1. Framework for Enhancing Student Learning 2016-2017 School District 63 (Saanich)

2. Over the past year the Ministry of Education has been working with education partners to improve the reporting requirements of boards of education with respect to student learning. The draft Framework for Enhancing Student Learning has been shared by the ministry and school districts are tasked with the job of posting their annual district and school planning process by March 31, 2016. The initial plans submitted by districts around the province will be used by the ministry as it continues to refine the initial provincial policy. The Saanich district plan will continue to evolve and be refined through the 2016/17 school year. Overview

4. The Framework for Enhancing Student Learning : Is grounded in the belief that all education partners are responsible for student learning, each with unique responsibilities; Creates a system-wide focus on student learning, to ensure that each student achieves his or her potential; Is meaningful, impactful, flexible, realistic and sustainable; Addresses differences in performance among groups of students – Aboriginal, children in care, students with special needs; Is strength-, support-, evidence-, and results-based; Reflects system-wide commitment to continuous improvement and life-long learning; and Continues to build confidence in public education. Guiding Principles

5. The school district is in the process of developing a new strategic plan for the year 2016 to 2020. The development of the strategic plan includes significant community input. The data collected through this process will be important to consider as we define the goal areas of our future planning, reporting documents and school plans. The new strategic plan will be shared with our community early in the new school year. School District 63 Saanich Plan

6. In keeping with the goals of the Framework for Enhancing Student Learning we will initially focus and report on the following four areas: 1.Student achievement in literacy; 2.Student achievement in numeracy; 3.Student engagement; and, 4.Graduation rates.

7. The Spiral of Inquiry Timperley, Kaser, Halbert, 2014 Focusing Developing a hunch Learning Taking Action Checking Scanning What’s going on for learners? An important aspect of the new BC curriculum is a focus on the use of inquiry as an approach to engage students in their learning. The inquiry model is already being used very successfully in many district classrooms.

8. The Spiral of Inquiry We plan to use the Spiral of Inquiry to guide our district practice and decision making. The six key questions to consider are: 1.Scanning:What’s going on for our learners? 2.Focusing:What’s going to give us the biggest impact? 3.Developing a hunch:What’s leading to this situation? 4.Learning:What do we need to learn? How will we design new learning? 5.Taking Action:What will we do differently? 6.Checking:Have we made enough of a difference?

9. Community and Partner Involvement District and school plans cannot be made in isolation. As the Framework for Enhancing Student Learning states, “...all education partners are responsible for student learning, with each having unique responsibilities.” The Saanich school district has a strong tradition of including partners in the development of district and school plans. At the district level, we will continue to involve our parent community through structures such as our DPAC in addition to subcommittees that will focus on specific goal areas. We will continue to use our district Professional Growth Council (PGC) to bring together teachers, principals, vice principals, and district leaders to share and explore ideas, examine data, and refine our district goals.

10. Community and Partner Involvement Where appropriate members of our CUPE Local 441 will also be invited to participate in the process. Students also have a significant role to play in the development, monitoring and refining of our plans. At the middle and secondary school levels students have opportunities to participate through structures such as the Superintendent's Student Leadership Group. Although School Planning Councils no longer exist in legislation, it is critically important to involve all partners in the development and examination of school plans and data. Schools plans will be developed in partnership with PAC members, staff and students where appropriate

11. TIMELINE March 2016 Post our initial plan April 2016 PGC meets to explore the plan, share ideas and possible school goals, and begins to refine our process May 2016 School plans are submitted September 2016 Schools meet with staff and parents to confirm goal areas and action plans The District gathers data to report on student learning from the previous school year Subcommittees continue to explore significant questions and develop plans October 2016 The PGC meets to share plans, ideas, and strategies Subcommittees report out on initial plans and ideas

12. TIMELINE January Schools examine recent student learning data /February 2017 The district gathers additional data to report on student learning Subcommittees continue their work March 2017 Schools begin to develop individual school plans for the 2017/2018 school year April 2017 The PGC meets to share emerging school plans which helps to inform and develop a district plan May 2017 School plans are finalized and shared The draft district report on student learning is shared June 2017 The Saanich Board of Education receives school plans and the district report

13. 1.How can we create alignment with the work we already do, the data we need to collect, and the documents and evidence we need to report? 2.In addition to data such as FSA and provincial exams, can we identify or create local sources of data that will be valid, reliable and useful? 3.Can we use student cohort data more effectively? 4.Which sub groups of students do we need to report on and why? 5.How much of the work is realistic and sustainable? 6.Can we collaborate with other school districts to support the work? 7.How do we ensure that school and district plans are living documents with strong alignment across schools and levels? 8. How do we ensure that capacity building is part of the plan? Questions to Consider