Framework for Enhancing Student Learning
The SD60 Framework for Enhancing Student Learning is our guide for creating the district and school improvement plans. This framework reflects a commitment to our parents and education partners to work together to continuously improve learning for each student. It reflects local and provincial input and is aligned with the BC Ministry of Education Framework.
Framework for Enhancing Student Learning 2021-2025 – Goals
- Goal 1:聽 Increase Dogwood Completion Rates
- Goal 2:聽 Increase Student & Staff Social/Emotional Competency
- Goal 3:聽 Enhance Student Options and Engagement through Career Education and Experiential Learning
Goal 4:聽 Support Student Achievement Through Inclusion - Goal 5:聽 Provide Quality Early Learning & Child Care opportunities to address community need
For more information on our FESL goals, objectives, and strategies, please see the linked reports below.
SD60 Enhancing Student Learning Report for the Ministry of Education and Child Care (2024)
Mission
All students will graduate crossing the stage with dignity, purpose and options.
Dream Statement / Vision
We are a community of learners striving together to build success for all. We have a safe, healthy and welcoming environment. Staff and students connect through caring and laughter.
All members of our learning community are valued and respected. Cultural differences are honoured. We all belong.
We nurture body, mind and spirit and believe in finding the beauty in every human being.
We provide a variety of learning environments, both in and outside of the classroom and through the integration of technology. With the help of our community partners, we involve students in authentic learning experiences.
Students discover and pursue their interests and strengths. They are actively engaged and are willing to step outside their comfort zone in order to challenge their learning.
We are excited about our learning. We take time to share our stories and celebrate success. We are proud to see students become more confident in their skills and abilities, open to on-going learning, and prepared to make a difference in our world.
Values
The five core ethical values seen as most important to guide our daily lives include:
- Respect
- Compassion
- Honesty
- Responsibility
- Relationships
Values In Dane-zaa
- Respect- Dane e台ji虂i虂nu虂u虂naleh
- You have Compassion -Ts始u虂u虂naye虂h
- Honesty – lho台蕯eh
- Responsibility (from 鈥榶ou pack it鈥�) -Da虂a虂hwo台虂ghelh
- Relationship. (they are together) – E台htah we瘫s瘫蕯o台h.
Thank you to the Doig River First Nation Language team for the translation.
Motto
Together We Learn
E台htaah je瘫naje台h. (You are learning together)
School Frameworks for Enhancing Student Learning
Glossary of Terms
| Term | Explanation |
|---|---|
| Framework for Enhancing Student Learning (FESL) | The term used to describe an ongoing improvement plan for schools, the district and the Province of British Columbia. |
| Dogwood | High School graduation diploma / certificate |
| Evergreen | An alternative graduation pathway with an emphasis on vocational/life skills. |
| Networks of Inquiry and Indigenous Education (NOIIE) | A voluntary, inquiry-based network of schools in BC that collaborate around specific questions related to improving student success. |
| Work Experience (WEX) | Part of an educational program that provides a student with an opportunity to participate in, observe and learn about specific tasks and responsibilities related to a career. |
| Youth Work in Trades (WRK) | The program consists of two grade-level curricula, four separate courses and student training plans, and four work placements. Through participation in WRK, school-age students can earn up to 16 graduation credits and 480 work-based training hours required for provincially and nationally recognized industry trades credentials. |
| Coaching & Collaboration Grants | Funds and resources available to teachers in SD60 for the purposes of receiving coaching support and collaborating with colleagues on a specific intervention or program for student success. |
| TAG system | Teacher Advisory Group system used at some middle schools whereby groups of students meet regularly with an advisor teacher who supports them in their overall school experience. |
| Assess System | A locally-stored web-based system to record and track student achievement including report card marks, Individual Education Plans (IEPs), District literacy and numeracy assessments, behaviour referrals, transition plans, etc. |
| Math Assessment & Practice (MAP) | A tool for instruction and assessment in numeracy that allows students and staff to approach numeracy from multiple perspectives. |
| Thinking Classrooms | A professional development initiative in SD60 where groups of teachers are working with a consultant to design classroom spaces and lessons to facilitate problem-solving skills. |
| Mathology | A professional development initiative in SD60 where groups of teachers are working with a consultant to design classroom spaces and lessons to facilitate problem-solving skills. |
| 5 or 6-year Grad Completion Rate | The number of years it takes a student to graduate from high school once they begin grade 8. The Completion Rate looks at successful Dogwood graduation. |
| Reading Fluency | The pace and accuracy with a student can read the words of a text. |
| Reading Comprehension | The ability to comprehend the written text - as measured by comprehension questions given to the student. |
| Individual Education Plan (IEP) | A personalized learning plan for the student that can involve different assessments and educational goals |
| Foundation Skills Assessment (FSA) | A provincial assessment for literacy and numeracy in grades 4 and 7. |
| CASEL Framework | CASEL鈥檚 SEL framework fosters knowledge, skills, and attitudes across five areas of competence and multiple key settings to establish equitable learning environments that advance students鈥� learning and development. The five areas are self-awareness, responsible decision making, relationship skills, social awareness, and self-management. |
| SEL | Social Emotional Learning |
| Middle Years Development Instrument (MDI) | An assessment through a voluntary survey by grade 7 students to determine patterns of vulnerability in that age group. |
| Pro-D | Professional Development carried out by teachers, support staff and administrators. |
| ADST | Applied Design, Skills and Technologies: A component of the BC curriculum with a focus on hands-on learning activities. |
| EA | Educational Assistant - staff member or Enhancement Agreement - agreement with local Indigenous stakeholders on enhancing outcomes for Indigenous Students |
| LEA | Local Education Agreements - contracts between the Board and local First Nations for provision of education and improving outcomes for First Nations students. |