected from discrimination based on race, colour, ancestry, place of origin, religion, martial status, family status, physical or mental disability, sex, or sexual orientation.

f) The Board expects that school principals will ensure that due process is followed in the development of school rules and that procedures model fairness, equity, and respect for students’ rights.

g) School-wide conduct standards will also apply to student conduct while riding on school district buses.

h) The school principal is responsible for communicating school rules to students, staff, and parents during the month of school opening each year, and as required throughout the year.

i) The school principal is responsible for providing an up-to-date copy of the School Code of Conduct to the Superintendent of Education or designate.

2. Code of Conduct Guidelines, Employees, Parents and Public

a) Breaches of Policy 7.10 Code of Conduct – General by employees shall be investigated by the appropriate supervisor and where discipline is deemed necessary the supervisor will follow procedures outlined in the appropriate collective agreement or personnel services contract.

b) In the case of parents or the public, breaches shall be investigated by the principal. Where the conduct of a parent or public is deemed inappropriate by the principal, he/she shall take appropriate steps to ensure such conduct is not repeated.

3. District Student Support Committee

a) The purpose of the District Student Support Committee (DSSC) is to ensure that all avenues for success have been explored for students at risk of not completing.

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b) The District Student Support Committee is to be comprised of district staff, school principal, parent/guardian, student, advocate and other support staff, as appropriate (for example, school counsellor).

c) The District Student Support Committee Chair is to be appointed by is to be chaired by a designate of the Superintendent of Education. All referrals to the District Student Support Committee shall be completed on the District Student Support Committee Form (see Appendix C).

4. Board Authorization to Suspend or Withdraw

a) The school principal shall uphold the School and District Code of Conduct in order to maintain a safe, caring and orderly environment for students attending the school for which the school principal is responsible.

b) The school principal or designate may suspend a student for misconduct that occurs on or off school property where that misconduct interferes with the general welfare of students or the learning atmosphere of the school.

c) The Superintendent of Education or designate is authorized to suspend a student from school in the absence of the school principal or vice-principal.

d) The Board, on the recommendation and advice of the Superintendent of Education or designate, may consider whether to refuse to offer an educational program to a student 16 years of age or older where the student has refused to comply with the Code of Conduct, other rules and policies of the Board, or the School Rules.

e) The School Principal is authorized to withdraw a student upon the recommendation of the District Student Support Committee.

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5. Discipline Guidelines

General

a) Preventing and responding to problem behaviour may involve a number of inter- related consequences at three interchangeable levels – classroom, school, and district. For example: i. Students may be subjected to an incremental series of restorative practices or disciplinary action, including referral to the District Student Support Committee and/or suspension from school.

ii. Student suspensions should be considered only when there is good reason to believe that the continued presence of a student in the school is likely to have a harmful effect on other students, or if the suspension is designed to assist the student in developing attitudes and habits that are necessary to develop socially responsible behaviour and for success in later life.

iii. Suspension of students from school should be part of a larger disciplinary process which includes restorative practices and should involve the participation of the parent/guardian and/or advocate.

iv. Any student, while suspended from school, is entitled and expected to continue his/her educational program through assignments provided by the school. The school principal must make an educational program available to a suspended student, except as provided below.

Length of Suspension

a) The school principal is authorized to suspend a student in and out of school without prior consultation with the Superintendent of Education or designate for a period not to exceed five consecutive school days.

b) Suspensions in excess of 5 consecutive school days for any one incident may only be levied by the District Student Support Committee.

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c) Students deemed to have committed a serious offence (see Appendix A) shall be immediately suspended either in-school or out-of-school pending a decision of the District Student Support Committee.

Communication

a) In all cases where the student is leaving school under their own recognizance, the school principal must notify the parent/guardian and the Superintendent of Education or designate prior to releasing and directing the student to leave the school.

b) Arrangements for a student to be returned to the care of the parent/guardian at the time the suspension is imposed shall be appropriate to the student’s age, disability, or other personal circumstance (e.g., distance between the school and the student’s residence, state of mind or condition of the student.)

c) The school principal is responsible for communicating all student suspensions including in-school suspensions to the Superintendent of Education or designate and to the parent/guardian.

d) When an aboriginal student is suspended, the school principal shall, with parental consent, notify the Band’s educational representative to discuss educational support and assistance for the child from the First Nation community.

e) Records of significant infractions of School or District Code of Conduct and related consequences must be kept by the school, including: i. previous intervention strategies; ii. ongoing communications with parents or guardians; iii. counselling/assistance to students if deemed appropriate; and, iv. follow-up and action plans upon the student’s return to school.

f) In the event that a student commits a serious offence the principal shall: i. immediately notify the RCMP and the Superintendent of Education or designate; ii. make reasonable attempts to minimize risk of injury to any person; iii. contact the parent/guardian; and,

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iv. take disciplinary action necessary to ensure the safety of students and other persons; including the implementation of the District Threat Assessment Protocol.

g) All suspensions require a letter (see Appendix D) to the parent/guardian outlining the following: i. the nature of the issue; ii. the legislative authority to suspend; iii. the disciplinary action being taken, including the date when the student may return to school; iv. provisions for an education program while the student is suspended; and, v. the appeal process.

h) The Superintendent of Education shall provide a summary of student suspensions to the Board of Education in January of each year.

6. Appeal Pursuant to Section 11 of the School Act

a) Where a Board employee makes a decision that significantly affects the education, health or safety of a student, the parent/guardian of the student or the student may appeal that decision within a reasonable time in accordance with the appeal procedure established by the Board (Bylaw 3-1, attached).

Appendix A

Serious Offences

a) Drugs and Alcohol

The Board prohibits trafficking of drugs and the provision of alcohol to minors.

b) Weapons

The Board prohibits the possession and/or use of weapons or replicas on school district property or a school sponsored activities. A weapon is defined as any instrument designed to inflict injury or intimidate another person, or any instrument that is used in this manner.

c) Violence

The Board prohibits student violence in all forms, including threats. The Board does not tolerate behaviour that bullies, intimidates, or inflicts serious bodily injury to the extent

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Appendix B STUDENT SUSPENSION DATA SHEET (to be sent to the Superintendent of Education) Student Information: School: Bus Route: Student Name: Birth date: Grade: Parent/Guardian: Phone First Nations Student: Home: YES NO Work: Address: Band Name: Suspension Information: Number of Days of Dates of Suspension Suspension in excess of Suspension guidelines recommended

Reasons for Suspension:

Intervention Strategy: Date Strategy Persons Involved

Prior Suspension Information: Date Offence School Action

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______Date Signature of Principal

Appendix C DISTRICT STUDENT SUPPORT COMMITTEE REFERRAL FORM (to be sent to the Superintendent of Education) Student Information: School: Grade: Birth date: Student Name: Gender: First Nations Student: YES NO Parent/Guardian: Phone Band Name: Home: Work: Address: Social Service Agency:

Academic History: Aboriginal Support Worker:

Social/Behavioural History

Intervention: Behaviour Strategies

Behaviour/Discipline History: Date Presenting Behaviour Discipline Action Taken

Concerns To Be Addressed: • • • Objectives Of Meeting: •

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• •

Appendix D

[PLACE ON SCHOOL LETTERHEAD]

[DATE]

Mr. & Mrs. [LAST NAME]

[ADDRESS]

Dear Mr. & Mrs. [LAST NAME]:

RE: [STUDENT NAME] [GRADE] [DATE OF BIRTH]

This letter is to advise you that [STUDENT NAME] has received a [#] of day(s) suspension from [SCHOOL NAME] for [DATES of SUSPENSION] inclusive. This suspension is the result of [STUDENT NAME & DESCRIPTION OF OFFENCE OR OTHER PERTINENT INFORMATION].

This suspension is in compliance with Section 85 of the School Act and School District No. 74 (Gold Trail) Policy No. 7.10 Code of Conduct. An appeal procedure form is attached.

While [STUDENT NAME] is on suspension he/she cannot attend school activities or ride the school bus. A homework package will be provided for your son/daughter and is to be completed by the date of return to school.

If you have any questions or concerns please feel free to contact me.

Sincerely,

[PRINCIPAL] cc: Superintendent of Education School Counsellor

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Student File

Policy No.7.10 Code of Conduct - Regulations Page 253 of 266 DATED: May 30, 2010 Constitution and Bylaws Gold Trail District Parents’ Advisory Council CONSTITUTION

SECTION I NAME AND PARAMETERS

1. The name of the Association shall be the Gold Trail District Parents’ Advisory Council, School District No. 74, commonly referred to as the DPAC. 2. The DPAC will operate as a nonprofit organization with no personal financial benefit to its members. 3. The business of the DPAC shall be unbiased with respect to race, ethnic origin, religion, gender, sexual orientation, or politics.

SECTION II PURPOSE

The purpose of the Gold Trail District Parents’ Advisory Council is to advise the school board of Gold Trail School District No. 74 on any matter relating to education, to support, encourage and improve all schools and school programs in School District No. 74, and to ensure that public education serves the best interests of students.

SECTION III AIMS AND OBJECTIVES

To this end, the aims and objectives of the DPAC shall be: 1. to represent collective parental views when advising the board, liaising with partner groups and community organizations; 2. to act, without prejudice, in the best interests of students; 3. to bring forward advice that puts the best interests of students first; 4. to provide a regular forum for the exchange of ideas and information among Parents’ Advisory Councils (PACs) in S.D. No. 74 through their duly elected representatives; 5. to provide leadership and support as directed by the PACs so they can develop and maintain PACs at the individual school level in S.D. No. 74; 6. to provide parents, both through their DPAC representatives and directly, with information regarding educational and community matters; 7. to assist and support PACs and parents in accessing the school system at any level and in bringing forward any concerns in an appropriate manner; 8. To liaise with the British Columbia Confederation of Parent Advisory Councils (BCCPAC); DPAC Constitution and Bylaws October 2010. 9. To model the Code of Ethics.

SECTION IV DISSOLUTION

1. Dissolution or winding up of the DPAC can only take place following a duly called meeting of the DPAC. Written notice of such a meeting must be given to all DPAC representatives, the Superintendent and the Trustee who represents the school Board a minimum of fourteen (14) days prior to the meeting. 2. Upon dissolution or winding up of the DPAC, the assets which remain after payment of all costs, charges and expenses that are properly incurred shall be held in trust for 2 years with School District No. 74. After the 2-year term is up the assets shall be divided equally between the PAC’s that were in good standing at the time of dissolution. 3. Upon dissolution or winding up of the Council, all records of the organization shall be placed under the jurisdiction of School District No. 74. And copies of all records distributed to all PAC’s.

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SECTION V INTERPRETATION OF TERMS

1. BCCPAC refers to the British Columbia Confederation of Parent Advisory Councils. 2. Community Organizations refers to groups that demonstrate an interest in public education, and particularly in the educational operations of School District No. 74, and are not already included in the scope of this constitution and who may request a presence at DPAC meetings with no voting privileges. 3. Council refers to the District Parents’ Advisory Council, which consists of the group of duly elected DPAC representatives and the elected executive members. 4. District refers to School District No. 74 (Gold Trail). 5. DPAC refers to the Gold Trail District Parent’s Advisory Council, School District No. 74, which is recognized under the British Columbia school act - Bill 34-2002, Div. 2, Section 8.4. 6. DPAC Representative(s) refers to the duly elected representative of the individual school’s parents’ advisory council who is a member of the DPAC. 7. Member(s) refers to a school’s parents’ advisory council who has submitted the DPAC Membership Form to the DPAC executive, indicating the name of the PAC and the name and contact information of the elected DPAC representative. 8. Parents’ Advisory Council (PAC) refers to any organized group of parents recognized under the British Columbia School Act - Bill 34-2002, Div. 2, Section 8. 9. Parent(s) refers to the Parent(s) or Legal Guardian(s) of a child or children enrolled in a public school within School District No. 74 (Gold Trail), and who may attend DPAC meetings but who will not have voting privileges unless they are attending as a PAC’s elected DPAC representative. 10. School(s) refers to any school(s) recognized by the School Act within School District No. 74 (Gold Trail). 11. School Board refers to the elected governing board of School District No. 74. 12. S.D. No. 74 refers to School District No. 74 (Gold Trail). 13. Superintendent refers to the Superintendent of schools for the S.D. No. 74 (Gold Trail). 14. Trustee refers to a trustee elected to the S.D. No. 74 (Gold Trail). 15. General Meeting refers to any meeting in which general business of DPAC is discussed. 16. Special Meeting refers to any meeting called to discuss special circumstances. 17. Annual General Meeting refers to the meeting at which officers are elected and the financial statement is read.

SECTION VI MEMBERSHIP

1. The members of the DPAC are Parents’ Advisory Councils who have submitted the DPAC Membership Form to the DPAC Executive or have contacted the Executive via email, telephone or in person, indicating the name of the PAC and the name and contact information of the DPAC representative. 2. Each member PAC is represented by a duly elected DPAC Representative who will be the contact person for the PAC and who will vote on behalf of the PAC, with one vote per PAC. 3. A PAC may apply to the DPAC Executive for membership and on acceptance by the executive is a member. 4. Every member must uphold the constitution and bylaws. 5. A PAC ceases to be a member of the DPAC: a. by delivering a letter of resignation in writing to the secretary of the DPAC or by mailing or delivery it to the address of the DPAC or; b. on dissolution. 6. To have voting rights a PAC must have submitted a membership form by the last Thursday of every October.

District Parents' Advisory Council - Information Page 255 of 266 SECTION VII MEETINGS

1. General meetings to conduct the business of the DPAC shall be held not less than three (3) times a year, one of those being the AGM; The Annual General Meeting shall be held once per school year and it is recommended that it be held in May, for the purpose of the election of officers and reading of the financial statement. 2. Additional meetings (General, Special or Executive) may be held at the discretion of the Executive, or upon receipt of a petition representing not less than three (3) of the voting members. 3. Meetings will be conducted efficiently, fairly, and with respect for all participants. 4. Three (3) DPAC representatives present at any duly called meeting shall constitute a quorum.

SECTION VIII NOTICE OF MEETINGS

1. The Executive shall give not less than fourteen (14) days notice for a General or seven (7) days notice for a Special Meeting and not less than thirty (30) days notice for an Annual General Meeting, to the DPAC representatives; but those DPAC representatives may waive or reduce the period of notice for a particular meeting by unanimous consent in writing or by a unanimous vote if all of the DPAC representatives are present when the date for the General, Special or Annual General Meeting is decided. 2. Notice of General, Special and the Annual General meetings shall be given to every DPAC representative, the Executive members, superintendent of schools, and the School Board Chairperson. 3. The Executive may give notice to such other persons, as they shall determine from time to time. 4. Notice of Meeting shall specify the place, the day and the hour of the meeting, and the general nature of that business. 5. Notice of Meeting shall be deemed to be: a. A statement in the minutes of a General Meeting in the case of calling the next General Meeting; b. A statement in a letter with supporting documentation for the resolutions and/or business to be discussed in the case of calling a General Meeting to discuss changes to the Constitution and Bylaws; c. A statement in a letter of the special business to be discussed in the case of calling a Special Meeting; d. A statement in a letter indicating those nominated for executive positions, a copy of any resolutions being brought forward for consideration and a copy of the financial statement in the case of calling an Annual General Meeting. 7. Notice of Meeting shall be deemed given to the DPAC representatives in the following ways: a. Personally or b. By the S.D. No. 74 inter-school mail system to the school PAC mail box. A notice given in this manner shall be deemed to have been given on the second day following that on which the notice is put in the inter-school mail, and in proving that notice is given, it is sufficient to prove the notice was properly addressed and put in the S.D. No. 74 inter-school mail or c. By email to the email address noted for the DPAC representative. A notice given in this manner shall be deemed to have been given on the second day following that on which the notice is emailed, and in proving that notice is given, it is sufficient to prove the notice was properly addressed and sent. 8. Notice of meeting shall be deemed to be given to the Superintendent and the DPAC representatives by sending notice. 9. The accidental omission to give notice to a DPAC representative, or the non-receipt of notice by any DPAC representative entitled to receive notice, does not invalidate proceedings at the meeting.

District Parents' Advisory Council - Information Page 256 of 266 10. In the case of an Executive meeting(s), all executive members shall be notified of the meeting. The Chairperson will consult with the executive members to determine how much notice will need to be given to call an executive meeting and how notice of meeting will be given. This will be done each year.

SECTION IX VOTING 1. Each PAC is entitled to one vote that is cast on the PAC’s behalf by their duly elected DPAC representative. 2. Unless otherwise provided, motions arising at any meeting shall be decided by a simple majority vote. 3. In the case of a tie vote, the motion will be defeated. 4. Voting of DPAC representatives on all matters must be given personally or through electronic means. 5. Voting shall be done by a method determined at the beginning of the meeting, which is appropriate for the medium used to hold the meeting. 6. Election of officers may be done by secret vote. 7. If ballots are used, a vote shall be taken to destroy the ballots after the election. 8. Executive positions are nonvoting positions unless the Executive officer is also a duly elected DPAC representative.

SECTION X EXECUTIVE OFFICERS 1. The affairs of the Council shall be managed by a board of elected officers and the immediate past Chairperson. 2. The Executive officers will be as follows: A. Chairperson B. Vice-Chairperson C. Secretary(ies) - may be divided into Recording and Correspondence D. Treasurer E. Past Chairperson (ex officio)

SECTION XI DUTIES OF THE EXECUTIVE OFFICERS

A. CHAIRPERSON 1. Shall convene and preside at all General, Special, and Executive meetings; 2. Shall ensure that an agenda is prepared and presented at all Council meetings; 3. Shall appoint committees where authorized to do so by the Executive or Council; 4. Shall be an ex officio member of all committees except the Nominating Committee; 5. Shall take such actions or ensure that appropriate actions are taken by others to achieve the objectives and purposes of the Council; 6. Shall be the official spokesperson for the Council, and as an official spokesperson of the council, shall represent only the wishes of the council and never themselves as an individual person; 7. Shall be one of the signing officers; 8. Shall ensure that the Vice-Chairperson is current with pertinent Council business; 9. Shall submit an annual report at the AGM. 10. Shall ensure that the DPAC Executive Committee has discussed and consented to actions regarding DPAC interactions with partner groups and the school board.

B. VICE-CHAIRPERSON 1. Shall assume the responsibilities of the Chairperson in their absence; 2. Shall be current with all Council business; 3. Shall accept extra duties as required; 4. May be one of the signing officers.

District Parents' Advisory Council - Information Page 257 of 266 C. SECRETARY(IES) 1. Shall record accurate and official minutes of all Council meetings; 2. Shall distribute minutes to DPAC representatives, executive members, the Superintendent and the Trustee who attended as soon as possible after the last meeting; 3. Shall keep an accurate and up-to-date copy of the Constitution and Bylaws; 4. Shall make available on request, to any member of the Council, a copy of the Constitution and Bylaws; 5. Shall keep and distribute to DPAC representatives an up-to-date record of the DPAC Executive and the record of DPAC representatives and their contact information; 6. Shall issue and receive correspondence on behalf of the Council; 7. Shall assist the Chairperson in providing information to the news media; 8. May be one of the signing officers; 9. Shall safely keep all records of the Council.

D. TREASURER 1. Shall maintain an accurate record of all receipts and expenditures of the Council; 2. Shall receive all monies for the Council; 3. Shall disburse funds as authorized by the Executive or the Council; 4. Shall give a report of all receipts and expenditures and bank statements at all general Council meetings; 5. Shall work with the Chairperson to prepare a budget at the beginning of each school year; 6. Shall be one of the signing officers; 7. Shall deposit all funds collected on behalf of the Council in an account at a recognized financial institution approved by the Executive; 8. Shall have the books ready for inspection/audit annually; 9. Shall submit an annual financial statement at the AGM; 10. Shall ensure that another signing officer has access to the books in the event of their absence.

E. PAST CHAIRPERSON 1. Shall foster a smooth transition between Chairpersons; 2. Shall assist and advise the Council and its Executive in all matters pertaining to the Council; 3. Shall act as a consultant for the Chairperson; 4. May chair the Nominating Committee.

District Parents' Advisory Council - Information Page 258 of 266

SECTION XII ELECTION OF EXECUTIVE OFFICERS

1. The Executive officers shall be elected by the DPAC representatives at the Annual General Meeting each year. 2. Call for nominations shall be made by the Chairperson at the General Meeting immediately preceding the Annual General Meeting. Nominations for the positions of Executive officers are open to all parents in S.D. No. 74. 3. Nominations may be made up to the close of nominations during the Annual General Meeting. 4. Elections may be conducted by the Chairperson. 5. In the event of a vacancy in the Executive during the year, the Executive may appoint the new officer from among the DPAC representatives or those parents recommended by their PACs, and the new officer shall hold office until the next election. 6. Elections will be conducted by a majority vote for each Executive position. 7. All Executive officers shall be required to sign the BCCPAC Code of Ethics (attached).

SECTION XIII LENGTH OF TERM OF OFFICE

1. The term of office shall be for one year commencing immediately following the Annual General Meeting. 2. Any person elected to the Executive may serve on the Executive for as many years as they are elected to a position, but it is recommended that no person hold any one position for more than two consecutive years. 3. No person may hold more than one elected Executive position at any one time. 4. The Past Chairperson shall hold that office for only one year.

SECTION XIV COMMITTEES

1. Standing and ad-hoc committees shall be formed by the Council or Executive when necessary. 2. The Executive Committee will consist of all members of the executive and all committee chairs. 3. Committees, members and other individuals representing DPAC are responsible to the Council and its Executive. 4. PAC Members may be appointed annually to committees by the Council or they may be appointed annually to committees by the Chairperson, when the Chairperson is authorized to do so by the Council. 5. Parent representatives to S.D. No. 74 committees shall be selected by the Executive from DPAC representatives or from a list of interested PAC members submitted by PACs.

SECTION XV FINANCES

1. An annual financial statement shall be presented by the Treasurer at the Annual General Meeting. 2. All funds of the Council shall be on deposit at a recognized financial institution approved by the Executive. 3. The Executive shall name at least three (3) signing officers, one of who shall be the Treasurer and one of who shall be the Chairperson, for signing banking and legal documents. Two signatures will be required for these documents. 4. The DPAC representatives agreeing upon a need for an audit at any General Meeting will then appoint an independent audit. 5. Expenditures of over $100 require the prior approval of the Council. 6. The sale of any property or assets belonging to the Council requires prior approval by the Council at a general meeting.

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SECTION XVI CHANGING THE CONSTITUTION AND BYLAWS

Amendments to the Constitution and Bylaws of the Gold Trail District Parents’ Advisory Council may be made only at a general meeting of the DPAC, providing that: 1. Written notice of the meeting has been given to all DPAC representatives a minimum of two (2) weeks prior to the meeting. 2. The notice of meeting includes notice of the specific amendment(s) proposed. 3. A two-thirds (2/3) majority vote of those members present at the meeting will be required to amend the Constitution and Bylaws. Any amendments will be marked with the date of enactment in the revised Constitution and Bylaws.

SECTION XVII CODE OF CONDUCT AND ETHICS

1. The Gold Trail District Parents’ Advisory Council is not a forum for the discussion of individual school personnel, students, parents, or any other individual members of the school community. 2. An Executive member who is approached by a parent with a concern relating to an individual is in a privileged position and must treat such discussion with discretion, protecting the confidentiality of the people involved. 3. If an Executive member is found to be in conflict with the Code of Conduct and Ethics by a two-thirds (2/3) majority vote of the Council, they will be removed from office. Administration of the Code of Conduct and Ethics will follow BCCPAC’s “Administration of Code of Ethics” as set out in the BCCPAC Leadership Manual.

Adopted by the Gold Trail School District No. 74 District Parents’ Advisory Council On ______, 20______Chairperson Secretary

District Parents' Advisory Council - Information Page 260 of 266 CODE OF ETHICS

A parent who accepts a position as a DPAC Executive Member: 1. Upholds the constitution and bylaws, policies, and procedures of the Gold Trail District Parents’ Advisory Council; 2. Performs their duties with honesty and integrity; 3. Works to ensure that the well being of students is the primary focus of all decisions; 4. Respects the rights of all individuals; 5. Takes direction from the members, ensuring representation processes are in place; 6. Encourages and supports parents and students with individual concerns to act on their own behalf, and provides information on the appropriate process for taking concerns forward; 7. Works to ensure that issues are resolved through due process; 8. Strives to be informed and passes on only reliable information; 9. Respects all confidential information; 10. Supports public education.

Statement of Understanding I, the undersigned, in accepting the position of ______on the Gold Trail District Parents’ Advisory Council Executive, have read, understood, and agree to abide by the Code of Ethics set out in this document. I also agree to participate in the dispute resolution process that has been agreed to by the Council and refer to the BCCPAC leadership manual, should there be any concerns about my work.

Name of Executive Member: ______

Signature: ______

Date: ______Phone Number: ______

PLEASE NOTE: Members may be liable if: 1. they exceed their authority as defined by the constitution and bylaws or; 2. the organization is involved in any criminal or other illegal activity that was approved by the DPAC or; 3. the organization suffers any losses caused by breach of duty; and for payment of the organization’s debts.

District Parents' Advisory Council - Information Page 261 of 266 School District No. 74 (Gold Trail)

POLICY

No. 4.50

Adopted: 1997-09 Amended: 2003-05 Amended: 2007

PARENTS’ ADVISORY COUNCILS

Preamble:

The Board of Education recognizes the importance of parental involvement in the operation of schools. The Board believes that Parents’ Advisory Councils (PACs) and the District Parents’ Advisory Council (DPAC) can provide a forum through which parents can discuss and advise the Board, the District’s senior administration, school principals, the school planning councils and the school staffs on educational matters

Policy:

The Board of Education encourages the formation of Parents’ Advisory Councils according to the regulations; furthermore, the Board advises Parents’ Advisory Councils of their opportunity to participate in the District Parents’ Advisory Council.

References:

School Act (Section 8)

District Parents' Advisory Council - Information Page 262 of 266

School District No. 74 (Gold Trail)

REGULATIONS

No. R4.50

Adopted: 1997-09 Amended: 2003-05 Amended: 2007

PARENT ADVISORY COUNCILS

I. Establishment of a Parents’ Advisory Council (PAC)

1. It shall be the School Principal's responsibility to advise of the opportunity and to encourage parents to participate in a Parents’ Advisory Council as provided both in the School Act, and in Board Policy and Regulations.

2. The Board of Education will recognize only one Parents’ Advisory Council for each school upon receipt of a letter of application by the Parents’ Advisory Council accompanied with the constitution, bylaws and procedures of the PAC which must include: a. Elections b. Meetings c. Business and Conduct of Affairs of the PAC d. Dissolution of the PAC e. A letter from the Principal that the PAC has been formed in accordance with the School Act and Board Policy and Regulations.

3. The PAC will elect three representatives for the School Planning Council (SPC) in accordance with Policy and Regulations 4.40.

4. All elections must be by secret ballot.

5. The PAC constitution, bylaws and procedures must be established in consultation with the school principal.

6. The Principal or designate may attend any meeting of the PAC.

District Parents' Advisory Council - Information Page 263 of 266 REGULATION No. R4.50 PARENT ADVISORY COUNCIL Page 2

II. The Role of the Parents’ Advisory Council

The role of the Parents’ Advisory Council is to work collaboratively and positively with the school’s administration, staff and the Board of School Trustees towards improving the quality of education in the school. The PAC may advise the school and the Board of School Trustees on any matter relating to education in the school. The Parents’ Advisory Council may serve some, or all, of the following functions (this list is not intended to be exclusive):

1. Provide liaison between parents and the school’s principal and the school’s staff on general matters affecting the education of the students; 2. Provide a means for the school principal and staff to work collaboratively with parents in the development of school goals, programs and routines, and their ongoing review and refinement; 3. Provide advice to the school and the Board of Education on proposed changed in school policies and programs, conditions, and on occasion, to Board policies; 4. Provide input and support to the School Planning Council through their elected representatives or alternates as the case may be; 5. Provide input and support to the District Parents’ Advisory Council through their elected representative or alternate as the case may be; 6. Provide for broad parental encouragement and support for the school’s goals and objectives; 7. Provide an opportunity whereby staff and parents can get to know each other on an informal basis; 8. Fund raising.

III. The Principal and Staff Role in Relationship to PAC

The principal and staff continue to carry formal responsibility to the Board of Education through the Superintendent of Schools for decisions concerning the school and its effective operation. It is expected that the principal and staff will consider the advice of the PAC and will consult with the PAC and others on educational matters affecting the students, parents and community.

1. Matters of personnel, legal issues, and other confidential matters must be dealt with in accordance with contractual and common law principles, Board Policy and Regulations and may not be the subject of PAC discussion.

District Parents' Advisory Council - Information Page 264 of 266 REGULATION No. R4.50 PARENT ADVISORY COUNCILS Page 3

2. A Parents’ Advisory Council wishing to discuss individual school personnel, legal issues or confidential matters shall follow the procedures for registering concerns (Policy 4.20).

IV. Availability of Liability Insurance Coverage

1. The School District’s insurance coverage through the Schools Protection Program enables third party legal liability insurance coverage to be extended to include Parents’ Advisory Councils, their members and employees:

a. where the PAC has been recognized by the Board and b. while they are engaged in activities connected to the School District.

2. PACs retain the option to independently obtain liability insurance on their own account. Other risks, such as property damage or embezzlement of PAC funds, are not covered.

V. Co-ordination of Insurance with the PAC

1. Since insurance coverage is based on the activity being connected with the School District, PACs are responsible to solidify insurance coverage by obtaining the School Principal’s sanction for the activity.

District Parents' Advisory Council - Information Page 265 of 266 Page 1 of 1

Lois Miller - DPAC Information to be added to the partner part of the agenda

From: Valerie Adrian To: Alison Sidow; Lois Miller; Lynda Minnabarriet; [email protected] Date: 06/06/2010 9:19 PM Subject: DPAC Information to be added to the partner part of the agenda Attachments: 75A4EC29474A4E70853AE9AB746829C0-4.50 Parent Advisory Councils Policy & Regs.pdf

School Act

District parents' advisory council

8.4 (1) A parents' advisory council, through its elected officers, may apply to the board for the establishment of a district parents' advisory council.

(2) On receipt of an application under subsection (1), the board must establish a district parents' advisory council for the school district consisting of representatives elected to the council under subsection (3).

(3) Each parents' advisory council in a school district may elect annually one of its members to be its representative on the district parents' advisory council for a term of not more than one year.

(4) There must be only one district parents' advisory council for each school district.

Purpose and operation of district parents' advisory council

8.5 (1) Subject to section 67 (5.1), the district parents' advisory council may advise the board on any matter relating to education in the school district.

(2) A district parents' advisory council must make bylaws governing its meetings and the business and conduct of its affairs, including bylaws governing the dissolution of the council.

(3) A superintendent of schools for the school district, a designate of the superintendent or a trustee of the school district may attend any meeting of the district parents' advisory council.

Valerie

Valerie Adrian, Chair School District No. 74 (Gold Trail) P.O. Bag 250 Ashcroft, B.C. V0K 1A0 Cell: (250)256-8608 Home: (250)256-0006 Facsimile: (250)256-0282 (h) email: [email protected] www.sd74.bc.ca http://www.bcsta.org/main/page.php?cfirst

A child educated only at school is an uneducated child. ~George Santayana~

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