Committee of the Whole Meeting – September 22, 2026
The 2026-27 Enhancing Student Learning (ESL) Interim Progress Report was the focus of discussion at the Committee of the Whole meeting on September 22, 2026. In opening the presentation, Superintendent Donna Kriger spoke to the report's role in guiding continuous improvement across the District and informing the strategic actions that support student success and well-being. The report is a legislated requirement for all school districts and supports continuous improvement through accountability, evidence-informed decision-making, and a focus on improving equity and student outcomes in the areas of intellectual, human and social, and career development. Trustees learned that while student achievement data is reviewed annually, the Interim Progress Report identifies areas for growth and strategic adjustments between the District's comprehensive three-year ESL reports, the next of which is due in September 2028.
Michelle Guillou, Assistant Superintendent, reviewed the District's Cycle for Continuous Improvement, highlighting how data analysis, evidence review, and ongoing reflection help inform district and school planning. Trustees also learned how the cycle includes regular school visits, collaborative planning, and ongoing monitoring of School Learning Plans throughout the year, allowing schools and District staff to review progress, adjust strategies, and respond to emerging student learning needs. The process supports the District's Strategic Plan and helps guide school goals, instructional practices, and resource allocation to improve student outcomes.
Director of Instruction (Early Years and Elementary) Jennifer Findlay presented data and reflections related to Intellectual Development, including literacy and numeracy achievement. Trustees heard that participation rates for the Foundation Skills Assessment (FSA) remain strong, providing valuable information about student learning in Grades 4 and 7. Discussion highlighted ongoing investments in literacy through professional learning, early literacy screening, School-Wide Write, Heggerty and UFLI resources, Literacy Support Teachers, and targeted supports for Indigenous students and students with disabilities or diverse abilities. Numeracy remains an area of focus, with initiatives including SNAP Assessment training, the numeracy residency model, MathUp resources, and professional learning designed to strengthen Tier 1 instruction. While graduation assessment results indicate opportunities for growth in numeracy, District leaders noted that this challenge is being experienced across the province.
Directors of Instruction (Secondary) Reid Findlay and Steve Drapala reviewed grade-to-grade transition data, highlighting several positive trends and discussing how future data will help evaluate the impact of recent changes to secondary school configurations.
Assistant Superintendent Chelsea Prince then presented data related to Human and Social Development, including students' sense of belonging, feeling welcome, feeling safe, and having caring adults at school. While results remain generally stable, trustees heard that strengthening students' sense of belonging continues to be an area of focus, particularly for Indigenous students and students with diverse learning needs. The discussion also highlighted efforts to help Indigenous students feel welcome, supported, and successful in all areas of school, the ongoing evolution of the TRC Ally program, and new learning opportunities with Dr. Dustin Louie focused on identifying barriers to student success and supporting the decolonization of educational practices. Ongoing work in restorative practices, Inclusive Resource Teacher training, positive behaviour support planning, and collaboration among school-based and district staff continues to support student well-being.
Career Development data was presented by Steve Drapala, who noted strong five-year completion rates and positive outcomes for Indigenous learners. While post-secondary transition rates have shown a declining trend, trustees heard that current data may not fully reflect all students' pathways, including some certificate and micro-credential programs. The District continues to strengthen career development opportunities through myBlueprint+, expanded work experience programming, dual credit opportunities, and community partnerships to support students in exploring meaningful career pathways.
The discussion reinforced the District's commitment to using evidence and student outcome data to guide planning, monitor progress, and continuously improve supports for students. The Interim Progress Report will help inform strategic actions throughout the 2026-27 school year as the District works toward achieving its goals for student success and well-being.
The report will be presented to the Board of Education for approval at its Regular Board Meeting on September 29, 2026, before being submitted to the Ministry of Education and Child Care. Members of the public are encouraged to view the recording of the September 22, 2026, Committee of the Whole meeting on the District's website to learn more about the discussion and the District's ongoing efforts to support student success and well-being.