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Comox Valley School District
Framework for Enhanced Student Learning

Background/Context:

What is the Framework for Enhancing Student Learning?

The FESL is a new vision by the Ministry of Education that replaces many past accountability documents (such as: Achievement Contracts, Superintendent’s Reports on Student Achievement, District Literacy Plans, and School Planning Councils).

The goal of the Framework is to develop school district plans and school plan that are collaboratively developed by educational stakeholders in each district.

Our chance to determine what is important to our SD71 learners and create a document that helps to promote continuous learning that is meaningful, sustainable and ensures each student reaches his/her potential.

An opportunity to see the strengths that exist in all our students beyond just the academic and reflect on student success as inclusive of multiple domains including intellectual, human & social, and career development.

What are the Ministry’s Guiding Principles for this document?


The following set of principles guided the development of the draft Framework for Enhancing Student Learning, and will be used as an ongoing reference point in its implementation and continuous improvement.

  1. is grounded in the belief that all education partners are responsible for student learning, with each having unique responsibilities;
  2. creates a system-wide focus on student learning, to ensure each student in BC achieves his or her full potential;
  3. is meaningful, impactful, flexible, realistic, and sustainable;
  4. addresses differences in performance among particular groups of students, most notably Aboriginal students, children in care, and students with special needs;
  5. is strength-, support-, evidence-, and results-based;
  6. reflects system-wide commitment to continuous improvement and life-long learning;
  7. continues to build public confidence in BC’s education system.

What have we done in SD71?

To date, Senior Management worked with other districts on Vancouver Island to put together a network day to explore the different ways districts will make this process meaningful and valuable. Our district took a team of 8 to these meetings (Acting Superintendent Tom Demeo; District Principals Bruce Carlos – Aboriginal Education and Gerald Fussell – Innovation and Technology; Administrators Dean Patterson – Highland Secondary, Geoff Manning – Puntledge Elementary and CVPVPA President, and Jason Cobey (Vanier); Teachers Carol Walters – Curriculum Support Teacher, and Jason Arsenault – Secondary Math/Science). Several conversations have occurred, but the next step is the creation of this document with the plan to move this work forward. The theme of most of the conversations is that this document should be a living document that models what we are expecting from practice in our district.

Our district has also spent the last few years identifying what it believes about student learning and about communicating that student learning. This should be inserted here.

Currently we have school reviews that are largely unstructured with each school giving a 2-hour presentation to Senior Management and interested Trustees once a year. Some do not do these.

Structure:


Elements of the Framework
framework.png
  1. ​A system-wide focus on intellectual, human, and social, and career development. These goals broaden the focus of the previous framework to better reflect the whole learner and align with the provincial Mandate for the School System. School district and school plans are to be developed with careful consideration of these goals and the local context.
  2. Meaningful and effective planning for continuous improvement. Under this Framework, school districts and schools will be expected to continue to develop multi-year district and school plans, but in a manner that is more relevant to local contexts and needs. School districts will now be required to produce only one district plan, instead of multiple plans.

    Plans will be expected to reflect local efforts to support each student and specific groups of students, including Aboriginal students, children in care, and students with special needs. 

    T
    he plans will be public reports to and for their local community. Boards must develop and publicly communicate a process for developing, reviewing, refining, and approving school district and school plans, and, in the spirit of collaboration, for including local education partners in this process.
  3. Effective communication of evidence, reported at least annually, by districts and the province. The province and districts will report at least annually on overall results, as well as results for Aboriginal students, children in care, and students with special needs. Evidence should be meaningful and inform the school district’s and school’s plan and priorities for enhancing student learning.>
  4. System-wide capacity building through team-based supports focussed on continuous improvement. The Ministry of Education and its education partners will work together to utilize existing structures (e.g., partner chapters, non-instructional days) and build new team-based supports to act on provincial and local priorities for enhancing student learning (e.g., a provincial team to support Aboriginal learners).
  5. Linkages with existing local agreements (e.g., Aboriginal Education Enhancement Agreements) to ensure consistent and meaningful support of Aboriginal students.
​Framework Steering Committee – this committee will be responsible for guiding the Framework development from conception to fruition. Members of the committee need to have a systemic perspective and responsibilities. Due to the current ambiguity of formalized leadership in our district we cannot be specific as to who should be on this committee; however, it should be chaired by either the Superintendent or the Assistant Superintendent who will oversee the whole project. It should have a Director of Instruction from K-12 and the Director of Instruction for Student Services; the District Principal of Aboriginal Education; a site-based administrator from secondary and one from elementary; and one Trustee.

This committee will need to map out the process we should follow to create a Framework that reflects the Guiding Principles and the Elements as laid out by the Ministry, yet honours our desire to have the Framework model the work we want within our district.

Sources

​Ministry of Education
System-Wide Focus
​Interconnected Planning among SD71 Education Partners
  • Intellectual
  • Human and Social
  • Career
  • ​Strategic Plan
  • Guiding Principles of Learning
  • Guiding Principles for Communicating Student Learning
  • Aboriginal Enhancement Agreement
  • School Reviews
  • Long-range Facilities Plan

Timeline
TimelineAction
​May 2016​Identify a Framework Steering Committee that will be responsible for guiding the Framework development from conception to fruition.
​June 2016​Framework Steering Committee outlines a process to create the Framework, cognizant of district guidelines, for completion by the end of June 2017.
​September 2016​Framework Steering Committee reviews existing data and processes then identifies needs, a plan, and a schedule for the work to be done over the coming school year.
​October - December 2016​Senior Management acts on the recommendations of the Framework Steering Committee with respect to data, structures, expectations, etc.
​January - April 2017​Schools and departments work to draft growth plans that align with the Framework Steering Committee's template. These plans are posted on their school web-sites and are connected to the district web-site.
​May 2017​Framework Steering Committee creates District Framework for Enhanced Student Learning.
​June 2017​A draft of the Framework for Enhanced Student Learning is posted on the district web-site.