Aboriginal Report 2014/15 - 2018/19 How Are We Doing? · Aboriginal Report 2014/15 - 2018/19 How Are We Doing? School District 005 Southeast Kootenay 940 Industrial Rd #1 Cranbrook,

Aboriginal Report 2014/15 - 2018/19

How Are We Doing?

School District 005Southeast Kootenay

940 Industrial Rd #1

Cranbrook, BC, V1C 4C6

Phone: 250 426-4201

Introduction ……………………………………………………………………………………………………………………….2

Student and District Context (Kindergarten - Grade 12), 2014/15 - 2018/19

Students Who Self-Identify as Aboriginal, 2009/10 - 2018/19 …………………………………………………………………..…3

Aboriginal Students by Gender …………………………………………………..………………………………..……………4

Students, On- or Off-Reserve ……………………………………………………………………………..………………..…………5

Number of Standard Public Schools with Aboriginal Students ………………………………………………………………...………………….……………….6

Students in Alternate Programs ………………………………………………………...……………………..…………………7

Students in Special Needs Performance Reporting Groups …………………………………………………………… 8

Grade Distribution of Students with Behaviour Disabilities ……………………………………………………………………..9

Foundation Skills Assessment (FSA) Grades 4 and 7, 2014/15 - 2018/19

Reading Comprehension, Grade 4 …………………………………………………………………..……….................……..10

Writing, Grade 4 ……………………………………………………………………………………………………….. 11

Numeracy, Grade 4 ……………………………………………………………………………………...…………… 12

Reading Comprehension, Grade 7 …………………………………………………………………………………………13

Writing, Grade 7 …………………………………………………………………………………………………………………..14

Numeracy, Grade 7 ……………………………………………………….……………………………………………………………….15

Required Examinations Results, 2014/15 - 2018/19

Overview ………………………………………………………………………………………………………………….. 16

English 10 ……………………………….……………………….……………..………..………………………………….17

English 10: First Peoples ……………………………….……………………….……………..………..………………………………….18

Mathematics 10

Foundations and Pre-Calculus ……………………………………………………………………………………...…………………………19

Apprenticeship and Workplace ………………………………………………………………………………..……………………………...….20

Science 10 ………………………………………………………………...……………………..……………………………………..21

Civic Studies 11 ………………………………………………………………………………..…………………….…………………………………….22

Social Studies 11 ………………………………………………………………………………..…………………….…………………………………….23

BC First Nations Studies 12 …………………………..………………………………………….………………………….……24

English 12: First Peoples …………………….……………………………………………………………...……………………………………………25

English 12 …………………….……………………………………………………………...……………………………………………26

Communications 12 ………………………………………………………………………………………………………………..27

Transitions, 2013/14 - 2018/19

Progress of Students Entering Grade 8 in September 2013, by Cohort and Gender ………………………………………………………28

School Completion, 2014/15 - 2018/19

Five-Year Completion Rate, by Cohort and Gender ……………………………………………………………………………….29

Six-Year Completion Rate, by Cohort and Gender ……………………………………………………………………………….30

Six, Seven and Eight-Year Completion Rates, 2011/12 - 2013/14 Cohorts ……………………………………………………………………………….31

BC School Completion Certificate and BC Certificate of Graduation …………………………………………………………………….32

Education Experiences of Children in Care, 2013/14 - 2017/18

Enrolment in Care by Aboriginal Status and Gender ……………………………………………………........................…33

Six-Year Completion by Aboriginal Status and Gender …………………………………………………………………………………………….……………………33

Graduation Rates by Aboriginal Status and Gender ……………………………………………………………………..………………………………………33

Post-Secondary Transitions, 2014/15 - 2017/18

Grade 12 Graduates by Transition Type, Destination and Immediate Entry Student Destinations ………………………………………………………34

Student Learning Survey Results, 2014/15 - 2018/19

Overview ………………………………………………………………………….............................…………………………………………..36

Survey Results, grade 3/4 ………………………………………………………………………….............................…37

Survey Results, grade 7 ………………………………………………………………………….............................… 39



Glossary …………………………………………...…………………………………………………………………………….45

Report Date: November 2019Questions/Comments: Governance and Analytics Branch

email: [email protected]

website: https://studentsuccess.gov.bc.ca/

electronic version of report: https://studentsuccess.gov.bc.ca/

GUIDELINES AND TIPS - REVIEWING STUDENT ACHIEVEMENT DATA

● Use multiple sources of information whenever possible

● Ensure comparability of information from different sources

● Consider participation rates

● Be cautious of data representing small numbers of students

● Review data trends

POINTS OF INQUIRY

● Are the data relevant or appropriate for what is being assessed?

● Is the population of students reflected by these data representative of achievement of all students?

● What story do these data suggest about student achievement?

●

● Are there any identifiable groups of students that should be considered?

● What alternate conclusions could be drawn from these data?

PLEASE NOTE

The Ministry makes small and continuous improvements to the quality of its data. Sometimes

these changes result in differences from previously published reports. The data in this report

are the most accurate data available at time of publication.

When analysing student results collected from different sources, care should be taken to ensure comparability. For

example, consider the similarity of test questions, student groups participating, the number of students represented,

as well as the consistency in test administration.

Do the data tell enough of the story? In order to provide a more complete picture, what other information should be

considered?

Low participation rates, or small numbers of students, may not adequately reflect the whole population. When

comparing different sources of data, or trends over time, it is important to note if a change in the number of

participating students would have an impact on the results.

Note the number of students participating or the number of students in the population being assessed. The fewer the

students, the more carefully the results need to be interpreted. If data represent fewer than 10 students, be extremely

cautious. The overall results for smaller groups of students can be greatly influenced by the scores of just a few (one

or two) individuals. Protection of privacy must be ensured when reporting data; see:

www.bced.gov.bc.ca/reporting/privacy.php

Multiple years of results are more meaningful than results for a single year. Five or more results may suggest a trend.

The more results that follow the trend the greater the ability to make a prediction.

ABORIGINAL REPORT - HOW ARE WE DOING?

To supplement the student results being reviewed, it is advisable to refer to multiple sources of performance

information including information drawn at the classroom, school, district and provincial levels. This is particularly

important when reviewing the performance of small numbers of students.

The Aboriginal "How Are We Doing?" report provides information about Aboriginal students (including adults)

performance in public schools.

You will notice that there are changes to historical and trend data. Once a student has self-identified as being of

Aboriginal ancestry (First Nations: Status and Non-Status, Métis and Inuit), the student is included in all reported

outcomes for Aboriginal students. This approach ensures a consistent methodology for identifying Aboriginal

students across years, as students may self-identify as Aboriginal on some enrollments and not on others.

In alignment with collective government directions and in collaboration with our partners, the Ministry of Education is

in the process of updating terminology from Aboriginal to Indigenous. This work is still in transition, so the Ministry

has intentionally retained Aboriginal terminology for consistency in this year’s Report.

2 Southeast Kootenay

___________________________________________________________________________________________Aboriginal Report - How Are We Doing?Date: November 2019

http://www.bced.gov.bc.ca/reporting/privacy.php








School All Students All Students

Year # # % # % # # % # %

2009/10 5,378 634 11.8 281 5.2 580,479 58,017 10.0 14,016 2.4

2010/11 5,365 705 13.1 252 4.7 579,110 58,834 10.2 13,219 2.3

2011/12 5,331 772 14.5 226 4.2 569,734 58,531 10.3 12,661 2.2

2012/13 5,259 741 14.1 220 4.2 564,529 58,717 10.4 11,844 2.1

2013/14 5,260 794 15.1 197 3.7 558,983 59,502 10.6 10,783 1.9

2014/15 5,276 797 15.1 208 3.9 552,786 59,382 10.7 9,870 1.8

2015/16 5,396 888 16.5 180 3.3 553,376 60,706 11.0 8,608 1.6

2016/17 5,475 978 17.9 145 2.6 557,625 61,799 11.1 7,132 1.3

2017/18 5,525 989 17.9 85 1.5 563,243 63,181 11.2 5,151 0.9

2018/19 5,613 1,027 18.3 30 0.5 568,985 64,326 11.3 3,068 0.5

08/09

Note:

"SIA in Year" - the student self-identified as Aboriginal in this year

"SIA Only in Other Year(s)" - the student did not self-identify as Aboriginal in this year, but did so in at least 1 other year

"Never SIA" - the student did not self-identify as Aboriginal in this year or any other

* Public schools only.

Students are classified as Aboriginal when they identify themselves as such – in other words, they “self-identify as

Aboriginal” (SIA). In any given year, a student may or may not self-identify as Aboriginal. In 2003/04, the Ministry of

Education (EDUC) and the First Nations Education Steering Committee (FNESC) agreed to report on the educational

achievement of all students who “ever” identified themselves as Aboriginal. In EDUC’s standard reports, students are

categorized as Aboriginal if they self-identified as Aboriginal at any point during their time in K-12.

This table shows the number of students who (1) self-identified as Aboriginal in a given school year and those who (2)

did not self-identify as Aboriginal in that particular year, yet did so in other years. The "Province" columns show the

same information, but for all public schools in the province.

STUDENTS WHO SELF-IDENTIFY AS ABORIGINAL

SIA in Year* SIA in Year*

SIA Only in Other

Year(s)*

SIA Only in Other

Year(s)*

District Province *

0

5

10

15

20

25

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t o

f S

tud

en

ts

Percent of Self-Identified Aboriginal Students

District SIA in Year District SIA Only in Other Year(s)

Province SIA in Year Province SIA in Year or Other Years



All Aboriginal % of Aboriginal % of Aboriginal Aboriginal Aboriginal

School Students Females All Males All Students Females Males

Year # # % # Students # Students # # #

2014/15 5,276 1,005 19.0 484 9.2 521 9.9 69,252 34,349 34,903

2015/16 5,396 1,068 19.8 512 9.5 556 10.3 69,314 34,257 35,057

2016/17 5,475 1,123 20.5 537 9.8 586 10.7 68,931 34,102 34,829

2017/18 5,525 1,074 19.4 529 9.6 545 9.9 68,332 33,693 34,639

2018/19 5,613 1,057 18.8 505 9.0 552 9.8 67,394 33,302 34,092


ABORIGINAL STUDENTS BY GENDER

Aboriginal

Students

Province *District

484512

537 529505

521556

586

545 552

0

100

200

300

400

500

600

700

2014/15 2015/16 2016/17 2017/18 2018/19

Nu

mb

er

of

Stu

de

nts

Number of Aboriginal Students by Gender

Females Males



September Count

On-Reserve Off-Reserve

Aboriginal Aboriginal Aboriginal Total Aboriginal Aboriginal Total Total Total

School Students Females Males Aboriginal Females Males Aboriginal Aboriginal Aboriginal

Year # # # # # # # # #

2014/15 1,005 10 15 25 474 506 980 8,143 61,109

2015/16 1,068 10 16 26 502 540 1,042 7,694 61,620

2016/17 1,123 6 16 22 531 570 1,101 7,285 61,646

2017/18 1,074 9 14 23 520 531 1,051 7,820 60,512

2018/19 1,057 11 14 25 494 538 1,032 7,991 59,403

08/09

February Count


Aboriginal Aboriginal Aboriginal Total Aboriginal Aboriginal Total Total Total

School Students Females Males Aboriginal Females Males Aboriginal Aboriginal Aboriginal

Year # # # # # # # # #

2014/15 1,006 10 15 25 472 509 981 8,074 60,966

2015/16 1,071 10 16 26 502 543 1,045 7,572 61,443

2016/17 1,115 6 16 22 530 563 1,093 7,245 61,286

2017/18 1,061 8 14 22 509 530 1,039 7,762 60,288

2018/19 1,060 12 15 27 493 540 1,033 7,975 59,365


ABORIGINAL STUDENTS ON- OR OFF-RESERVE


Aboriginal Students

Province *District

District Province *

Aboriginal Students


25

980

26

1042

22

1101

23

1051

25

1032

0

200

400

600

800

1000

1200

Nu

mb

er

of

Ab

ori

gin

al

Stu

den

ts

Number of Aboriginal Students, On or Off-Reserve (September Count)

2014/15 2015/16 2016/17 2017/18 2018/19

Aboriginal Students On-Reserve Aboriginal Students Off-Reserve




Total Total

School Schools under 5 5 to 10 10 to 20 20 to 50 50 to 100 Schools under 5 5 to 10 10 to 20 20 to 50 50 to 100

Year # % % % % % # % % % % %

2014/15 17 0 0 8 9 0 1,384 378 217 345 345 99

2015/16 17 0 1 7 9 0 1,379 382 221 342 340 94

2016/17 17 0 0 10 7 0 1,368 389 229 337 321 92

2017/18 17 0 0 10 7 0 1,376 405 223 341 322 85

2018/19 17 0 1 9 7 0 1,385 425 218 358 301 83

08/09


Number of Schools Number of Schools

NUMBER OF STANDARD PUBLIC SCHOOLS BY PERCENTAGE OF ABORIGINAL STUDENTS

Province *District

0 0 0 0 00

1

0 0

1

8

7

10 10

99 9

7 7 7

0 0 0 0 0

0

2

4

6

8

10

12

2014/15 2015/16 2016/17 2017/18 2018/19

Nu

mb

er

of

Sch

oo

ls

SD Data: Number of Schools with Aboriginal Students (%)

under 5% 5% to 10% 10% to 20% 20% to 50% 50% to 100%



Total

School Students Female Male Total Female Male Total Female Male Female Male

Year # # # # # # # # # # #

2014/15 71 13 15 28 20 23 43 1,598 1,561 1,977 2,618

2015/16 99 16 26 42 32 25 57 1,613 1,531 2,017 2,471

2016/17 93 17 23 40 28 25 53 1,613 1,553 2,027 2,460

2017/18 86 14 18 32 31 23 54 1,510 1,512 2,005 2,406

2018/19 88 18 16 34 31 23 54 1,489 1,415 1,983 2,365

08/09


STUDENTS IN ALTERNATE PROGRAMS

Non-AboriginalNon-Aboriginal

District Province *

AboriginalAboriginal

13

1516

26

17

23

14

1818

16

0

5

10

15

20

25

30

1 2

Nu

mb

er

of

Stu

de

nts

Aboriginal Female Aboriginal Male

SD Data: Number of Aboriginal Students in Alternate Programs

2014/15 2015/16 2016/17 2017/18 2018/19



School

Year # # # % # % # % # % # % # % # % # %

2014/15 184 424 4 2 8 2 31 17 106 25 92 50 145 34 Msk Msk Msk Msk

2015/16 211 461 4 2 9 2 32 15 108 23 101 48 162 35 Msk Msk Msk Msk

2016/17 251 491 3 1 10 2 47 19 106 22 126 50 188 38 Msk Msk Msk Msk

2017/18 226 484 5 2 14 3 45 20 114 24 101 45 162 33 Msk Msk Msk Msk

2018/19 224 488 6 3 18 4 39 17 109 22 107 48 147 30 0 0 0 0

STUDENTS IN SPECIAL NEEDS PERFORMANCE REPORTING GROUPS

Special

Needs

Non-Ab

Performance Reporting Groups: Sensory Disabilities includes categories E (Visual Impairment) and F (Deaf or Hard of Hearing);

Learning Disabilities includes Category Q (Learning Disability); Behaviour Disabilities includes categories H (Intensive Behaviour

Interventions/Serious Mental Illness) and R (Moderate Behaviour Support/Mental Illness); and Gifted includes Category P (Gifted).

Non-

Aboriginal

Gifted

Aboriginal

Non-

Aboriginal

Sensory Disabilities

Aboriginal

Behaviour DisabilitiesLearning DisabilitiesNon-

Aboriginal AboriginalAboriginal

Non-

Aboriginal

Special

Needs Ab

0

10

20

30

40

50

60

SensoryDisabilities

LearningDisabilities

BehaviourDisabilities

Gifted SensoryDisabilities

LearningDisabilities

BehaviourDisabilities

Gifted

Perc

en

t o

f S

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en

ts

Aboriginal Non-Aboriginal

Percent of Students in Special Needs Performance Reporting Groups

2014/15 2015/16 2016/17 2017/18 2018/19



School

Year # # % # % # % # % # % # %

2014/15 92 13 14 18 20 38 41 23 25 0 0 0 0

2015/16 101 15 15 26 26 30 30 30 30 0 0 0 0

2016/17 126 16 13 28 22 31 25 51 40 0 0 0 0

2017/18 101 15 15 29 29 26 26 31 31 0 0 0 0

2018/19 107 12 11 31 29 35 33 29 27 0 0 0 0

School

Year # # % # % # % # % # % # %0

2014/15 145 28 19 49 34 46 32 22 15 0 0 0 0

2015/16 162 35 22 40 25 61 38 26 16 0 0 0 0

2016/17 188 34 18 43 23 44 23 67 36 0 0 0 0

2017/18 162 31 19 53 33 29 18 49 30 0 0 0 0

2018/19 147 31 21 51 35 32 22 33 22 0 0 0 0

* Total includes Graduated Adults.

GRADE DISTRIBUTION OF STUDENTS WITH BEHAVIOUR DISABILITIES

Behaviour Disabilities Group includes categories H (Intensive Behaviour Interventions/Serious Mental Illness) and R (Moderate Behaviour

Support/Mental Illness).

Aboriginal Students

SecondaryElementary

Total

Behaviour

Disabilities* K-3 4-7 8-10

Total

Behaviour

Disabilities*

11-12 Ungraded (EU) Ungraded (SU)

Ungraded (SU)

Elementary Secondary

Non-Aboriginal Students

11-12 Ungraded (EU)K-3 4-7 8-10

11

21

29

3533

22

27

22

0 00 00

5

10

15

20

25

30

35

40


Perc

en

t o

f S

tud

en

ts

Percent of Students with Behaviour Disabilities - Grade Distribution 2018/19

K-3 4-7 8-10 11-12 EU SU



School Writers Only Participation

Year # % # % # % # %

2014/15 59 79 9 15 44 75 6 10

2015/16 56 72 14 25 35 63 7 13

2016/17 45 67 12 27 31 69 2 4

2017/18 69 97 26 38 38 55 5 7

2018/19 66 89 21 32 42 64 3 5

GRADE 4: NON-ABORIGINAL


Year # % # % # % # %

2014/15 246 79 41 17 184 75 21 9

2015/16 253 76 54 21 177 70 22 9

2016/17 260 77 72 28 173 67 15 6

2017/18 331 96 83 25 210 63 38 11

2018/19 328 90 92 28 199 61 37 11

ExtendingOn TrackEmerging

FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: READING COMPREHENSION, GRADE 4

GRADE 4: ABORIGINAL

Not Yet

Meeting Meeting Exceeding

To provide a more accurate reflection of students' overall foundation skills levels, the percentages reported are relative to "writers only"

(only those who wrote the assessment). This is a change from the years before 2014/15, when the reported percentages were relative

to all students who were expected to write the assessment.

The FSA uses three levels to describe student performance. In 2017/18, the FSA categorization language evolved to reflect

proficiency levels, and to be descriptive and strengths-based. The new levels are Emerging → On Track → Extending.

For more information, please visit the FSA Description and Specifications page:

https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-

12/assessment/fsa_description_specification_june2017.pdf

Emerging On Track Extending

Not Yet


400

420

440

460

480

500

520

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Scaled Score - Grade 4 Reading







Year # % # % # % # %

2014/15 59 79 15 25 38 64 6 10

2015/16 52 67 16 31 36 69 0 0

2016/17 45 67 10 22 35 78 0 0

2017/18 65 92 19 29 43 66 3 5

2018/19 62 84 18 29 44 71 0 0



Year # % # % # % # %

2014/15 245 79 33 13 181 74 31 13

2015/16 251 76 62 25 183 73 6 2

2016/17 249 74 47 19 193 78 9 4

2017/18 312 91 83 27 220 71 9 3

2018/19 328 90 72 22 241 73 15 5


FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: WRITING, GRADE 4

GRADE 4: ABORIGINAL

Not Yet Meeting Meeting Exceeding

To provide a more accurate reflection of students' overall foundation skills levels, the percentages reported are relative to "writers

only" (only those who wrote the assessment). This is a change from the years before 2014/15, when the reported percentages were

relative to all students who were expected to write the assessment.







Not Yet Meeting Meeting Exceeding

0

1

2

3

4

5

6

7

8

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Score - Grade 4 Writing







Year # % # % # % # %

2014/15 59 79 19 32 39 66 1 2

2015/16 56 72 10 18 44 79 2 4

2016/17 45 67 13 29 31 69 1 2

2017/18 68 96 28 41 40 59 0 0

2018/19 66 89 38 58 25 38 3 5



Year # % # % # % # %

2014/15 247 79 56 23 182 74 9 4

2015/16 250 75 48 19 184 74 18 7

2016/17 257 76 77 30 172 67 8 3

2017/18 328 95 128 39 190 58 10 3

2018/19 322 89 109 34 202 63 11 3


FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: NUMERACY, GRADE 4

GRADE 4: ABORIGINAL

Not Yet











Not Yet



0

100

200

300

400

500

600

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Scaled Score - Grade 4 Numeracy






Year # % # % # % # %

2014/15 65 86 23 35 41 63 1 2

2015/16 66 80 28 42 36 55 2 3

2016/17 49 65 21 43 28 57 0 0

2017/18 97 91 34 35 62 64 1 1

2018/19 79 85 34 43 45 57 0 0



Year # % # % # % # %

2014/15 259 83 82 32 154 59 23 9

2015/16 260 81 77 30 161 62 22 8

2016/17 213 68 81 38 116 54 16 8

2017/18 312 95 60 19 241 77 11 4

2018/19 308 88 85 28 211 69 12 4

FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: READING COMPREHENSION, GRADE 7

GRADE 7: ABORIGINAL

Not Yet





The FSA uses three levels to describe student performance. In 2017/18, the FSA categorization language evolved to reflect proficiency

levels, and to be descriptive and strengths-based. The new levels are Emerging → On Track → Extending.






Not Yet



360

380

400

420

440

460

480

500

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Scaled Score - Grade 7 Reading






Year # % # % # % # %

2014/15 65 86 28 43 37 57 0 0

2015/16 61 74 16 26 45 74 0 0

2016/17 50 67 25 50 23 46 2 4

2017/18 86 80 15 17 68 79 3 3

2018/19 75 81 7 9 60 80 8 11



Year # % # % # % # %

2014/15 253 81 81 32 166 66 6 2

2015/16 250 78 53 21 184 74 13 5

2016/17 206 66 73 35 125 61 8 4

2017/18 304 92 25 8 260 86 19 6

2018/19 298 85 22 7 230 77 46 15


FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: WRITING, GRADE 7

GRADE 7: ABORIGINAL

Not Yet











Not Yet



0

1

2

3

4

5

6

7

8

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Score - Grade 7 Writing






Year # % # % # % # %

2014/15 64 84 37 58 27 42 0 0

2015/16 65 79 44 68 21 32 0 0

2016/17 52 69 34 65 18 35 0 0

2017/18 98 92 64 65 33 34 1 1

2018/19 83 89 55 66 28 34 0 0



Year # % # % # % # %

2014/15 255 81 128 50 124 49 3 1

2015/16 261 82 120 46 137 52 4 2

2016/17 227 73 121 53 103 45 3 1

2017/18 310 94 150 48 148 48 12 4

2018/19 315 89 138 44 162 51 15 5


FOUNDATION SKILLS ASSESSMENT (FSA) RESULTS: NUMERACY, GRADE 7

GRADE 7: ABORIGINAL

Not Yet


To provide a more accurate reflection of students' overall foundation skills levels, the percentages reported are relative to "writers

only" (only those who wrote the assessment). This is a change from the years before 2014/15, when the reported percentages were

relative to all students who were expected to write the assessment.







Not Yet



300

320

340

360

380

400

420

440

460

480

2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 2016/17 2017/18 2018/19

Average FSA Scaled Score - Grade 7 Numeracy





COURSES LEADING TO GRADUATION

# # % # % # # % # %

English 10 - - - - - - - - - -

English 10: First Peoples - - - - - - - - - -

Foundations of Math 10 - - - - - - - - - -

Apprenticeship Math 10 - - - - - - - - - -

Science 10 - - - - - - - - - -

Civic Studies 11 - - - - - - - - - -

Social Studies 11 - - - - - - - - - -

BC First Nations Studies 12 - - - - - - - - - -

English 12: First Peoples 13 12 92 6 46 Msk Msk Msk Msk Msk

English 12 48 48 100 28 58 266 265 100 195 73

Communications 12 26 24 92 12 46 53 52 98 26 49

FINAL MARK RESULTS: OVERVIEW

C+ (Good)

or Better

Non-Aboriginal

C- (Pass)

or Better

The final mark for a course is derived from the course mark (classroom work) and the exam mark. As the course mark measures

performance for the duration of the course and the exam evaluates performance through large-scale testing, the results of these two

indicators may vary. In Grades 10 and 11 the exam scores provide 20% towards the final mark and in Grade 12 the exam scores provide

40% towards the final mark (exception: BC First Nations Studies 12 exam provides 20% of the final mark).

A blended final mark is reported when a student has been assigned a course mark and an exam mark. The marks presented in this

section represent the "best marks" obtained in the year indicated. In cases where a student retakes a course or rewrites an exam in a

subsequent year, a new blended final mark is reported in the year a course mark or exam mark is submitted.

C- (Pass)

or Better

C+ (Good)

or Better

Students

Assigned

Final Mark

Students

Assigned

Final Mark

Aboriginal

Course-based provincial exams are being replaced by Numeracy and Literacy assessments. This move was based on consultation with

the Advisory Group on Provincial Assessment. For more information, please visit the BC's new curriculum website

https://curriculum.gov.bc.ca/. Given the phasing out of provincial exams in 2016/17, no new data are available for many of the listed

courses. The Ministry is working with partners to provide an alternative for the 2020 Aboriginal: How Are We Doing? Report.

Certain courses must be taken in Grades 10, 11 and 12 in order to meet graduation requirements. Results presented in this section

include graduation program exams written in August, November, January, April and June of the school year indicated.

0

10

20

30

40

50

60

70

80

90

100

Perc

ent

Final Marks Overview: Aboriginal Results 2018/19

C- (Pass) or Better C+ (Good) or Better



Students Students

Assigned Assigned

School Final Mark Final Mark

Year # # % # % # # % # %

2014/15 60 60 100 31 52 327 320 98 203 62

2015/16 55 51 93 33 60 308 302 98 213 69

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -

Students Total Students Total

Assigned Gr 10 Assigned Gr 10

School Final Mark Students Gr 10 Non-Gr 10 Final Mark Students Gr 10 Non-Gr 10

Year # # # # # # # #

2014/15 60 88 55 5 327 365 304 23

2015/16 55 81 44 11 308 353 286 22

2016/17 - 100 - - - 348 - -

2017/18 - 92 - - - 348 - -

2018/19 - 93 - - - 355 - -

1

Data represent only those students who are enrolled and in attendance in September or February of year indicated.2

Non-Gr 10 represents students who are taking a Grade 10 level course but are not in Grade 10.

FINAL MARKS: ENGLISH 10

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

C- (Pass)

or Better

C+ (Good)

or Better


100 9893

98

0

20

40

60

80

100


ENGLISH 10: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 12 12 100 3 25 10 10 100 5 50

2015/16 13 13 100 6 46 Msk Msk Msk Msk Msk

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -



School Final Mark Students1

Gr 10 Non-Gr 10 Final Mark Students1

Gr 10 Non-Gr 10

Year # # # # # # # #

2014/15 12 88 11 1 10 365 10 0

2015/16 13 81 13 0 Msk 353 Msk Msk

2016/17 - 100 - - - 348 - -

2017/18 - 92 - - - 348 - -

2018/19 - 93 - - - 355 - -

1 Data represent only those students who are enrolled and in attendance in September or February of year indicated.2 Non-Gr 10 represents students who are taking a Grade 10 level course but are not in Grade 10.


FINAL MARKS: ENGLISH 10: FIRST PEOPLES

C- (Pass)

or Better

C+ (Good) or

Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

100 100100

0

20

40

60

80

100


English 10: First Peoples C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 28 26 93 16 57 225 212 94 144 64

2015/16 37 35 95 18 49 214 207 97 134 63

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 10 Non-Gr 10

Year # # # # # # # #

2014/15 28 88 25 3 225 365 202 23

2015/16 37 81 34 3 214 353 195 19

2016/17 - 100 - - - 348 - -

2017/18 - 92 - - - 348 - -

2018/19 - 93 - - - 355 - -



FINAL MARKS: FOUNDATIONS & PRE-CALCULUS MATH 10

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

93 9495 97

0

20

40

60

80

100


Foundations & Pre-Calculus Math 10: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 37 36 97 23 62 128 124 97 70 55

2015/16 29 27 93 10 34 111 106 95 57 51

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 10 Non-Gr 10

Year # # # # # # # #

2014/15 37 88 26 11 128 365 94 34

2015/16 29 81 21 8 111 353 90 21

2016/17 - 100 - - - 348 - -

2017/18 - 92 - - - 348 - -

2018/19 - 93 - - - 355 - -


FINAL MARKS: APPRENTICESHIP AND WORKPLACE MATH 10

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Final Mark

Students Assigned Students Assigned

Final Mark


97 9793 95

0

20

40

60

80

100


Apprenticeship And Workplace Math 10: C-(Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 68 64 94 22 32 327 311 95 181 55

2015/16 59 57 97 33 56 315 311 99 183 58

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 10 Non-Gr 10

Year # # # # # # # #

2014/15 68 88 61 7 327 365 307 20

2015/16 59 81 53 6 315 353 289 26

2016/17 - 100 - - - 348 - -

2017/18 - 92 - - - 348 - -

2018/19 - 93 - - - 355 - -



FINAL MARKS: SCIENCE 10

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

94 9597 99

0

20

40

60

80

100


Science 10: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 - - - - - Msk Msk Msk Msk Msk

2015/16 - - - - - - - - - -

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 11 Non-Gr 11

Year # # # # # # # #

2014/15 - 81 - - Msk 389 Msk Msk

2015/16 - 89 - - - 392 - -

2016/17 - 79 - - - 370 - -

2017/18 - 100 - - - 367 - -

2018/19 - 90 - - - 366 - -



FINAL MARKS: CIVIC STUDIES 11

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

0

20

40

60

80

100


Civic Studies 11: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 39 38 97 16 41 296 288 97 191 65

2015/16 51 50 98 29 57 315 313 99 212 67

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 11 Non-Gr 11

Year # # # # # # # #

2014/15 39 81 34 5 296 389 272 24

2015/16 51 89 45 6 315 392 288 27

2016/17 - 79 - - - 370 - -

2017/18 - 100 - - - 367 - -

2018/19 - 90 - - - 366 - -



FINAL MARKS: SOCIAL STUDIES 11

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

97 9798 99

0

20

40

60

80

100


Social Studies 11: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 14 14 100 6 43 40 39 98 16 40

2015/16 15 15 100 7 47 20 20 100 13 65

2016/17 - - - - - - - - - -

2017/18 - - - - - - - - - -

2018/19 - - - - - - - - - -





Gr 12 Non-Gr 12

Year # # # # # # # #

2014/15 14 71 4 10 40 426 21 19

2015/16 15 94 4 11 20 405 6 14

2016/17 - 112 - - - 421 - -

2017/18 - 97 - - - 408 - -

2018/19 - 116 - - - 401 - -



FINAL MARKS: BC FIRST NATIONS STUDIES 12

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

100 98100 100

0

20

40

60

80

100


BC First Nations Studies 12: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 Msk Msk Msk Msk Msk - - - - -

2015/16 - - - - - - - - - -

2016/17 10 9 90 5 50 11 11 100 6 55

2017/18 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk

2018/19 13 12 92 6 46 Msk Msk Msk Msk Msk





Gr 12 Non-Gr 12

Year # # # # # # # #

2014/15 Msk 71 Msk Msk - 426 - -

2015/16 - 94 - - - 405 - -

2016/17 10 112 6 4 11 421 9 2

2017/18 Msk 97 Msk Msk Msk 408 Msk Msk

2018/19 13 116 6 7 Msk 401 Msk Msk



FINAL MARKS: ENGLISH 12: FIRST PEOPLES

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

90

100

92

0

20

40

60

80

100


English 12: First Peoples: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 29 29 100 17 59 281 279 99 201 72

2015/16 31 31 100 17 55 254 252 99 173 68

2016/17 36 36 100 20 56 260 259 100 179 69

2017/18 45 45 100 30 67 254 251 99 188 74

2018/19 48 48 100 28 58 266 265 100 195 73





Gr 12 Non-Gr 12

Year # # # # # # # #

2014/15 29 71 26 3 281 426 244 37

2015/16 31 94 26 5 254 405 221 33

2016/17 36 112 31 5 260 421 239 21

2017/18 45 97 35 10 254 408 218 36

2018/19 48 116 42 6 266 401 224 42



FINAL MARKS: ENGLISH 12

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

100 99100 99100 100100 99100 100

0

20

40

60

80

100


English 12: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



Students Students

Assigned Assigned


Year # # % # % # # % # %

2014/15 10 10 100 2 20 58 58 100 37 64

2015/16 21 21 100 12 57 63 63 100 27 43

2016/17 20 20 100 13 65 65 63 97 43 66

2017/18 10 10 100 6 60 51 49 96 29 57

2018/19 26 24 92 12 46 53 52 98 26 49





Gr 12 Non-Gr 12

Year # # # # # # # #

2014/15 10 71 7 3 58 426 42 16

2015/16 21 94 18 3 63 405 50 13

2016/17 20 112 15 5 65 421 37 28

2017/18 10 97 7 3 51 408 30 21

2018/19 26 116 18 8 53 401 35 18



FINAL MARKS: COMMUNICATIONS 12

C- (Pass)

or Better

C+ (Good)

or Better

C- (Pass)

or Better

C+ (Good)

or Better


Students Assigned

Final Mark

Students Assigned

Final Mark

100 100100 10010097

10096

9298

0

20

40

60

80

100


Communications 12: C- (Pass) or Better

2014/15 2015/16 2016/17 2017/18 2018/19

Perc

en

t

22



PROGRESS OF STUDENTS ENTERING GRADE 8 IN SEPTEMBER 2013

School All Students Female Male All Students Female Male

Year Year % % % % % %

2013/14 Grade 8 100 100 100 100 100 100Grade 9 97 95 99 98 99 98

Grade 10 100 98 100 97 97 97Grade 11 96 100 93 93 93 94Grade 12 97 100 93 86 84 89

2018/19 Completion 83 93 75 76 77 76

PROGRESS OF STUDENTS ENTERING GRADE 8


The data represent a cohort of students as they progress from Grade 8 through to Grade 12 completion. Each year out-migration

estimates are factored in. If a student leaves for another district, that student's information will be reported in the new district's cohort

information. (Grade transition includes transitions to a higher grade in any BC Public or Independent school.)

0

10

20

30

40

50

60

70

80

90

100

Year Grade 8 Year Grade 9 Year Grade 10 Year Grade 11 Year Grade 12 Completion

Pro

gre

ssin

g t

o N

ext

Gra

de

(%

)

Progress of Students Entering Grade 8


0

10

20

30

40

50

60

70

80

90

100

Year Grade 8 Year Grade 9 Year Grade 10 Year Grade 11 Year Grade 12 Completion

Pro

gre

ssin

g t

o N

ext

Gra

de

(%

)

Progress of Students Entering Grade 8: Gender

Aboriginal Female Non-Aboriginal Female

Aboriginal Male Non-Aboriginal Male



FIVE-YEAR COMPLETION RATE* (ABORIGINAL STATUS AND GENDER)

All All

Students Female Male Students Female Male

School Year % % % % % %

2014/15 73 67 78 77 84 71

2015/16 73 72 74 75 73 77

2016/17 59 62 57 71 74 68

2017/18 74 64 81 80 80 81

2018/19 70 83 60 73 74 72

* When the five-year rate is reported, numbers for prior school years are not updated (Page 29).

FIVE-YEAR COMPLETION RATE, 2014/15 - 2018/19

The five-year completion rate is the percent of Grade 8 students who graduate with a Certificate of Graduation within 5 years, adjusted

for outmigration. It is not the inverse of a "dropout rate" as students may graduate after the five-year period.


7377

73 75

59

7174

80

7073

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t

Five-Year Completion Rate: Aboriginal/Non-Aboriginal

2014/15 2015/16 2016/17 2017/18 2018/19

67

7872 74

6257

64

8183

60

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t

Five-Year Completion Rate: Aboriginal by Gender

2014/15 2015/16 2016/17 2017/18 2018/19



SIX-YEAR COMPLETION RATE* (ABORIGINAL STATUS AND GENDER)

All All

Students Female Male Students Female Male

School Year % % % % % %

2014/15 76 69 83 78 84 72

2015/16 81 85 77 77 76 78

2016/17 74 74 73 73 74 71

2017/18 83 71 92 84 82 85

2018/19 83 93 75 76 77 76

* When the six-year rate is reported, numbers for prior school years are not updated (Page 30). When the six-year rate is reported with

the seven- and eight-year rates, numbers for prior school years are updated (Page 31).

The six-year completion rate is the percent of Grade 8 students who graduate with a Certificate of Graduation within 6 years, adjusted

for outmigration. It is not the inverse of a "dropout rate" as students may graduate after the six-year period.

SIX-YEAR COMPLETION RATE, 2014/15 - 2018/19

Non-AboriginalAboriginal

76 7881

7774 73

83 848376

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t

Six-Year Completion Rate: Aboriginal/Non-Aboriginal

2014/15 2015/16 2016/17 2017/18 2018/19

69

83857774 7371

9293

75

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t

Six-Year Completion Rate: Aboriginal by Gender

2014/15 2015/16 2016/17 2017/18 2018/19



SIX-, SEVEN- AND EIGHT-YEAR COMPLETION RATES* (ABORIGINAL AND GENDER)

All All All

Student Cohort Aboriginal Female Male Aboriginal Female Male Aboriginal Female Male

Start Year % % % % % % % % %

2011/12 74 74 73 76 74 77 75 73 762012/13 83 71 92 85 73 96 - - -2013/14 83 93 75 - - - - - -

* When the six-year rate is reported, numbers for prior school years are not updated (Page 30). When the six-year rate is reported with

the seven- and eight-year rates, numbers for prior school years are updated (Page 31).

SIX-, SEVEN- AND EIGHT-YEAR SCHOOL COMPLETION RATES

The student cohort start year is the year a student enters Grade 8 for the first time. The 2012/13 and 2013/14 cohorts will be incomplete

as they have not yet attained their seventh and/or eighth years. See glossary for completion rate definitions.

Six-Year Completion Rate Seven-Year Completion Rate Eight-Year Completion Rate

74 76 7574 74 7373 77 76

0

20

40

60

80

100

2016/17 2017/18 2018/19

Perc

en

t

Six-, Seven- and Eight-Year Aboriginal Completion Rates, 2011/12 Cohort

All Students Female Male

6 Year 7 Year 8 Year

83 85

71 73

92 96

0

20

40

60

80

100

2017/18 2018/19 2019/20

Perc

en

t



8393

75

0

20

40

60

80

100

2018/19 2019/20 2020/21

Perc

en

t



6 Year 7 Year

6 Year



BC SCHOOL COMPLETION CERTIFICATE ("Evergreen" Certificate)

School Year # # % # # %

2014/15 69 Msk Msk 411 Msk Msk2015/16 89 Msk Msk 389 Msk Msk2016/17 109 Msk Msk 410 19 52017/18 95 Msk Msk 392 Msk Msk2018/19 113 Msk Msk 385 Msk Msk

BC CERTIFICATE OF GRADUATION ("Dogwood" Diploma)


2014/15 69 39 57 411 334 812015/16 89 44 49 389 290 752016/17 109 56 51 410 316 772017/18 95 58 61 392 285 732018/19 113 70 62 385 292 76

BC ADULT GRADUATION DIPLOMA ("Adult Dogwood" Diploma)


2014/15 69 Msk Msk 411 22 52015/16 89 14 16 389 23 62016/17 109 17 16 410 29 72017/18 95 Msk Msk 392 33 82018/19 113 12 11 385 23 6

* See Glossary for definitions.

BC Adult

Graduation

Diploma *

BC Adult

Graduation

Diploma *


BC Certificate of

Graduation *

BC Certificate of

Graduation *


September

Gr 12

Students

September

Gr 12

Students

September

Gr 12

Students

September

Gr 12

Students

BC School

Completion

Certificate *

BC School

Completion

Certificate *

BC SCHOOL COMPLETION CERTIFICATE AND BC CERTIFICATE OF GRADUATION


The School Completion Certificate ("Evergreen" Certificate) was developed in the 2006/07 school year. It was a Ministry response to

parents and educators who wanted to better celebrate students, primarily those with special learning needs and individual education

plans, who had succeeded in meeting the goals of their educational program other than graduation.

September

Gr 12

Students

September

Gr 12

Students



CHILDREN UNDER A CONTINUING CUSTODY ORDER (EVER)

All CCOs

School Year # # % # %

2013/14 46 27 59 19 41

2014/15 38 19 50 19 50

2015/16 45 24 53 21 47

2016/17 39 24 62 15 38

2017/18 23 14 61 9 39

ABORIGINAL CHILDREN IN CARE AS A PERCENT OF ABORIGINAL ENROLMENT (EVER)

All

Aboriginal

Students

School Year # # %

2013/14 991 27 3

2014/15 1,005 19 2

2015/16 1,068 24 2

2016/17 1,123 24 2

2017/18 1,074 14 1

CCO (EVER) SIX-YEAR COMPLETION RATE (ABORIGINAL STATUS AND GENDER)

All CCOs Female Male Total Female Male Total

School Year % % % % % % %

2013/14 Msk Msk Msk Msk Msk - Msk

2014/15 Msk Msk Msk Msk Msk Msk Msk

2015/16 Msk Msk Msk Msk - Msk Msk

2016/17 42 Msk Msk Msk Msk Msk Msk


All CCOs Female Male Total Female Male Total

School Year % % % % % % %

2013/14 Msk - Msk Msk Msk - Msk

2014/15 Msk - - - Msk - Msk

2015/16 Msk Msk - Msk - Msk Msk


2017/18 Msk - Msk Msk Msk - Msk

** See Glossary for definition

EDUCATION EXPERIENCES OF (EVER*) CHILDREN IN CARE

Aboriginal Non Aboriginal

* The results below are based on students who were at one time during their K-12 school years under a CCO. These numbers are

different from the MCFD report that focuses only on students who are currently under a CCO, with six-year completion results based on

the students who were under a CCO while in their Grade 8 year.

The data in the page are not updated. The Ministry of Education is currently working with the Ministry of Children and Family

Development to improve data alignment in our reports.

A Continuing Custody Order (CCO) means that the Director of Child Welfare is the sole guardian of the child, and the Public Guardian

and Trustee manages the child's estate. While many children only come into the care of the Ministry of Children and Family

Development (MCFD) for a brief period of time, the MCFD's relationship with children under a Continuing Custody Order is longer-term

in nature. This means that the MCFD has an opportunity to positively affect the educational attainment of these children. To improve

education outcomes for children under a Continuing Custody Order, a good understanding of who these children are and how they are

currently performing in school must be established.


CCO (EVER) ELIGIBLE GRADE 12 GRADUATION RATE** (ABORIGINAL STATUS AND GENDER)

CCOs CCOs

Aboriginal Children

Under a

Continuing

Custody Order




GRADE 12 GRADUATES ENTERING COMMUNITY COLLEGES

Demographic

Group # % # % # % # % # %

Aboriginal 59 100 17 28.8 5 8.5 3 5.1 3 5.1

Non-Aboriginal 342 100 125 36.5 37 10.8 6 1.8 6 1.8

K-12 NON-GRADUATES ENTERING COMMUNITY COLLEGES

Demographic

Group # % # % # % # % # %

Aboriginal 30 100 6 20.0 1 3.3 1 3.3 - -

Non-Aboriginal 225 100 7 3.1 7 3.1 2 0.9 2 0.9

GRADE 12 GRADUATES ENTERING INSTITUTES

Demographic

Group # % # % # % # % # %

Aboriginal 59 100 - - - - - - - -

Non-Aboriginal 342 100 1 0.3 2 0.6 1 0.3 1 0.3

K-12 NON-GRADUATES ENTERING INSTITUTES

Demographic

Group # % # % # % # % # %

Aboriginal 30 100 - - - - - - - -

Non-Aboriginal 225 100 - - - - 1 0.4 - -

Over time, the number of non-graduates may decrease as these students complete graduation requirements and become counted as

part of the graduation population.

K-12 Non-

Graduates of Year

of Last Enrolment

2013/14

Year of Transition to an Institute

2014/15 2015/16 2016/17 2017/18

Grade 12

Graduates of

School Year

2013/14

Year of Transition to an Institute

2014/15 2015/16 2016/17 2017/18

K-12 Non-

Graduates of Year

of Last Enrolment

2013/14

Year of Transition to a Community College

2014/15 2015/16 2016/17 2017/18

STUDENT TRANSITIONS TO BC PUBLIC POST-SECONDARY INSTITUTIONS

Grade 12

Graduates of

School Year

2013/14

Year of Transition to a Community College

2014/15 2015/16 2016/17 2017/18

In recent years, numerous BC post-secondary institutions have changed their name and sector designation. Because of these changes,

and to ensure consistency over time, each institution is reported under its most recent name and sector designation.



GRADE 12 GRADUATES ENTERING RESEARCH-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 59 100 - - - - - - - -

Non-Aboriginal 342 100 15 4.4 - - - - - -

K-12 NON-GRADUATES ENTERING RESEARCH-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 30 100 - - - - - - - -

Non-Aboriginal 225 100 - - - - 1 0.4 - -

GRADE 12 GRADUATES ENTERING TEACHING-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 59 100 - - 1 1.7 - - - -

Non-Aboriginal 342 100 6 1.8 2 0.6 1 0.3 2 0.6

K-12 NON-GRADUATES ENTERING TEACHING-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 30 100 - - - - - - - -

Non-Aboriginal 225 100 - - 1 0.4 - - - -

Over time, the number of non-graduates may decrease as these students complete graduation requirements and become counted as

part of the graduation population.

Grade 12

Graduates of

School Year

2013/14

Year of Transition to a Teaching-Intensive University

2014/15 2015/16 2016/17 2017/18

K-12 Non-

Graduates of

Year of Last

Enrolment

2013/14

Year of Transition to a Teaching-Intensive University

2014/15 2015/16 2016/17 2017/18

K-12 Non-

Graduates of

Year of Last

Enrolment

2013/14

Year of Transition to a Research-Intensive University

2014/15 2015/16 2016/17 2017/18

STUDENT TRANSITIONS TO BC PUBLIC POST-SECONDARY INSTITUTIONS

For more information, see the website: https://www2.gov.bc.ca/gov/content/education-training/post-secondary-education/data-

research/student-transitions-project

Grade 12

Graduates of

School Year

2013/14

Year of Transition to a Research-Intensive University

2014/15 2015/16 2016/17 2017/18



CAVEAT

STUDENT LEARNING SURVEY RESULTS, 2014/15 - 2018/19

With the focus on modernizing learning, there is a pressing need for information about the contexts that determines outcomes.

Consequently, the ministry (working with School Districts and Students), re-designed the survey to focus on learning processes as well

as satisfaction. Reflecting this change, the survey has been called the “Student Learning Survey” since 2016/17.

More questions have been added since 2016/17, including new questions related to themes and categories of interest to clients, new

open–ended questions, and the survey has been “PENed”.

Report users should carefully compare any results after 2016/17 against trends established in earlier years, and consider the change of

2016/17 results if they differ greatly from established trends.

The Student Learning Survey is an annual province-wide census. This means that instead of sampling a small percentage, all students

in the targeted grades are encouraged to participate. Because it is a census, the survey is representative even at the school level.

Some students do not complete surveys. Overall the response rates are around 75% for elementary grades and around 50% for

secondary grades.

Some demographic information is taken from survey questions (e.g. grade level). The Aboriginal ancestry question is skipped by fewer

than 1% of respondents, and so results by Aboriginal ancestry are considered to be representative of respondents and of the school

population.

The following is a subset of questions from the Student Learning Survey. These questions were selected because they help to provide

students' perspectives regarding their sense of belonging. For more information on the provincial Student Learning Survey, visit

https://www2.gov.bc.ca/gov/content/education-training/k-12/support/student-learning-survey



Do you like school? Gr 4 Gr 4

Respondents Respondents


2014/15 67 45 67 301 212 702015/16 80 43 54 285 178 622016/17 67 31 46 277 151 552017/18 71 51 72 322 213 662018/19 63 39 62 348 215 62

Do adults in the school treat all students fairly? Gr 4 Gr 4



2014/15 69 58 84 293 236 812015/16 80 57 71 276 218 792016/17 67 39 58 280 180 642017/18 71 53 75 321 255 792018/19 64 51 80 347 260 75

Gr 4 Gr 4



2014/15 71 54 76 304 232 762015/16 84 56 67 281 209 742016/17 - - - - - -2017/18 - - - - - -2018/19 - - - - - -

Gr 4 Gr 4



2014/15 - - - - - -2015/16 - - - - - -2016/17 63 29 46 274 138 502017/18 - - - - - -2018/19 - - - - - -

Gr 4 Gr 4



2014/15 66 61 92 302 283 942015/16 84 77 92 278 261 942016/17 65 50 77 278 234 842017/18 - - - - - -2018/19 - - - - - -

Gr 4 Gr 4



2014/15 68 46 68 292 189 652015/16 81 53 65 283 201 712016/17 66 27 41 280 132 472017/18 71 30 42 318 129 412018/19 64 24 38 347 117 34

How many teachers help you with your

schoolwork when you need it?All or many All or many

All of the time or

many times

All of the time or

many times

Do your teachers help you with your

schoolwork when you need it?

All of the time or

many times

All of the time or

many times

STUDENT LEARNING SURVEY RESULTS, GRADE 3/4


All of the time or

many times

All of the time or

many times

At school, are you being taught about

Aboriginal peoples in Canada?/ Are you

learning about First Peoples at school?All of the time or

many times

All of the time or

many times

At school, do you respect people who are

different from you (for example, think, act, or

look different)?

All of the time or

many times

All of the time or

many times

20

40

60

80

100


30

50

70

90


50

60

70

80

90


55

70

85

100


5305580


35

40

45

50

55




Do you feel safe at school? Gr 4 Gr 4



2014/15 70 51 73 297 256 862015/16 85 58 68 281 208 742016/17 91 55 60 245 166 682017/18 64 48 75 325 264 812018/19 61 51 84 348 282 81

Gr 4 Gr 4



2014/15 70 9 13 297 27 92015/16 83 14 17 279 33 122016/17 92 22 24 245 29 122017/18 62 7 11 324 41 132018/19 60 6 10 347 30 9

Gr 4 Gr 4



2014/15 70 70 100 296 286 972015/16 85 79 93 285 274 962016/17 66 52 79 280 221 792017/18 70 50 71 319 245 772018/19 63 44 70 340 241 71

I would like to go to a different school. Gr 4 Gr 4



2014/15 67 5 7 292 10 32015/16 85 10 12 273 20 72016/17 66 8 12 277 23 82017/18 - - - - - -2018/19 - - - - - -

All of the time or

many times

All of the time or

many times

STUDENT LEARNING SURVEY RESULTS, GRADE 3/4 continued


All of the time or

many times

All of the time or

many times

Two adults or

more

How many adults at your school care about

you?/ How many adults do you think care

about you at your school?

Two adults or

more

At school, are you bullied, teased, or picked

on?/ Have you ever felt bullied at school?All of the time or

many times

All of the time or

many times

45

60

75

90


0

15

30

45


55

70

85

100


0

10

20

30







2014/15 59 27 46 263 140 532015/16 69 31 45 275 139 512016/17 54 20 37 226 101 452017/18 93 37 40 304 144 472018/19 71 21 30 292 124 42




2014/15 59 35 59 256 166 652015/16 69 36 52 268 178 662016/17 54 33 61 228 121 532017/18 94 44 47 306 173 572018/19 71 40 56 292 174 60

Gr 7 Gr 7



2014/15 59 37 63 259 179 692015/16 69 44 64 277 194 702016/17 - - - - - -2017/18 - - - - - -2018/19 - - - - - -

Gr 7 Gr 7



2014/15 - - - - - -2015/16 - - - - - -2016/17 52 27 52 221 132 602017/18 89 47 53 290 175 602018/19 68 35 51 282 157 56

Gr 7 Gr 7



2014/15 58 51 88 262 250 952015/16 67 58 87 275 261 952016/17 52 42 81 225 201 892017/18 91 78 86 304 266 882018/19 69 55 80 288 247 86

Gr 7 Gr 7



2014/15 57 13 23 255 38 152015/16 69 14 20 268 51 192016/17 53 13 25 227 44 192017/18 94 23 24 305 65 212018/19 70 19 27 290 61 21



All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times

STUDENT LEARNING SURVEY RESULTS, GRADE 7


All of the time or

many times

All of the time or

many times

All of the time or

many times


Aboriginal peoples in Canada?All of the time or

many times



look different)?

All of the time or

many times

All of the time or

many times

15

30

45

60

75


25

40

55

70

85


55

60

65

70

75


70

80

90

100


0

10

20

30

40


45

50

55

60

65







2014/15 60 41 68 263 190 722015/16 67 45 67 272 209 772016/17 48 28 58 230 156 682017/18 91 57 63 308 206 672018/19 64 40 63 295 207 70

Gr 7 Gr 7



2014/15 60 5 8 259 34 132015/16 70 10 14 272 35 132016/17 47 10 21 229 26 112017/18 91 16 18 310 25 82018/19 65 12 18 297 45 15

Gr 7 Gr 7



2014/15 59 50 85 265 236 892015/16 69 56 81 275 256 932016/17 54 35 65 227 159 70

2017/18 94 55 59 306 225 742018/19 70 38 54 291 172 59




2014/15 55 8 15 259 22 82015/16 66 9 14 268 17 62016/17 54 3 6 228 21 92017/18 94 12 13 304 30 102018/19 70 12 17 290 33 11

All of the time or

many times

All of the time or

many times

STUDENT LEARNING SURVEY RESULTS, GRADE 7 continued


All of the time or

many times

All of the time or

many times

Two adults or

more


you? (Percentage responding 2 adults or

more.)

Two adults or

more


on?

All of the time or

many times

All of the time or

many times

35

50

65

80

95


0

15

30

45


25

50

75

100


0

10

20

30







2014/15 60 25 42 280 107 382015/16 52 12 23 237 73 312016/17 63 14 22 239 65 272017/18 67 19 28 267 98 372018/19 53 18 34 258 93 36




2014/15 56 27 48 271 125 462015/16 52 14 27 233 118 512016/17 63 21 33 240 107 452017/18 66 30 45 267 121 452018/19 53 24 45 261 115 44

Gr 10 Gr 10



2014/15 58 41 71 276 190 692015/16 52 29 56 234 140 602016/17 - - - - - -2017/18 - - - - - -2018/19 - - - - - -

Gr 10 Gr 10



2014/15 - - - - - -2015/16 - - - - - -2016/17 60 28 47 232 119 512017/18 67 31 46 258 133 522018/19 51 28 55 249 152 61

Gr 10 Gr 10



2014/15 60 44 73 271 245 902015/16 53 45 85 229 211 922016/17 60 43 72 238 198 832017/18 66 56 85 264 212 802018/19 52 41 79 253 220 87

Gr 10 Gr 10



2014/15 60 30 50 269 108 402015/16 53 23 43 227 89 392016/17 61 22 36 236 72 312017/18 67 22 33 266 67 252018/19 53 18 34 254 93 37

All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times



All of the time or

many times



many times



look different)?

All of the time or

many times

All of the time or

many times

5

20

35

50

65


0

20

40

60

80


35

50

65

80

95


55

70

85

100


5

20

35

50

65


25

40

55

70

85







2014/15 57 36 63 272 195 722015/16 51 30 59 230 166 722016/17 65 34 52 238 160 672017/18 66 47 71 268 188 702018/19 51 38 75 255 196 77

Gr 10 Gr 10



2014/15 58 6 10 271 26 102015/16 52 4 8 231 17 72016/17 65 13 20 238 31 132017/18 66 5 8 265 24 92018/19 52 3 6 257 21 8

Gr 10 Gr 10



2014/15 60 51 85 276 199 722015/16 50 35 70 233 167 722016/17 63 38 60 240 143 602017/18 67 47 70 268 180 672018/19 52 36 69 260 168 65

Gr 10 Gr 10



2014/15 59 25 42 275 106 392015/16 51 16 31 234 77 332016/17 61 18 30 237 59 252017/18 67 23 34 265 95 362018/19 52 20 38 253 76 30

Gr 10 Gr 10



%%

2014/15 58 31 53 272 138 512015/16 50 18 36 236 110 472016/17 61 25 41 237 85 362017/18 67 28 42 263 103 392018/19 51 20 39 253 100 40




2014/15 55 7 13 262 25 102015/16 52 11 21 224 25 112016/17 63 15 24 238 49 212017/18 67 13 19 267 54 202018/19 53 12 23 257 39 15



more.)

All of the time or

many times

All of the time or

many times

Two adults or

more

Are you satisfied that school is preparing you

for post-secondary education (for example,

college, university, trade school)?

All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times


on?

All of the time or

many times

All of the time or

many times


for a job in the future?All of the time or

many times

All of the time or

many times

Two adults or

more

35

50

65

80

95


0

10

20

30


45

60

75

90


5

20

35

50

65


15

30

45

60

75


010203040







2014/15 48 13 27 241 92 382015/16 29 9 31 267 95 362016/17 30 13 43 181 64 352017/18 48 15 31 218 80 372018/19 41 15 37 170 50 29




2014/15 47 18 38 237 101 432015/16 30 16 53 260 117 452016/17 30 12 40 180 92 512017/18 48 18 38 217 102 472018/19 41 13 32 171 86 50

Gr 12 Gr 12



2014/15 47 24 51 239 157 662015/16 30 17 57 269 184 682016/17 - - - - - -2017/18 - - - - - -2018/19 - - - - - -

Gr 12 Gr 12



2014/15 - - - - - -2015/16 - - - - - -2016/17 30 13 43 174 117 672017/18 44 24 55 210 125 602018/19 39 23 59 168 102 61

Gr 12 Gr 12



2014/15 47 36 77 236 186 792015/16 30 23 77 262 212 812016/17 27 20 74 176 143 812017/18 46 34 74 212 180 852018/19 41 28 68 166 141 85

Gr 12 Gr 12



2014/15 46 16 35 238 57 242015/16 29 9 31 263 56 212016/17 28 8 29 179 62 352017/18 47 12 26 214 63 292018/19 41 9 22 167 58 35

All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times



All of the time or

many times

All of the time or

many times



All of the time or

many times



many times



look different)?

All of the time or

many times

All of the time or

many times

5

20

35

50

65


15

30

45

60

75


40

50

60

70

80


45

60

75

90


10

20

30

40

50


25

40

55

70

85






School Year # # % # # %% %

2014/15 47 28 60 231 168 732015/16 29 18 62 262 186 712016/17 32 22 69 176 131 742017/18 47 31 66 218 158 722018/19 39 30 77 172 138 80

Gr 12 Gr 12


School Year # # % # # %% %

2014/15 46 7 15 233 19 82015/16 29 5 17 262 19 72016/17 33 4 12 176 16 92017/18 47 4 9 216 13 62018/19 39 1 3 172 12 7

Gr 12 Gr 12


School Year # # % # # %% %

2014/15 49 39 80 239 197 822015/16 29 20 69 265 203 772016/17 30 24 80 181 130 722017/18 48 26 54 217 155 712018/19 41 32 78 171 144 84

Gr 12 Gr 12


School Year # # % # # %% %

2014/15 48 9 19 238 58 242015/16 28 5 18 265 45 172016/17 27 6 22 176 49 282017/18 47 10 21 211 52 252018/19 41 16 39 167 41 25

Gr 12 Gr 12


School Year # # % # # %% %

2014/15 46 16 35 240 93 392015/16 28 8 29 263 91 352016/17 26 5 19 176 73 412017/18 47 18 38 212 77 362018/19 41 21 51 166 66 40




2014/15 44 8 18 229 29 132015/16 29 4 14 253 26 102016/17 30 4 13 180 29 162017/18 47 4 9 217 37 172018/19 41 14 34 170 32 19



more.)

All of the time or

many times

All of the time or

many times

Two adults or

more


for post-secondary education (for example,

college, university, trade school)?

All of the time or

many times

All of the time or

many times


All of the time or

many times

All of the time or

many times



on?

All of the time or

many times

All of the time or

many times


for a job in the future?

All of the time or

many times

All of the time or

many times

Two adults or

more

0

100


0

20


0

100


0

50


0

100


0

50




GLOSSARY ITEM DEFINITION

The final mark is based on the blend of a student's best course mark and best exam mark.

These best marks may have been earned in different school years. Final marks may be

greater than either the best exam marks or best course marks observed in the reported year.

The final marks are usually derived from a blend of the best exam percent and the best

course percent, using a 80/20 mix for Grades 10 and 11, and a 60/40 mix for Grade 12. (The

sole exception is BC First Nations Studies 12, or FNS12, which alone of all Grade 12

examinable courses uses the 80/20 mix.)

Final Mark

A count of unique individuals.Headcount

A Certificate of Graduation is awarded by the Ministry of Education upon successful

completion of the British Columbia Provincial Graduation Requirements.

Graduation

The percentage of students who enter a grade for the first time from a lower grade and make

a transition to a higher grade anywhere in the British Columbia school system in the following

school year.

Grade-to-Grade Transition

Rate

A hyphen (-) is used in two situations:

1. The data are not available (for example, the Foundation Skills Assessment report provides

information on a range of years that may include years “in the future”), so a hyphen is used.

2. The data describe an outcome (such as a percent or rate) where the underlying number of

students or enrolments is zero (0). For example, consider a Grade 12 class that has no

students enrolled in an ELL program. When reporting the percent of Grade 12 ELL students

who achieved a passing grade in math, it is not appropriate to report any math outcomes for

ELL students, so a hyphen is used.

Hyphen

See Six-Year Completion Rate.Completion Rate

A record of a student reported to the Ministry as receiving an educational program. A student

may be recorded and counted as an enrolment in more than one school. Enrolment counts

include the records of all adults and school-age persons who are working towards

graduation. Registered homeschooled children are not included.

Enrolment

The proportion of eligible-to-graduate Grade 12 students who graduated in that school year.

Students are eligible to graduate if they have enrolled in sufficient courses to meet the

requirements to graduate during that school year.

Eligible Grade 12

Graduation Rate

A student who has self-identified as being of Aboriginal ancestry (First Nations: Status and

Non-Status, Métis and Inuit). Aboriginal ancestry and Status Indian living on reserve is

indicated on the Student Data Collection Form 1701. For data collection purposes a student

identified as Aboriginal will be considered Aboriginal from the 2003/2004 school year

forward. Status Indians are Aboriginal people who meet the requirements of the Indian Act

and who are registered under the Act.

Aboriginal Student

Alternate Programs Programs that meet the special requirements of students who may be unable to adjust to the

requirements of regular schools (for example timetables, schedules, or traditional classroom

environment). Does not include distributed learning programs or schools.

GLOSSARY



Includes only Aboriginal students who attend a school and who live off a reserve.Off-Reserve Aboriginal

Student

Abbreviation for Mask. When reporting data, the number or percentage must be suppressed

(or "masked") if they are elements of a population that is one through nine. For example, 8

students in a school write the Japanese 12 exam. The results for these students are masked.

However, if 15 students write the exam in the school, with 8 achieving a letter grade of C, the

results are not masked (as the total population is greater than nine).

Historical note: prior to October 2009, masking was applied to populations of one through

four. For more information refer to https://www2.gov.bc.ca/gov/content/education-training/k-

12/administration/legislation-policy/public-schools/protection-of-personal-information-when-

reporting-on-small-populations/

Msk

A student who responded meaningfully to at least one question in the provincial examination,

and is enrolled in the same grade level as the grade level of the examination.

Participant (Provincial

Examination)

A student who responded meaningfully to at least one question in the assessment.Participant (Foundation

Skills Assessment)

Includes only Aboriginal students who are Status Indian and living on a reserve and attend a

school.

On-Reserve Aboriginal

Student

Until 2017/18, the student performance levels were:

• Not Yet Meeting - did not demonstrate sufficient skills to meet the minimum expectations for

student's grade

• Meeting - met the accepted expectations for student's grade

• Exceeding - exceeded the expectations for student's grade

In 2017/18, the FSA categorization language evolved to reflect proficiency levels, and to be

descriptive and strengths-based. The new levels are Emerging → On Track → Extending.

Performance (Foundation

Skills Assessment)

The number of students who receive a passing letter grade of A, B, C+, C, or C- as their

exam mark in a particular year, divided by the number of students who receive a letter grade

of A through F as their exam mark in that year. Includes students from all grades who

obtained marks in the course of the indicated grade level. This is also known as the "success

rate".

Pass Rate

The number of students who responded to at least one question in the assessment, divided

by the total number of students in that grade.

Participation Rate

(Foundation Skills

Assessment)

The school year includes a portion of two regular calendar years. It is the 12-month period

commencing on July 1 and ending the following June 30.

School Year

A geographic area in British Columbia constituted as a district under the School Act. There

are currently 59 school districts and one Francophone Education Authority.

School District

A body of students, teachers, other staff, and facilities organized as a unit for educational

purposes under the supervision of an administrative officer and administered by a district

school board. Types of public schools include: Standard schools; short-term and long-term

Provincial Resource Programs; Youth Custody/Residential Attendance Centers; District

Continuing Education Centers; Alternate Program Schools, Distributed Learning Schools.

Individual schools can only be associated with one District. A School does not include

Federal Band schools, offshore schools offering BC educational programs, or Yukon schools.

Public school facility types are defined in the Form 1601 instructions. Public school facility

types are determined by program (and, in some cases, physical location).

Public School



Subject In the Provincial Required Examinations reports, "Subject" includes both French and English

variants of equivalent curricula, in combination. For example, the subject Principles of

Mathematics 10 contains both the English and French variants of the curriculum -

respectively, Principles of Mathematics 10 and Principes de mathématiques 10.

When the Ministry of Education reports on the performance of students with special needs,

only these three groupings are included:

• Sensory Disabilities (Categories E and F)

• Learning Disabilities (Category Q)

• Behaviour Disabilities (Categories H and R)

These groupings reflect those students who are working towards a Certificate of Graduation

and for whom the Ministry’s student achievement measures are most meaningful.

Special Needs (in

performance-oriented

reports)

A supplemental program provided by schools to assist students, identified as having “special

requirements”, in achieving a Certificate of Graduation and/or other outcomes as specified in

the student’s Individual Education Plan (IEP).

Special Education Program

The proportion of students who graduate, with a British Columbia Certificate of Graduation or

British Columbia Adult Graduation Diploma, within six years from the first time they enrol in

Grade 8, adjusted for migration in and out of British Columbia.

The Six-Year Completion Rate is calculated by using the percentage of students who

graduate within six years from the time they enrol in Grade 8, adjusted for migration in and

out of BC. A six-year rate provides students with an extra year beyond the five years required

to move through Grades 8-12.

In this report, when the six-year rate is reported, numbers for prior school years are not

updated (Page 30). When the six-year rate is reported with the seven- and eight-year rates,

numbers for prior school years are updated (Page 31).

Six-Year Completion Rate

A group of students who share particular characteristics and who are tracked over a period of

time.

Student Cohort

A school-aged or adult individual enrolled in a BC school. Student populations are calculated

by headcount. Registered homeschooled children are not included as students.

Student

Category A – Physically Dependent

Category B – Deafblind

Category C – Moderate to Profound Intellectual Disability

Category D – Physical Disability / Chronic Health Impairment

Category E – Visual Impairment

Category F – Deaf or Hard of Hearing

Category G – Autism Spectrum Disorder

Category H – Intensive Behaviour Interventions / Serious Mental Illness

Category K – Mild Intellectual Disability

Category P – Gifted

Category Q – Learning Disability (formerly Category J)

Category R – Moderate Behaviour Support / Mental Illness (formerly Categories M and N)

Special Needs Categories



Documents

Aboriginal Report 2014/15 - 2018/19 How Are We Doing? · Aboriginal Report 2014/15 - 2018/19 How Are We Doing? School District 005 Southeast Kootenay 940 Industrial Rd #1 Cranbrook,