SCHOOL DISTRICT NO. 35 (LANGLEY) REGULAR MEETING OF … … · SCHOOL DISTRICT NO. 35 (LANGLEY) REGULAR MEETING OF THE BOARD OF EDUCATION ... 16.1 Letter from Teachers' Pension Board

SCHOOL DISTRICT NO. 35 (LANGLEY)REGULAR MEETING OF THE BOARD OF EDUCATION

AGENDA

Tuesday, January 26, 2016

7:00 p.m.

Langley School Board Office (www.sd35.bc.ca)

Pages

1. OPENING PRESENTATIONS

1.1 DW POPPY SECONDARY DRAMA PRODUCTION "FOOTLOOSE"

1.2 LANGLEY SECONDARY DRAMA PRODUCTION "THE PAJAMA GAME"

2. CALL TO ORDER

2.1 HONOURING OF FORMER CITY COUNCILLOR DAVE HALL

3. REPORT FROM "IN CAMERA"

4. CHANGE IN ORDER

5. CONSIDERATION OF AGENDA

Recommendation:

That the Agenda be approved, as presented.

6. CONSIDERATION OF MINUTES 1 - 18

Recommendation:

That the Minutes of the Regular meeting of December 8, 2015 be approved, as presented.

7. PRESENTATIONS

7.1 LANGLEY FUNDAMENTAL MIDDLE/SECONDARY SCHOOL SENIOR BOYSVOLLEYBALL TEAM PROVINCIAL FINALISTS

8. DELEGATIONS

8.1 CANADIAN PARENTS FOR FRENCH - LANGLEY CHAPTER (Martin Fandrich)

8.2 INTERNATIONAL MOTHER LANGUAGE DAY (Mohammad Aminul Islam)

8.3 THE NEW CURRICULUM AND NON-INSTRUCTIONAL DAYS (Gail Chaddock-Costello)

Agenda 1

9. SUPERINTENDENT'S REPORTS

9.1 ACHIEVEMENT REPORT 19 - 20

Recommendation:

That the Board of Education receives the Achievement Report for information, aspresented.

9.2 ACTION ITEMS

9.2.1 LOCALLY APPROVED TITLES 21 - 22

Recommendation:

That the Board of Education approves the Locally Approved Titles, aspresented.

9.3 INFORMATION ITEMS

Recommendation:

That the Board of Education receives the Superintendent's information item reports, aspresented.

9.3.1 TRUTH AND RECONCILIATION 23 - 23

9.3.2 "HOW ARE WE DOING?" (District Principal Morgan) 24 - 71

9.3.3 REFUGEE UPDATE

10. SECRETARY TREASURER'S REPORTS


Recommendation:

That the Board of Education receives the Secretary Treasurer's information item reports,as presented.

10.1.1 EMERGENCY PREPAREDNESS 72 - 79

10.1.2 FINANCIAL / BUDGET UPDATE

11. COMMITTEE REPORTS

Recommendation:

That the Board of Education receives the committee reports for information, as presented.

Agenda 2

11.1 EDUCATION COMMITTEE

11.1.1 SPECIALTY ACADEMY FEES 80 - 88

Recommendation:

That the Education Committee recommends that the Board of Educationapproves the amended fee structure for Specialty Academies for the2016/2017 school year, as presented.

11.1.2 INTERNATIONAL BACCALAUREATE FEES 89 - 89

Recommendation:

That the Education Committee recommends that the Board of Educationapproves the fee structure for the International Baccalaureate Program at REMountain Secondary for the 2016/2017 school year, as presented.

11.1.3 NEW ACADEMIES:

11.1.3.1 EQUESTRIAN ACADEMY 90 - 107

Recommendation:

That the Education Committee recommends that the Board ofEducation approves the establishment of an EquestrianAcademy for the 2016/2017 school year, as presented.

Recommendation:

That the Education Committee recommends that the Board ofEducation approves the Equestrian Academy fee schedule forthe 2016/2017 school year, as presented.

11.1.3.2 LANGLEY SECONDARY SOFTBALL ACADEMY 108 - 112

Recommendation:

That the Education Committee recommends that the Board ofEducation approves the Langley Secondary School SoftballAcademy for September 2016, as presented.

Recommendation:

That the Education Committee recommends that the Board ofEducation approves the Langley Secondary School SoftballAcademy fee of $1,885 for the 2016/2017 school year.

11.2 FINANCE AND FACILITIES COMMITTEE

Agenda 3

11.3 POLICY COMMITTEE

Recommendation:

That the Policy Committee recommends that the Board of Education approves the“Special Education Advisory Committee” name be changed to “Inclusive EducationCommittee”.

12. BOARD LIAISON COMMITTEE REPORTS

Recommendation:

That the Board of Education receives the Board Liaison committee reports for information, aspresented.

12.1 BCSTA

12.1.1 PROVINCIAL COUNCIL (Trustee Dykeman)

13. SCHOOL DISTRICT COMMITTEE REPORTS

Recommendation:

That the Board of Education receives the School District committee reports for information, aspresented.

13.1 LGBTQ (Assistant Superintendent Guy)

14. COMMUNITY COMMITTEE REPORTS

Recommendation:

That the Board of Education receives the community committee reports for information, aspresented.

14.1 CITY OF LANGLEY ADVISORY PLANNING COMMISSION (Trustee McFarlane)

14.2 CITY OF LANGLEY / SCHOOL DISTRICT NO. 35 LIAISON (Trustee McFarlane)

14.3 JOINT SCHOOL DISTRICT NO. 35 / TOWNSHIP OF LANGLEY MUNICIPAL LIAISON(Trustee Dykeman)

Recommendation:

That the Joint School District No. 35 / Municipal Liaison Committee recommends thatthe Board of Education requests School District staff plan a joint panel meetingregarding enrolment projections in the near future.

14.4 LANGLEY SCHOOL DISTRICT FOUNDATION (Trustee McVeigh)

14.5 TOWNSHIP OF LANGLEY RECREATION, CULTURE AND PARKS ADVISORY (TrusteeWallace)

Agenda 4

15. OTHER COMMITTEE REPORTS

Recommendation:

That the Board of Education receives the other committee reports for information, as presented.

15.1 JOINT LTA/BOARD PROFESSIONAL DEVELOPMENT (Trustee Wallace) 113 - 113

16. CORRESPONDENCE

Recommendation:

That the Board receives the Board's correspondence for information, as presented.

16.1 Letter from Teachers' Pension Board of Trustees dated December 17, 2015 114 - 115

17. OLD BUSINESS

18. NEW BUSINESS

19. TRUSTEE COMMENTS

20. QUESTION PERIOD

Question Period is provided at Board meetings for the public to ask questions of clarification. TheBoard welcomes questions from the public and wants to ensure that those wishing to askquestions can do so.

The following will help the public develop questions for Question Period at a Board meeting thatis keeping with the goal of a respectful and focussed meeting.

Questions..1. Need to be directed to the Chair and not to staff;2. Need to be related directly to the topic on the agenda;3. Need to be succinct, focussed and not be a statement;4. May not be asked that are related to personnel or directed at an individual trustee; and,5. May not be asked that are related to contract negotiations.

All of the above are directions provided for in Board Policy #1204 - Bylaws of the Board. TheChair may answer, may defer to staff or will indicate a question may not be in keeping with theabove guidelines.

The Board appreciates the public's interest and wants to ensure a professional meeting isconducted, with Question Period focussed on providing guests with the clarification they seek.

Trustees also welcome questions from members of the public apart from Question Period. Theircontact information is available on the school district website.

21. ADJOURNMENT

Recommendation:

That the meeting be adjourned at __ p.m.

Agenda 5

1

SCHOOL DISTRICT NO. 35 (LANGLEY)

REGULAR MEETING OF THE BOARD OF EDUCATION

MINUTES

Meeting Number:

Date:

Location:

2015 – 30

Tuesday, December 8, 2015

Langley School Board Office

Trustees Present: Robert McFarlane

Megan Dykeman

Shelley Coburn

Alison McVeigh

Rod Ross

David Tod

Rosemary Wallace

Trustee

Trustee

Trustee

Trustee

Trustee

Trustee

Trustee

Staff Present: Suzanne Hoffman

David Green

Brian Iseli

Gordon Stewart

Claire Guy

Mal Gill

Laurie Mason

Ken Hoff

Superintendent

Secretary Treasurer

Assistant Secretary Treasurer

Assistant Superintendent

Assistant Superintendent

Director of Human Resources

Executive Assistant

Communications Manager

Partner Groups: Jim Quick

Marnie Wilson

Gail Chaddock-Costello

Richard Beaudry

Suzanne Perreault

Calvin Leung

CUPE 1851

CUPE 1260

LTA

LTA

DPAC

LPVPA

Press: Langley Times

1. CALL TO ORDER

The Chair called the meeting to order at 7:19 pm, and began the meeting with the introduction

stating: "I would like to acknowledge that the Langley School District is located on the traditional

lands of the Kwantlen, Katzie, Matsqui and Semiahmoo First Nations."

_____________________________________________________________________

Agenda 1

2

2. REPORT FROM "IN CAMERA"

The Vice-Chair reported that the items discussed in the 'In Camera' meeting pertained to

personnel and property.

3. CHANGE IN ORDER

None.

4. CONSIDERATION OF AGENDA

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Moved By: Trustee Dykeman

Seconded By: Trustee Wallace

That the Agenda be approved, as presented.

CARRIED UNANIMOUSLY

5. CONSIDERATION OF MINUTES

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Moved By: Trustee Tod

Seconded By: Trustee Ross

That the Minutes of the Regular meeting of October 27, 2015, be approved, as presented.

CARRIED UNANIMOUSLY

6. PRESENTATIONS

6.1 JAMES KENNEDY ELEMENTARY "CHRISTMAS CAROLS" - School Choir (Shari Sollows)

The James Kennedy Elementary school choir performed Christmas carols under the

direction of Shari Sollows with accompaniment by Amy Olson on piano. The choir

consisted of students: Kasey Smith, Tessa Holliday, Zaheed Bhaiji, Vienna Waldner, Evan

Holloway, Siyona Kamath, Ashlyn Holloway, Elisabeth Jordan, Alexa Palsma, Helena

Blagborne, Calla Westmacott, Callia Shimmin, Megan Greene, Maya Hadley, Jesse Cripps,

Erica Wise, Lauren Duncan McLean, Lauren Roessler, Leila Egger, Juliet Fandrich, Alyza

Rubio, Ben McCarthy, Ava Villeneuve, Abigail Lau, Sara Waller, Hannasofia Jyringi, Liam

Jyringi, Nika Vanstone, Jenny Wang, Ayla Thom, Hannah Dhillon, Olivia Bodnaruk, Lina

Kim, Emma Lapp, Maja Antosik, Talia-Jade Cameron, Tayana Lyon, Marie Rolfson, Jayden

Lewis, Joshua Turple, Zion Simpson, Cheyanne Jamieson, Alissa Ahrens, Paige Lysack,

Megan O'Shea, Emma Swanson, Sarah Noh-Fingler, Jordis McKimmie, Brielle Basso and

Grace Olson.

Agenda 2

3

6.2 BROOKSWOOD SECONDARY MUSICAL PRODUCTION "URINETOWN" (Gordon Hamilton)

The Brookswood Secondary cast performed the musical production "Urinetown" under

the direction of teachers Gordon Hamilton, Sheri Eyre and Derrick Turi. The cast

consisted of students: Olivia Bernemann, Taylor Brathwaite, Riley Car, Angel Dick, Brett

Dick, Montana Finn, Kaho Furukawa, Carson Gervais, Tane Glendinning, Cole Horvat, Madi

Joyal, Jordyn Laird, Mackenzie Laird, Nicole Lanki, Stephen Lennox, Marcus Loden, Shayna

Loden, Perttu Kikki, James McIntosh, Breanna Nichols, Ally Ray, Stryker Roloff, Sydney

Savard, Ladin Steele, Lee Strutinski, Bevan Watson, Sonja Fortier, Courtney Foster, Kim

Sheremeto, Talia Rice and Shelby Rolfe.

7. DELEGATIONS

7.1 AS LANGLEY BECOMES A CHARACTER COMMUNITY (Judi Vankevich)

Judi Vankevich presented to the Board on 'As Langley Becomes a Character Community'

and the ‘Operation Kindness Campaign.’ Ms. Vankevich provided an overview of what

has taken place in this regard over the past 12 years and informed Trustees that the

Rotary Club sponsored the ‘Manners Club’ in District schools.

7.2 CONSIDERATION FOR CHOICE PROGRAMS FROM A PARENT PERSPECTIVE (Lisa Atkinson)

Lisa Atkinson presented to the Board on the proposed changes to Choice Programs from

a parent perspective. She learned that when parents register their baby at the school

board office, they are offered the option of marking off every school on the form that

they might want their child to attend. Ms. Atkinson stated that Uplands loses

approximately five kindergarten students every year because of parents who want their

children to attend Fine Arts, but as they weren't able to get into the program and do not

want their child in the neighbourhood school, they register for Uplands. Spots are

therefore taken by students who won't be staying. By allowing a child to be registered at

birth, you prevent a child from attending who might really benefit from the Montessori

program. She asked Trustees to think foremost about the children when they made their

decision

8. SUPERINTENDENT'S REPORTS

8.1 ACHIEVEMENT REPORT: LITERACY

Superintendent Hoffman reported the District results in early Literacy, as well as initiatives

and next steps. She reviewed the importance of literacy, the District Learning Plan,

Aboriginal Education Enhancement Agreement, Action Plans for Learning and classroom

instruction.

Agenda 3

4

Superintendent Hoffman reviewed the process followed when determining/analyzing the

primary reading results. She provided a graph of the results since 2008 and advised that

the decreased trend in these results causes concern for staff. These results were brought

forward to the Board in the Report on Achievement in January 2015.

The Superintendent informed Trustees that Reading Recovery is in all District schools.

She also indicated that the kindergarten screening protocol, which was designed by

teachers and administrators, will be rolled out to schools in January and will identify

vulnerable students.

Superintendent Hoffman then shared next steps with Trustees, including: ongoing

monitoring of results; sharing of results; ongoing meetings at the District level; ongoing

support for schools; and, ensuring student success.

R15/12/08-03

Moved By: Trustee Ross

Seconded By: Trustee Tod

That the Board of Education receives the Achievement Report for information, as

presented.

CARRIED UNANIMOUSLY

8.2 ACTION ITEMS

8.2.1 K-9 CURRICULUM IMPLEMENTATION - PLAN/ROLLOUT

Assistant Superintendent Stewart provided a report on the K-9 curriculum

implementation. He reported that at the recent secondary/elementary

networking meetings, literacy and communication competencies were reviewed.

The Assistant Superintendent stated that he has met with the educational change

committee regarding the two days of teacher release time to support teachers.

These two dates take place in the new year and are to be used for the purpose of

enabling teachers to participate in discussions and activities related to the

implementation of the re-designed BC curriculum. These changes will require the

District to change this year's District calendar. The feedback provided from

parents to date is that they would prefer two full days rather than four half days.

Agenda 4

5

8.2.1.1 2015/2016 CALENDAR AMENDMENT RECOMMENDATION

R15/12/08-04

Moved By: Trustee McVeigh


That the Board of Education amends the 2015/2016 District calendar to

designate January 15, 2016 and April 18, 2016 as non-instructional days

as part of the Ministry of Education and BCTF’s collaborative plan for

curriculum change.

OPPOSED: Trustee Coburn

CARRIED

8.2.2 LOCALLY APPROVED TITLES

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That the Board of Education approves the Locally Approved Titles, as presented.

CARRIED UNANIMOUSLY


8.3.1 MENTAL HEALTH UPDATE

Assistant Superintendent Guy and District Principal Renge Bailie jointly presented

on Mental Health. They provided an update to the Board since the presentation

at the Regular Board meeting of April 28, 2015. They shared what is new and

what is currently in progress.

District Principal Bailie stated that understanding mental health is a complex

matter and there is a lot of misinformation. Terms vary but the District's focus is

on a pro-active approach to mental wellness. She explained that there is a

stigma in society around mental wellness.

Assistant Superintendent Guy provided an overview of the role of the District,

including support and referrals for students and families; partnering with outside

agencies; educating students to manage their own mental wellness; and,

implementing the curriculum.

Agenda 5

6

District Principal Bailie spoke on recent initiatives including: ‘Living life to the full’

program; child/youth mental health; substance abuse collaborative; Operation

Rainbow; and, the student mental health leadership team. She stated that there

is a great deal of information in the new curriculum on student wellness and the

importance of social emotional learning, which ties into Action Plans for Learning

and is a direct connection to mental wellness. Mental wellness is the focus of

several workshop opportunities offered on the February 19th

Professional

Development day.

8.3.2 TRANSITION UPDATE: SIMONDS ELEMENTARY/SIMONDS U-CONNECT

Assistant Superintendent Guy presented on the U-Connect portion of the

combined Simonds Elementary/U-Connect schools. She reminded Trustees that

at the Regular Board of Education meeting on June 9th, the Board approved the

moving of the U-Connect program from Lochiel to Simonds for September 2015

start-up. The current enrolment is 140 at Simonds and 186 at U-Connect. Photos

of the newly combined school were provided. She stated that there are

mailboxes for every family for communicating with teachers and there is a parent

resource room and a learning commons space for both school communities.

Secretary Treasurer Green provided a brief overview of the financial impact

stating that staff originally decided to reduce a principal, a clerical position and

custodial time. Now there are two clerical positions until the end of this school

year and additional custodial time has also been added at Glenwood due to the

relocation of the Media Centre. Renovations cost an additional $25,000 due to

the installation of sliding dividing walls which were not included in the original

estimate.

R15/12/08-06


Seconded By: Trustee Dykeman

That the Board of Education receives the Superintendent's information item reports, as

presented.

CARRIED UNANIMOUSLY

9. SECRETARY TREASURER'S REPORTS

9.1 ACTION ITEMS

9.1.1 BUDGET PROCESS AND TIMELINE (2016/2017 Preliminary Operating Budget)

Secretary Treasurer Green referred Trustees to the document in the agenda, as

well as the Timeline which was distributed to Trustees prior to the start of the

Agenda 6

7

meeting. He explained that this is being brought forward to this meeting instead

of the normal practice of taking to the Finance and Facilities meeting first, as the

plan is to bring this forward for the Board's approval and then have the

opportunity for meetings and conversations earlier in the budget development

process.

The Secretary Treasurer shared the format for PSAB (Public Sector Accounting

Board) reporting with a focus on schedule 2 and supporting schedules. The

factors in the budget development where shared. He stated that the amended

budget is the starting point for this and enrolment projections are necessary for

the development of projected funding. He then explained how the status quo

budget is developed.

R15/12/08-07

Moved By: Trustee Coburn


That the Board of Education approves the School District No. 35 (Langley) Budget

Process and Timeline (2016/2017 Preliminary Operating Budget), as presented.

CARRIED UNANIMOUSLY

9.1.2 POLICY NO. 5084 - APPLICATION TO ENTER ALTERNATE PROGRAMS (RENAMED

AS ADMISSION TO CHOICE PROGRAMS)

Secretary Treasurer Green referred Trustees to the report on Policy No. 5084 in

the agenda package. The Notice of Motion came forward to the June 16th, 2015

Regular Board meeting. Secretary Treasurer Green provided the background

stating that this policy was last revised in 2001 and the work on the current

revision has been ongoing for over a year.

He provided a summary of the main changes to the policy and an overview of the

meetings that have taken place to date, as well as communications that have

been distributed. The Secretary Treasurer advised that a summary of the

feedback has been distributed to Trustees.

R15/12/08-08


Seconded By: Trustee Coburn

That the Board of Education approves the revisions to Policy No. 5084 –

Application to Enter Alternate Programs and renames it “Admission to Choice

Programs”.

CARRIED UNANIMOUSLY

Agenda 7

8

R15/12/08-09



That the Board of Education requests staff report back in the December 2017

Regular meeting of the Board on how the first year of implementation of Policy

No. 5084 has gone and in particular the random draw process.

CARRIED UNANIMOUSLY

9.1.3 ADMINISTRATIVE PROCEDURE NO. 7002 - ADMISSION OF INTERNATIONAL

STUDENTS (Reinstate as Policy)

The Secretary Treasurer provided a timeline of when this was taken to the Policy

Committee and why it was moved to Administrative Procedures in 2011. The

District has already established a new policy, Policy No. 7009 - Entry to an

Educational Program, which addresses the requirements to be met by students to

enrol in an educational program in the District without having to pay fees. It also

clearly identifies what the term “ordinarily resident” means. The term “ordinarily

resident” is important for the purpose of supporting the Ministry requirement for

a district to claim a student for Ministry funding. The Policy Committee

recommendation to re-establish the Administrative Procedure as a Policy for

admission of International students will clearly differentiate between those

International students who are required to pay tuition and those International

students who are exempt. The revisions to Administrative Procedure No. 7002

also include sections about supports provided to International students.

R15/12/08-10



That the Board of Education approves the revisions to Administrative

Procedure No. 7002 – Admission of International Students and reinstates it as a

Board Policy.

CARRIED UNANIMOUSLY

9.1.4 CAPITAL PROJECT BYLAW NO. 126942 (ROUTINE CAPITAL 2015/2016 - LIGHTING

EFFICIENCY IMPROVEMENTS FOR LANGLEY FINE ARTS

ELEMENTARY/SECONDARY)

Secretary Treasurer Green stated that this bylaw relates to the lighting efficiency

upgrades at Langley Fine Arts Elementary/Secondary.

Agenda 8

9

R15/12/08-11



That the School District No. 35 (Langley) Capital Project Bylaw No. 126942

(Routine Capital 2015/2016 – Lighting Efficiency Improvements for Langley Fine

Arts Elementary/Secondary), in the amount of $149,500 be given first reading.

CARRIED UNANIMOUSLY

R15/12/08-12





Arts Elementary/Secondary), in the amount of $149,500 be given second reading.

CARRIED UNANIMOUSLY

R15/12/08-13

Moved By: Trustee Wallace

Seconded By: Trustee McVeigh

That the Board of Education of School District No. 35 (Langley) approves having

all three readings of the Capital Project Bylaw No. 126942 (Routine Capital

2015/2016 – Lighting Efficiency Improvements for Langley Fine Arts

Elementary/Secondary), in the amount of $149,500 at tonight’s meeting.

CARRIED UNANIMOUSLY

R15/12/08-14





Arts Elementary/Secondary), in the amount of $149,500 be given third reading,

passed and adopted on this 8th

day of December 2015.

CARRIED UNANIMOUSLY

9.1.5 CAPITAL PROJECT BYLAW NO. 127003 (ROUTINE CAPITAL 2015/2016 - LIGHTING

UPGRADE FOR VARIOUS SCHOOLS)

Secretary Treasurer Green stated that this bylaw relates to the lighting efficiencies

at the following schools: Aldergrove Community Secondary, Brookswood

Secondary, HD Stafford Middle, DW Poppy Secondary, RE Mountain Secondary,

Agenda 9

10

Walnut Grove Secondary, Betty Gilbert Middle and the District Maintenance

Facility.

R15/12/08-15




(Routine Capital 2015/2016 – Lighting Upgrade for Various Schools), in the

amount of $126,350 be given first reading.

CARRIED UNANIMOUSLY

R15/12/08-16





amount of $126,350 be given second reading.

CARRIED UNANIMOUSLY

R15/12/08-17



That the Board of Education of School District No. 35 (Langley) approves having

all three readings of the Capital Project Bylaw No. 127003 (Routine Capital

2015/2016 – Lighting Upgrade for Various Schools), in the amount of $126,350 at

tonight’s meeting.

CARRIED UNANIMOUSLY

R15/12/08-18





amount of $126,350 be given third reading, passed and adopted on this 8th

day

of December 2015.

CARRIED UNANIMOUSLY

Agenda 10

11


9.2.1 FINAL ENROLMENT REPORT

Secretary Treasurer Green referred Trustees to the Final Enrolment Report for

September 30th, 2015. He reviewed the headcount and FTE chart with Trustees,

highlighting the increases and decreases in the various categories. The Secretary

Treasurer stated that the total student headcount (including non-funded

students) increased by 361 and the total FTEs for Ministry funded students

increased by 297.5931. He referred to the demographic trend in the District of

fewer secondary students and more elementary students that has been seen over

the past few years. He also explained the increasing trend in the District of

students taking more than eight courses to produce greater numbers of FTEs.

Finally, he illustrated the headcount enrolments in other District specific

programs.

9.2.2 ENROLMENT REPORT - FUNDING UPDATE

Secretary Treasurer Green stated that the report in the agenda package indicates

the total increase in Ministry funding from the spring projection was just under

$1.1 million. The Secretary Treasurer reviewed the various categories highlighting

increases and decreases and then reviewed the enrolment headcounts by

catchment.

R15/12/08-19



That the Board of Education receives the Secretary Treasurer's information item reports,

as presented.

CARRIED UNANIMOUSLY

10. COMMITTEE REPORTS

10.1 AUDIT COMMITTEE

Trustee McVeigh reported on the Audit Committee meeting of December 8, 2015, stating

that items discussed were a Financial Update; recent insurance claims; and, internal

control weakness points outstanding as of June 2015.

10.2 EDUCATION COMMITTEE

Trustee McVeigh reported that the Education Committee had not met since the last

Regular Board meeting.

Agenda 11

12

10.3 FINANCE AND FACILITIES COMMITTEE

Trustee Dykeman provided a report on the November 17th Finance and Facilities

Committee meeting, stating that at the meeting the Secretary Treasurer provided a

detailed financial report as at the end of October and an update on various facilities

matters.

10.4 POLICY COMMITTEE

Trustee Dykeman stated that the Policy Committee met on November 3rd and items

discussed included Revenue Generation, school dress code, LGBTQ Committee changes

and policies 5025 and 5027.

10.4.1 RECOMMENDED DELETION OF POLICY NO. 5025 - FRENCH IMMERSION /

BILINGUAL PROGRAM AND POLICY NO. 5027 - FUNDAMENTAL ALTERNATE

PROGRAM

R15/12/08-20



That the Board of Education approves that Policy No. 5025 – French

Immersion/Bilingual Program and Policy No. 5027 – Fundamental Alternate

Program be deleted, as Policy No. 5084 encompasses these policies.

R15/12/08-21



That the Board of Education severs the motion into two motions to deal with the

two policies separately.

OPPOSED: Trustee Coburn, Trustee Dykeman, Trustee Tod and Trustee Wallace

MOTION DEFEATED

R15/12/08/-22



That the Board of Education approves that Policy No. 5025 – French

Immersion/Bilingual Program and Policy No. 5027 – Fundamental Alternate

Program be deleted, as Policy No. 5084 encompasses these policies.

OPPOSED: Trustee Ross and Trustee McVeigh

CARRIED

Agenda 12

13

10.4.2 LGBTQ COMMITTEE TERMS OF REFERENCE

Trustee Dykeman reported that the recommendation in the package is to reduce

the number of trustees on the committee to one, to align with other committee

structures. Trustee McFarlane provided background on the LGBTQ committee

stating that there have been three trustee members since the committee's

creation in 2013. The committee has made the suggestion that it would make

sense to reduce the number of trustees to one. Trustee McFarlane informed

Trustees that he has spoken with Trustee committee representatives who are in

agreement with this recommendation.

R15/12/08-23



That the Board of Education approves the amendments to the Terms of

Reference for the LGBTQ Committee, reducing the number of Trustees on the

committee from three Trustees to one Trustee.

OPPOSED: Trustee Dykeman and Trustee Tod

CARRIED UNANIMOUSLY

10.5 STRATEGIC PLAN COMMITTEE

Trustee Dykeman provided a report on the November 17th Strategic Plan Committee

meeting, stating that at that meeting the Superintendent provided an update on the

District’s Strategic Plan.

R15/12/08-24



That the Board of Education receives the committee reports for information, as presented.

CARRIED UNANIMOUSLY

11. BOARD LIAISON COMMITTEE REPORTS

11.1 BCPSEA (Secretary Treasurer Green)

The BCPSEA Symposium took place on October 22nd

and 23rd,

, 2015. The District was

represented at the symposium by David Green, Mal Gill, Greig Mcarthur, Mark Petrik and

Claire Sabiston. There was a plenary session on both days by Dr. Linda Duxbury. The

Thursday plenary was titled “Work-Life Balance Re-defined” which addressed many

aspects of the effect the advance of technology is having on peoples’ lives. The Friday

Agenda 13

14

plenary was titled “Capable Managers: What do they do? Why does this matter?” which

focused on the differences between managers who lead and empower versus managers

who simply manage. There were also work sessions about important Human Resources

practices and required skills: interviewing, hiring process, dealing with difficult

conversations and workplace health.

11.2 BCSTA

11.2.1 FRASER VALLEY BRANCH (Trustee McVeigh)

Trustee McVeigh provided a report on the BCSTA Fraser Valley Branch meeting

which was held on October 28th at the Langley School Board Office. She stated

that Jan Unwin spoke on the new graduation process for grades 10-12 students

and that also at this meeting, the passing of Martha Wiens, a long serving trustee

from Chilliwack School District was acknowledged.

11.3 DISTRICT PARENT ADVISORY COUNCIL (Trustee Tod)

Trustee Tod referred Trustees to the minutes for the October 15th meeting in the

package. He stated that DPAC has taken the approach to be working meetings, always

with a bit of professional development at every meeting. Items discussed included: the

Strategic Plan; the Eye See Program; child minding at meetings; and, fundraising.

R15/12/08-25



That the Board of Education receives the Board liaison committee reports for information, as

presented.

CARRIED UNANIMOUSLY

12. SCHOOL DISTRICT COMMITTEE REPORTS

12.1 ABORIGINAL / ya:ýǝstǝl' (Assistant Superintendent Stewart)

Assistant Superintendent Stewart reported that 2015/2016 marks the first year that

District Authority Scholarships will be awarded in the category of Indigenous Language

and Culture in the community or in schools.

He shared that at the meeting it was discussed how the committee could support schools

to encourage students to apply for this award and to also support schools by providing

consistent criteria across the District for these awards. The committee agreed that to

start, ya:ýǝstǝl' would create a sub-committee to look over all of the applications for this

award and create the consistent criteria. The Assistant Superintendent advised that

District Principal Michael Morgan has since met with the District Scholarship Committee

Agenda 14

15

and there is an agreement that this will happen for this year and the process will be

reviewed for the following years.

12.2 LGBTQ (Assistant Superintendent Guy)

Assistant Superintendent Guy referred Trustees to the minutes in the package for the

meetings held on May 7th and October 29th and asked Trustees for any questions they

may have. There were no questions.

12.3 SPECIAL EDUCATION ADVISORY (Assistant Superintendent Stewart)

Assistant Superintendent Stewart advised that the Special Education Advisory Committee

met on Tuesday, November 10, 2015, the first of three meetings for the school year.

Discussions centered on the work that each community agency is focussing on to support

Langley students and families, and how to get more community voices to the table.

Meeting attendees included: Suzanne Perreault (DPAC President), Gail Chaddock-

Costello (LTA President) and Trustee Rosemary Wallace.

R15/12/08-26



That the Board of Education receives the School District committee reports for information, as

presented.

CARRIED UNANIMOUSLY

13. COMMUNITY COMMITTEE REPORTS

13.1 CITY OF LANGLEY RECREATION, CULTURE AND PUBLIC ART ADVISORY (Trustee Coburn)

Trustee Coburn reported that at the recent City of Langley Recreation, Culture and Public

Art Advisory meeting, the committee received artwork that had been submitted for spring

and fall. She also noted that the committee received notification that the culture and arts

component will be removed from this committee. This notification was the impetus for

the committee to put forward a motion to have a separate culture and arts committee,

however the motion was denied.

13.2 JOINT SCHOOL DISTRICT NO. 35 / TOWNSHIP OF LANGLEY MUNICIPAL LIAISON (Trustee

Dykeman)

Trustee Dykeman referred Trustees to the minutes of the June 17th, 2015 Joint School

District No. 35/Township of Langley Municipal Liaison Committee meeting, which are

included in the agenda package. She informed Trustees that the committee met on

December 3rd and one of the items discussed was the concept of having an open house

for how enrolment projections are developed.

Agenda 15

16

13.3 LANGLEY PARENTS AS PARTNERS IN LEARNING (Trustee McVeigh)

Trustee McVeigh stated that she had nothing to report on this item.

13.4 LANGLEY SCHOOL DISTRICT FOUNDATION (Trustee McVeigh)

Trustee McVeigh advised Trustees that at the December 7th Langley School District

Foundation meeting, the Audited Financial Statements were received and that the

committee held their final meeting with the Office of the Auditor General staff. She

reminded Trustees that the Annual General Meeting of the Langley School District

Foundation will be held on Monday, December 14th at 5:00 pm.

13.5 TOWNSHIP OF LANGLEY YOUTH ADVISORY (Trustee Tod)

Trustee Tod stated that the Township of Langley Youth Advisory Committee met on

November 28th and former Trustee Cecelia Reekie was in attendance to share the

background on the 'Orange Shirt Day' initiative. Other items discussed at the meeting

included: an update from Council and from the School District. The Committee also

finalized their work plan and planned a social activity.

R15/12/08-27



That the Board of Education receives the community committee reports for information, as

presented.

CARRIED UNANIMOUSLY

14. OTHER COMMITTEE REPORTS

14.1 JOINT LTA/BOARD PROFESSIONAL DEVELOPMENT (Director of Human Resources Gill)

Director of Human Resources Gill referred Trustees to the meeting minutes in the

package and advised that the next meeting will take place on December 15, 2015.

R15/12/08-28



That the Board of Education receives the other committee reports for information, as presented.

CARRIED UNANIMOUSLY

Agenda 16

17

15. CORRESPONDENCE

15.1 Email from BCSTA regarding Provincial Council Motions dated November 12, 2015

15.2 Letter from City of Langley regarding Council Select Committees dated November 12,

2015

15.3 Letter from Minister of Education regarding K-12 Education System dated November 13,

2015

R15/12/08-29



That the Board receives the Board's correspondence for information, as presented.

CARRIED UNANIMOUSLY

16. NEW BUSINESS

None.

17. TRUSTEE COMMENTS

Trustees thanked staff for a great year; acknowledged teacher Patricia Barkley who received the

'Merci de Bouquet' award from the BC and Yukon Chapter of Parents for French for excellence in

teaching; and, wished everyone a Merry Christmas and Happy New Year.

18. QUESTION PERIOD

The Chair called for questions from the public.

Questions were received from the public regarding:

- the request made at the October Regular Board meeting for an understanding of item #4

declining enrolment in special education students - where are they going?

- Special Education Advisory - adding additional meeting dates (plans to expand the committee)

Agenda 17

18

19. ADJOURNMENT

R15/12/08-30

Moved By: Trustee Coburn


That the meeting be adjourned at 10:47 p.m.

CARRIED UNANIMOUSLY

_________________________ _________________________

TRUSTEE ROBERT MCFARLANE J. DAVID GREEN, CA

BOARD CHAIR SECRETARY TREASURER

Agenda 18

The Board of Education of School District No. 35 (Langley)

STAFF REPORT

DATE: January 26, 2016

TO: Board of Education

FROM: Suzanne Hoffman, Superintendent of Schools

SUBJECT: Achievement Report

RECOMMENDED MOTION:

That the Board of Education receives the Achievement Report for information, as presented.

BACKGROUND:

Each school year, in either December or January, Superintendent Hoffman provides Trustees with

information on the District’s six-year completion results. The six-year completion rate is a provincial

indicator that illustrates the proportion of students who complete school with a Dogwood Certificate

within six years from the first time they entered grade 8. Completion information is available at the

provincial and district level.

The provincial trend for the six-year rate has had a positive trajectory since the 2010-11 school year (81%)

to 2014-15 (83.9%). Provincially there has always been a gender gap where females have completed

school with an approximate, positive difference of 4%. Aboriginal students do not complete school as

successfully as non-Aboriginal students. The completion gap, over time, has lessened from 27% in 2010-

11 to 21% in 2014-15.

Langley School District’s

results mirror in many ways

the provincial trends. As

evidenced on the biased

graph, the District’s

six-year completion rate

also shows a positive trend.

The District’s six-year

completion rate of 87.4% for

2014-15 is the highest ever

with 90% of females

completing and 84.8% of

males completing.

72%

74%

76%

78%

80%

82%

84%

86%

88%

2007/20082008/20092009/20102010/20112011/20122012/20132013/2014

Pe

rce

nta

ge o

f St

ud

en

ts

Six-Year Dogwood Completion Rate

Langley Completion Provincial Completion

Agenda 19


The Aboriginal students in the District also had a successful year with respect to completion with a 77.6%

completion rate. The completion rate difference between Aboriginal and non-Aboriginal students

remains of concern and continues to be an area of focus for the School District.

The District also has concern for students with a special education designation as only 67.6% of these

students completed school in June 2015 with a Dogwood Certificate (this is a positive trend over the past

several years). Some students in the District receive a School Completion Certificate, known as an

“Evergreen”. These students have met the goals of their educational program other than graduation. This

usually includes students on an Individualized Education Plan and is not included in the province’s

completion results.

At the January 26, 2016 Regular Meeting of the Board of Education, the Superintendent will have a

presentation for Trustees on this topic.

Agenda 20


STAFF REPORT




RESOURCE: Gord Stewart, Assistant Superintendent

SUBJECT: Locally Approved Titles

RECOMMENDED MOTION:

That the Board of Education approves the Locally Approved Titles, as presented.

BACKGROUND:

The Locally Approved Titles submitted have been reviewed by Instructional Services staff and

the Assistant Superintendent. The materials have been reviewed for subject matter, curricular

relevance and age appropriateness.

Agenda 21

Agenda 22


STAFF REPORT




SUBJECT: Truth and Reconciliation

RECOMMENDED MOTION:

That the Board of Education receives the report on Truth and Reconciliation for information, as

presented.

BACKGROUND:

During the current Board of Education’s tenure two significant events have taken place in the

District’s Aboriginal community: the ending of the Truth and Reconciliation Commission and the

signing of a new five-year Aboriginal Education Enhancement Agreement.

The Truth and Reconciliation Commission was officially established on June 2, 2008 and completed in

December 2015. In June, the Commission published an executive summary of the final report

identifying 94 “Calls to Action” to “redress the legacy of residential schools and advance the process

of Canadian reconciliation”. At the June 16, 2015 Regular Meeting of the Board of Education, the

first item on the agenda was “Commitment to Truth and Reconciliation”. At that time Chair

McFarlane read a statement on behalf of the Board committing the District to reconciliation.

The second significant event took place on October 8, 2015 when the Aboriginal Education

Enhancement Agreement (AEEA) was signed by representatives from the Aboriginal Advisory

Committee, the School District and the Ministry of Education. The AEEA signature page states that

there is a “shared responsibility to promote the success of all Aboriginal students in School District

#35 (Langley)”.

To commemorate and honour the District’s commitment to the Aboriginal community, District

Principal Michael Morgan will make a short presentation at the January 26, 2016 Regular Meeting of

the Board. At this meeting he will share with trustees the honorary plaques that will be hung at each

site within the District.

The plaques will serve as a visual reminder of the ongoing journey to attain and maintain a mutually

respectful relationship between Aboriginal and non-Aboriginal people.

Agenda 23


STAFF REPORT




RESOURCE: Gord Stewart, Assistant Superintendent

Michael Morgan, District Principal – Aboriginal Education

SUBJECT: “How Are We Doing?”

RECOMMENDED MOTION:

That the Board of Education receives the report on “How Are We Doing?” for information, as

presented.

BACKGROUND:

The Ministry of Education collects data to monitor the performance of Aboriginal students in BC.

“How Are We Doing?” is the title of the annual report that includes demographic and assessment

outcomes at the provincial and district level. The purpose of the Report is to “open dialogue and

make recommendations for improving the educational outcomes for Aboriginal students”. The full

provincial Report can be found at www.bced.gov.bc.ca/abed/perf2015.pdf.

At the January 26, 2016 Regular Meeting of the Board, District Principal Michael Morgan will review

information on Langley’s “How Are We Doing?” report (attached).

Agenda 24

http://www.bced.gov.bc.ca/abed/perf2015.pdf

Aboriginal Report 2010/11 - 2014/15

How Are We Doing?

School District 035

Langley

4875 222nd St Langley, BC, V3A 3Z7 Phone: 604 534-7891

Introduction …………………………………………………………………………………………………………………… 2Student and District Context (Kindergarten - Grade 12), 2010/11 - 2014/15

Students Who Self-Identify as Aboriginal, 2004/05 - 2014/15 ………………………………………………………… 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 …………………………………………………………… 9Foundation Skills Assessment (FSA) Grades 4 and 7, 2010/11 - 2014/15

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 ……………………………………………………….……………………………………………… 15Required Examinations Results, 2010/11 - 2014/15

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 ……………………………………………………………………………………………………… 27Transitions, 2009/10 - 2014/15

Progress of Students Entering Grade 8 in September 2009, by Cohort and Gender ……………………………… 28School Completion, 2010/11 - 2014/15

Six-Year Completion Rate, by Cohort and Gender …………………………………………………………………… 29 Six, Seven and Eight-Year Completion Rates, 2007/08 - 2009/10 Cohorts ………………………………………… 30 BC School Completion (by School Age and Adult) …………………………………………………………………… 31Scholarships and Awards, 2009/10 - 2011/12

Grade 12 Exams and District/Authority …………………………………………………………………….……………32Education Experiences of Children in Care, 2010/11 - 2014/15

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 ……………………………………………………………………33Post-Secondary Transitions, 2010/11 - 2013/14

Grade 12 Graduates by Transition Type, Destination and Immediate Entry Student Destinations ……………… 34Satisfaction Survey Results, 2010/11 - 2014/15

Overview ………………………………………………………………………….............................…………………… 36 Satisfaction Survey Results, grade 3/4 …………………………………………………………………………........... 37 Satisfaction Survey Results, grade 7 ………………………………………………………………………….............. 39 Satisfaction Survey Results, grade 10 …………………………………………………………………………............ 41 Satisfaction Survey Results, grade 12 …………………………………………………………………………............ 43Glossary …………………………………………...……………………………………………………………………………45

Report Date: November 2015Questions/Comments: Analysis and Reporting Unit

email: [email protected]: www.bced.gov.bc.ca/reporting

electronic version of report: www.bced.gov.bc.ca/reporting/

Agenda 25

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 NOTEThe 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?

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.

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.

2 Langley

___________________________________________________________________________________________Aboriginal Report - How Are We Doing?Date: November 2015

Agenda 26

School All Students All Students

Year # # % # # %

2004/05 20,118 2,009 10.0 606,382 69,276 11.42005/06 20,081 2,064 10.3 599,492 70,035 11.7

2006/07 19,890 2,040 10.3 587,814 69,612 11.8

2007/08 19,881 2,071 10.4 583,617 70,000 12.0

2008/09 19,767 2,104 10.6 579,484 69,732 12.0

2009/10 19,788 2,100 10.6 580,480 69,501 12.0

2010/11 19,812 2,101 10.6 579,109 68,902 11.9

2011/12 19,603 2,088 10.7 569,736 67,323 11.8

2012/13 19,902 2,090 10.5 564,530 65,849 11.7

2013/14 19,944 2,062 10.3 558,984 64,631 11.6

2014/15 20,204 1,978 9.8 552,788 62,491 11.3

08/09

* Public schools only.

Province *

STUDENTS WHO SELF-IDENTIFY AS ABORIGINAL

District

Aboriginal Students Aboriginal Students

10.0 10.3 10.3 10.4 10.6 10.6 10.6 10.7 10.5 10.39.8

0

2

4

6

8

10

12

14

2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

Pe

rce

nt

of

Stu

de

nts

Percent of Self-Identified Aboriginal Students

District Province *

3 Langley


Agenda 27

All Aboriginal % of Aboriginal % of Aboriginal Aboriginal Aboriginal

School Students Females All Males All Students Females MalesYear # # % # Students # Students # # #

2010/11 19,812 2,101 10.6 1,060 5.4 1,041 5.3 68,902 34,097 34,805

2011/12 19,603 2,088 10.7 1,029 5.2 1,059 5.4 67,323 33,358 33,965

2012/13 19,902 2,090 10.5 1,051 5.3 1,039 5.2 65,849 32,720 33,129

2013/14 19,944 2,062 10.3 1,025 5.1 1,037 5.2 64,631 32,006 32,625

2014/15 20,204 1,978 9.8 973 4.8 1,005 5.0 62,491 30,834 31,657


ABORIGINAL STUDENTS BY GENDER

Aboriginal

Students

Province *District

1,060

1,029

1,051

1,025

973

1,041

1,059

1,039 1,037

1,005

920

940

960

980

1,000

1,020

1,040

1,060

1,080

2010/11 2011/12 2012/13 2013/14 2014/15

Nu

mb

er

of

Stu

de

nts

Number of Aboriginal Students by Gender

Females Males

4 Langley


Agenda 28

On-Reserve Off-Reserve

Aboriginal Aboriginal Aboriginal Total Aboriginal Aboriginal Total Total Total

School Students Females Males Aboriginal Females Males Aboriginal Aboriginal Aboriginal

Year # # # # # # # # #

2010/11 2,101 6 8 14 1,054 1,033 2,087 9,908 58,9942011/12 2,088 19 14 33 1,010 1,045 2,055 9,324 57,9992012/13 2,090 17 15 32 1,034 1,024 2,058 8,926 56,9232013/14 2,062 17 13 30 1,008 1,024 2,032 8,812 55,8192014/15 1,978 18 13 31 955 992 1,947 8,143 54,34808/09


ABORIGINAL STUDENTS ON- OR OFF-RESERVE

On-Reserve Off-Reserve

Aboriginal Students

Province *District

14

2087

33

2055

32

2058

30

2032

31

1947

0

500

1000

1500

2000

2500

1 2

Nu

mb

er

of

Ab

ori

gin

al

Stu

den

ts

District Data: Number of Aboriginal Students, On- or Off-Reserve

2010/11 2011/12 2012/13 2013/14 2014/15

Aboriginal Students On-Reserve Aboriginal Students Off-Reserve

5 Langley


Agenda 29

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 # % % % % % # % % % % %

2010/11 38 1 15 21 1 0 1,408 395 246 365 308 942011/12 38 1 13 23 1 0 1,404 395 250 357 315 872012/13 39 2 15 21 1 0 1,404 407 256 350 303 882013/14 40 2 16 21 1 0 1,394 410 248 356 288 922014/15 41 7 15 17 2 0 1,386 436 241 344 278 8708/09


Number of Schools Number of Schools

NUMBER OF STANDARD PUBLIC SCHOOLS BY PERCENTAGE OF ABORIGINAL STUDENTS

Province *District

1 12 2

7

15

13

1516

15

21

23

21 21

17

1 1 1 12

0 0 0 0 00

5

10

15

20

25

2010/11 2011/12 2012/13 2013/14 2014/15

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%

6 Langley


Agenda 30

Total

School Students Female Male Total Female Male Total Female Male Female MaleYear # # # # # # # # # # #

2010/11 412 49 60 109 120 183 303 1,923 1,827 2,972 3,5952011/12 328 41 58 99 98 131 229 1,813 1,679 2,545 3,0942012/13 385 48 62 110 121 154 275 1,685 1,625 2,238 2,9732013/14 396 57 70 127 118 151 269 1,594 1,579 2,050 2,7712014/15 371 56 61 117 107 147 254 1,559 1,532 2,018 2,64508/09


Non-AboriginalNon-Aboriginal

STUDENTS IN ALTERNATE PROGRAMS

District Province *

AboriginalAboriginal

49

60

41

58

48

6257

70

5661

0

10

20

30

40

50

60

70

80

1 2

Nu

mb

er

of

Stu

de

nts

Aboriginal Female Aboriginal Male

SD Data: Number of Aboriginal Students in Alternate Programs

2010/11 2011/12 2012/13 2013/14 2014/15

7 Langley


Agenda 31

School

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

2010/11 368 1,601 3 1 39 2 128 35 614 38 114 31 313 20 11 3 200 122011/12 389 1,575 8 2 37 2 138 35 622 39 102 26 288 18 11 3 162 102012/13 416 1,705 5 1 34 2 140 34 676 40 102 25 313 18 12 3 181 112013/14 423 1,753 8 2 32 2 135 32 707 40 109 26 326 19 13 3 162 92014/15 438 1,804 10 2 33 2 140 32 724 40 110 25 345 19 13 3 145 8

Special Needs Non-Ab

STUDENTS IN SPECIAL NEEDS PERFORMANCE REPORTING GROUPS

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

Non-Aboriginal

Gifted

AboriginalNon-

Aboriginal

Sensory Disabilities

Aboriginal

Behaviour DisabilitiesLearning DisabilitiesNon-

Aboriginal AboriginalAboriginalNon-

AboriginalSpecial

Needs Ab

0

5

10

15

20

25

30

35

40

45

Sensory Learning Behaviour Gifted Sensory Learning Behaviour Gifted

Pe

rce

nt

of

Stu

de

nts

Aboriginal Non-Aboriginal

Percent of Students in Special Needs Performance Reporting Groups

2010/11 2011/12 2012/13 2013/14 2014/15

8 Langley


Agenda 32

School

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

2010/11 114 7 6 38 33 49 43 20 18 0 0 0 02011/12 102 7 7 29 28 41 40 25 25 0 0 0 02012/13 102 9 9 29 28 36 35 27 26 0 0 0 02013/14 109 11 10 29 27 45 41 23 21 0 0 0 02014/15 110 11 10 30 27 34 31 35 32 0 0 0 0

School

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

2010/11 313 42 13 103 33 106 34 62 20 0 0 0 02011/12 288 30 10 92 32 95 33 71 25 0 0 0 02012/13 313 24 8 110 35 115 37 64 20 0 0 0 02013/14 326 41 13 98 30 111 34 71 22 0 0 0 02014/15 345 44 13 96 28 109 32 95 28 0 0 0 0

Aboriginal Students

GRADE DISTRIBUTION OF STUDENTS WITH BEHAVIOUR DISABILITIES

SecondaryElementary Total

Behaviour Disabilities* K-3 4-7 8-10

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

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

10

13

27 28

31 3232

28

0 00 00

5

10

15

20

25

30

35


Pe

rce

nt

of

Stu

de

nts

Students with Behaviour Disabilities - Grade Distribution 2014/15

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

9 Langley


Agenda 33

School Writers Only Participation

Year # % # % # % # %

2010/11 131 85 26 20 88 67 17 132011/12 119 83 27 23 86 72 6 52012/13 146 88 23 16 109 75 14 102013/14 96 81 18 19 68 71 10 102014/15 110 82 26 24 79 72 5 5

GRADE 4: NON-ABORIGINAL


Year # % # % # % # %

2010/11 1,102 92 155 14 772 70 175 162011/12 1,177 93 147 12 868 74 162 142012/13 1,188 92 135 11 848 71 205 172013/14 1,148 90 149 13 812 71 187 162014/15 1,132 88 158 14 786 69 188 17

Not Yet Meeting Meeting Exceeding

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

GRADE 4: ABORIGINAL


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.

400

420

440

460

480

500

520

540

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 4 Reading


Not Yet Meeting

Meeting

Exceeding

Not Yet Meeting

Meeting

Exceeding

10 Langley


Agenda 34


Year # % # % # % # %

2010/11 130 84 22 17 101 78 7 52011/12 117 82 28 24 83 71 6 52012/13 145 88 25 17 114 79 6 42013/14 95 81 12 13 80 84 3 32014/15 108 81 23 21 81 75 4 4



Year # % # % # % # %

2010/11 1,093 91 153 14 869 80 71 62011/12 1,169 93 150 13 893 76 126 112012/13 1,177 91 158 13 938 80 81 72013/14 1,143 89 78 7 947 83 118 102014/15 1,122 88 135 12 879 78 108 10


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

GRADE 4: ABORIGINAL


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.

6

6

6

6

7

7

7

7

7

8

8

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 4 Writing


Not Yet Meeting

Meeting

Exceeding

Not Yet Meeting

Meeting

Exceeding

11 Langley


Agenda 35


Year # % # % # % # %

2010/11 131 85 34 26 88 67 9 72011/12 121 85 33 27 84 69 4 32012/13 147 89 40 27 97 66 10 72013/14 95 81 23 24 66 69 6 62014/15 104 78 39 38 65 63 0 0



Year # % # % # % # %

2010/11 1,099 91 181 16 779 71 139 132011/12 1,172 93 171 15 886 76 115 102012/13 1,182 91 191 16 847 72 144 122013/14 1,148 90 200 17 800 70 148 132014/15 1,126 88 212 19 779 69 135 12


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

GRADE 4: ABORIGINAL


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

410

420

430

440

450

460

470

480

490

500

510

520

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 4 Numeracy


Not Yet Meeting

Meeting

Exceeding

12 Langley


Agenda 36


Year # % # % # % # %

2010/11 148 88 39 26 97 66 12 82011/12 148 83 41 28 98 66 9 62012/13 145 82 42 29 87 60 16 112013/14 136 87 30 22 94 69 12 92014/15 117 86 32 27 77 66 8 7



Year # % # % # % # %

2010/11 1,130 91 203 18 795 70 132 122011/12 1,130 89 250 22 746 66 134 122012/13 1,112 92 214 19 759 68 139 132013/14 1,154 93 180 16 783 68 191 172014/15 1,134 88 200 18 797 70 137 12


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

GRADE 7: ABORIGINAL


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

440

450

460

470

480

490

500

510

520

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 7 Reading


Not Yet Meeting

Meeting

Exceeding

13 Langley


Agenda 37


Year # % # % # % # %

2010/11 148 88 29 20 114 77 5 32011/12 146 82 27 18 115 79 4 32012/13 142 80 29 20 109 77 4 32013/14 134 86 18 13 113 84 3 22014/15 114 84 21 18 91 80 2 2



Year # % # % # % # %

2010/11 1,122 90 154 14 883 79 85 82011/12 1,119 88 126 11 914 82 79 72012/13 1,098 90 134 12 905 82 59 52013/14 1,136 92 85 7 931 82 120 112014/15 1,126 87 115 10 985 87 26 2


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

GRADE 7: ABORIGINAL



Not Yet Meeting

Meeting

Exceeding

0

1

2

3

4

5

6

7

8

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 7 Writing


Not Yet Meeting

Meeting

Exceeding

14 Langley


Agenda 38


Year # % # % # % # %

2010/11 148 88 43 29 101 68 4 32011/12 149 84 49 33 87 58 13 92012/13 144 81 52 36 79 55 13 92013/14 133 85 45 34 80 60 8 62014/15 115 85 48 42 64 56 3 3



Year # % # % # % # %

2010/11 1,141 91 192 17 825 72 124 112011/12 1,127 89 255 23 728 65 144 132012/13 1,110 91 248 22 731 66 131 122013/14 1,151 93 241 21 749 65 161 142014/15 1,134 88 250 22 770 68 114 10


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

GRADE 7: ABORIGINAL



Not Yet Meeting

Meeting

Exceeding

300

350

400

450

500

550

2007/2008 2008/2009 2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/2015

Average FSA Scaled Score - Grade 7 Numeracy


Not Yet Meeting

Meeting

Exceeding

15 Langley


Agenda 39

COURSES LEADING TO GRADUATION

# # % # % # # % # %

English 10 150 134 89 74 49 1,480 1,406 95 934 63English 10: First Peoples - - - - - - - - - -Foundations of Math 10 96 85 89 41 43 1,179 1,079 92 722 61Apprenticeship Math 10 68 63 93 25 37 296 270 91 111 38Science 10 163 148 91 66 40 1,419 1,357 96 910 64Civic Studies 11 Msk Msk Msk Msk Msk Msk Msk Msk Msk MskSocial Studies 11 113 107 95 59 52 1,279 1,238 97 851 67BC First Nations Studies 12 27 26 96 20 74 57 54 95 35 61English 12: First Peoples - - - - - - - - - -English 12 111 110 99 82 74 1,230 1,201 98 894 73Communications 12 26 26 100 18 69 194 191 98 107 55

FINAL MARK RESULTS: OVERVIEW

C+ (Good) or Better

Non-Aboriginal

C- (Pass) or Better

Certain courses must be taken in Grades 10, 11 and 12 in order to meet graduation requirements. These courses have a mandatory exam component. Results presented in this section include graduation program exams written in August, November, January, April and June of the school year indicated.

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

0

10

20

30

40

50

60

70

80

90

100

Per

cent

Final Marks Overview: Aboriginal Results 2014/15

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

16 Langley


Agenda 40

Students Students

Assigned Assigned

School Final Mark Final Mark

Year # # % # % # # % # %

2010/11 145 127 88 63 43 1,511 1,451 96 961 642011/12 176 164 93 92 52 1,513 1,457 96 925 612012/13 155 148 95 76 49 1,425 1,380 97 914 642013/14 160 145 91 67 42 1,393 1,335 96 878 632014/15 150 134 89 74 49 1,480 1,406 95 934 63

Students Total Students Total

Assigned Gr 10 Assigned Gr 10

School Final Mark Students 1

Gr 10 Non-Gr 10 2

Final Mark Students 1

Gr 10 Non-Gr 10 2

Year # # # # # # # #

2010/11 145 174 129 16 1,511 1,560 1,386 1252011/12 176 194 149 27 1,513 1,502 1,342 1712012/13 155 173 130 25 1,425 1,448 1,281 1442013/14 160 185 146 14 1,393 1,446 1,268 1252014/15 150 186 138 12 1,480 1,540 1,318 162

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


88

9693

9695 9791

9689

95

0

20

40

60

80

100


ENGLISH 10: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

17 Langley


Agenda 41

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 - - - - - - - - - -2011/12 - - - - - - - - - -2012/13 - - - - - - - - - -2013/14 - - - - - - - - - -2014/15 - - - - - - - - - -




Gr 10 Non-Gr 10 2


Gr 10 Non-Gr 10 2

Year # # # # # # # #

2010/11 - 174 - - - 1,560 - -2011/12 - 194 - - - 1,502 - -2012/13 - 173 - - - 1,448 - -2013/14 - 185 - - - 1,446 - -2014/15 - 186 - - - 1,540 - -



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

0

20

40

60

80

100


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

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

18 Langley


Agenda 42

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 96 84 88 41 43 1,134 1,039 92 648 572011/12 123 111 90 42 34 1,266 1,164 92 713 562012/13 95 80 84 34 36 1,254 1,136 91 712 572013/14 114 102 89 48 42 1,190 1,100 92 684 572014/15 96 85 89 41 43 1,179 1,079 92 722 61




Gr 10 Non-Gr 10 2


Gr 10 Non-Gr 10 2

Year # # # # # # # #

2010/11 96 174 84 12 1,134 1,560 985 1492011/12 123 194 108 15 1,266 1,502 1,057 2092012/13 95 173 86 9 1,254 1,448 1,007 2472013/14 114 185 89 25 1,190 1,446 936 2542014/15 96 186 76 20 1,179 1,540 913 266



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

889290 92

849189

9289

92

0

20

40

60

80

100


Foundations Of Math 10: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

19 Langley


Agenda 43

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 43 40 93 16 37 263 242 92 75 292011/12 53 49 92 16 30 242 225 93 87 362012/13 64 57 89 20 31 264 249 94 90 342013/14 69 63 91 22 32 275 256 93 96 352014/15 68 63 93 25 37 296 270 91 111 38




Gr 10 Non-Gr 10 2


Gr 10 Non-Gr 10 2

Year # # # # # # # #

2010/11 43 174 24 19 263 1,560 190 732011/12 53 194 41 12 242 1,502 156 862012/13 64 173 42 22 264 1,448 176 882013/14 69 185 51 18 275 1,446 208 672014/15 68 186 45 23 296 1,540 221 75


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


93 9292 9389

9491 9393 91

0

20

40

60

80

100


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

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

20 Langley


Agenda 44

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 142 134 94 56 39 1,500 1,438 96 882 592011/12 169 160 95 75 44 1,472 1,413 96 857 582012/13 147 140 95 65 44 1,366 1,325 97 885 652013/14 149 139 93 59 40 1,356 1,309 97 843 622014/15 163 148 91 66 40 1,419 1,357 96 910 64




Gr 10 Non-Gr 10 2


Gr 10 Non-Gr 10 2

Year # # # # # # # #

2010/11 142 174 117 25 1,500 1,560 1,274 2262011/12 169 194 140 29 1,472 1,502 1,209 2632012/13 147 173 124 23 1,366 1,448 1,146 2202013/14 149 185 125 24 1,356 1,446 1,143 2132014/15 163 186 132 31 1,419 1,540 1,195 224



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 9695 9695 9793

9791

96

0

20

40

60

80

100


Science 10: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

21 Langley


Agenda 45

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 Msk Msk Msk Msk Msk 17 17 100 10 592011/12 Msk Msk Msk Msk Msk 17 17 100 6 352012/13 Msk Msk Msk Msk Msk 28 28 100 15 542013/14 - - - - - Msk Msk Msk Msk Msk2014/15 Msk Msk Msk Msk Msk Msk Msk Msk Msk Msk




Gr 11 Non-Gr 11 2


Gr 11 Non-Gr 11 2

Year # # # # # # # #

2010/11 Msk 180 Msk Msk 17 1,778 7 102011/12 Msk 203 Msk Msk 17 1,720 6 112012/13 Msk 206 Msk Msk 28 1,643 17 112013/14 - 169 - - Msk 1,485 Msk Msk2014/15 Msk 176 Msk Msk Msk 1,522 Msk Msk



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

100 100 100

0

20

40

60

80

100


Civic Studies 11: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

22 Langley


Agenda 46

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 128 119 93 62 48 1,383 1,346 97 915 662011/12 115 109 95 60 52 1,411 1,363 97 888 632012/13 127 122 96 68 54 1,364 1,328 97 875 642013/14 107 102 95 61 57 1,301 1,251 96 860 662014/15 113 107 95 59 52 1,279 1,238 97 851 67




Gr 11 Non-Gr 11 2


Gr 11 Non-Gr 11 2

Year # # # # # # # #

2010/11 128 180 101 27 1,383 1,778 1,161 2222011/12 115 203 98 17 1,411 1,720 1,159 2522012/13 127 206 114 13 1,364 1,643 1,128 2362013/14 107 169 92 15 1,301 1,485 1,080 2212014/15 113 176 93 20 1,279 1,522 1,082 197



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

939795 9796 9795 9695 97

0

20

40

60

80

100


Social Studies 11: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

23 Langley


Agenda 47

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 Msk Msk Msk Msk Msk 69 67 97 37 542011/12 20 17 85 8 40 40 38 95 25 632012/13 12 9 75 2 17 56 54 96 32 572013/14 33 32 97 18 55 76 73 96 40 532014/15 27 26 96 20 74 57 54 95 35 61




Gr 12 Non-Gr 12 2


Gr 12 Non-Gr 12 2

Year # # # # # # # #

2010/11 Msk 183 Msk Msk 69 2,032 49 202011/12 20 196 7 13 40 1,947 20 202012/13 12 221 6 6 56 1,992 30 262013/14 33 266 20 13 76 2,073 51 252014/15 27 265 10 17 57 1,976 26 31



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

97

85

95

75

9697 9696 95

0

20

40

60

80

100


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

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

24 Langley


Agenda 48

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 - - - - - - - - - -2011/12 - - - - - - - - - -2012/13 - - - - - - - - - -2013/14 - - - - - Msk Msk Msk Msk Msk2014/15 - - - - - - - - - -




Gr 12 Non-Gr 12 2


Gr 12 Non-Gr 12 2

Year # # # # # # # #

2010/11 - 183 - - - 2,032 - -2011/12 - 196 - - - 1,947 - -2012/13 - 221 - - - 1,992 - -2013/14 - 266 - - Msk 2,073 Msk Msk2014/15 - 265 - - - 1,976 - -



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

0

20

40

60

80

100


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

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

25 Langley


Agenda 49

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 84 83 99 50 60 1,361 1,345 99 977 722011/12 90 88 98 55 61 1,289 1,267 98 883 692012/13 97 96 99 59 61 1,326 1,304 98 931 702013/14 125 123 98 77 62 1,324 1,304 98 935 712014/15 111 110 99 82 74 1,230 1,201 98 894 73




Gr 12 Non-Gr 12 2


Gr 12 Non-Gr 12 2

Year # # # # # # # #

2010/11 84 183 77 7 1,361 2,032 1,287 742011/12 90 196 84 6 1,289 1,947 1,203 862012/13 97 221 88 9 1,326 1,992 1,254 722013/14 125 266 115 10 1,324 2,073 1,235 892014/15 111 265 101 10 1,230 1,976 1,139 91



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

99 9998 9899 9898 9899 98

0

20

40

60

80

100


English 12: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

26 Langley


Agenda 50

Students Students

Assigned Assigned


Year # # % # % # # % # %

2010/11 22 22 100 15 68 259 255 98 153 592011/12 30 30 100 16 53 234 225 96 113 482012/13 28 27 96 12 43 225 220 98 132 592013/14 33 33 100 26 79 199 196 98 148 742014/15 26 26 100 18 69 194 191 98 107 55




Gr 12 Non-Gr 12 2


Gr 12 Non-Gr 12 2

Year # # # # # # # #

2010/11 22 183 16 6 259 2,032 225 342011/12 30 196 26 4 234 1,947 200 342012/13 28 221 24 4 225 1,992 182 432013/14 33 266 28 5 199 2,073 164 352014/15 26 265 25 1 194 1,976 167 27



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 981009696 98100 98100 98

0

20

40

60

80

100


Communications 12: C- (Pass) or Better

2010/11 2011/12 2012/13 2013/14 2014/15

Perc

en

t

27 Langley


Agenda 51

PROGRESS OF STUDENTS ENTERING GRADE 8 IN SEPTEMBER 2009

School

All Students Female Male


Year Year % % % % % %

2009/10 Grade 8 100 100 100 100 100 100Grade 9 100 99 100 100 100 100

Grade 10 100 100 100 100 100 100Grade 11 100 100 99 98 98 99Grade 12 96 94 97 96 96 96

2014/15 Completion 78 89 67 88 90 87

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

28 Langley


Agenda 52

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

All AllStudents Female Male Students Female Male

School Year % % % % % %

2010/11 62 59 65 86 90 822011/12 65 75 54 87 90 832012/13 70 74 66 87 88 852013/14 68 69 67 88 90 872014/15 78 89 67 88 90 87

* When the six-year rate is reported, numbers for prior school years are not updated (Page 29). When the six-year rate is reported with the seven- and eight-year rates, numbers for prior school years are updated (Page 30).

The six-year completion rate is the percent of Grade 8 students who graduate with a Certificate of Graduation. It is not the inverse of a "dropout rate" as students may graduate after the six-year period.

BC SIX-YEAR COMPLETION RATE, 2010/11 - 2014/15

Non-AboriginalAboriginal

62

86

65

87

70

87

68

88

78

88

0

10

20

30

40

50

60

70

80

90

100


Perc

en

t

Six-Year Completion Rate: Aboriginal/Non-Aboriginal

2010/11 2011/12 2012/13 2013/14 2014/15

5965

75

54

746669 67

89

67

0

10

20

30

40

50

60

70

80

90

100

Aboriginal Female Aboriginal Male

Perc

en

t

Six-Year Completion Rate: Aboriginal by Gender

2010/11 2011/12 2012/13 2013/14 2014/15

29 Langley


Agenda 53

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

All All AllStudent Cohort Students Female Male Students Female Male Students Female Male

Start Year % % % % % % % % %

2007/08 72 74 69 72 75 70 72 75 702008/09 69 70 68 69 71 66 - - -2009/10 78 89 67 - - - - - -

* When the six-year rate is reported, numbers for prior school years are not updated (Page 29). When the six-year rate is reported with the seven- and eight-year rates, numbers for prior school years are updated (Page 30).

BC 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 2008/09 and 2009/10 cohorts will be incompleteas 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

72 72 7274 75 7569 70 70

0

20

40

60

80

100

2012/13 2013/14 2014/15

Perc

en

t

Six-, Seven- and Eight-Year Aboriginal Completion Rates, 2007/08 Cohort


6 Year 7 Year 8 Year

69 6970 7168 66

0

20

40

60

80

100

2013/14 2014/15 2015/16

Perc

en

t



7889

67

0

20

40

60

80

100

2014/15 2015/16 2016/17

Perc

en

t



6 Year 7 Year

6 Year

30 Langley


Agenda 54

BC SCHOOL COMPLETION CERTIFICATE ("Evergreen" Certificate)

School Year # # % # # %

2010/11 169 Msk Msk 1,872 20 12011/12 177 Msk Msk 1,790 39 22012/13 207 Msk Msk 1,888 19 12013/14 239 Msk Msk 1,882 11 12014/15 239 Msk Msk 1,805 22 1

BC CERTIFICATE OF GRADUATION ("Dogwood" Diploma)


2010/11 169 86 51 1,872 1,397 752011/12 177 101 57 1,790 1,308 732012/13 207 99 48 1,888 1,350 722013/14 239 131 55 1,882 1,331 712014/15 239 109 46 1,805 1,197 66

BC ADULT GRADUATION DIPLOMA ("Adult Dogwood" Diploma)


2010/11 169 11 7 1,872 90 52011/12 177 13 7 1,790 86 52012/13 207 20 10 1,888 122 62013/14 239 16 7 1,882 132 72014/15 239 14 6 1,805 101 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


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

31 Langley


Agenda 55

School

Year # # % # % # # % # %

2009/10 148 0 0 0 0 1,885 61 3 1 02010/11 183 0 0 0 0 2,032 72 4 0 02011/12 196 13 7 0 0 1,947 220 11 1 02012/13 221 3 1 0 0 1,992 107 5 0 02013/14 266 2 1 0 0 2,073 105 5 1 0

DOGWOOD DISTRICT/AUTHORITY AWARD

School

Year # # % # # %

2009/10 148 7 5 1,885 77 42010/11 183 2 1 2,032 86 42011/12 196 3 2 1,947 85 42012/13 221 12 5 1,992 150 82013/14 266 13 5 2,073 151 7

SECONDARY SCHOOL APPRENTICESHIP SCHOLARSHIP

School

Year # # % # # %

2009/10 148 0 0 1,885 0 02010/11 183 0 0 2,032 0 02011/12 196 0 0 1,947 18 12012/13 221 3 1 1,992 10 12013/14 266 0 0 2,073 20 1

This scholarship recognizes graduates who excel in their chosen non-academic field. Students who meet basic Ministry of Education eligibility as well as criteria determined by the district are awarded a $500 cheque and a $500 voucher.

This $1000 scholarship is available to school-aged students registered with the Industry Training Authority (ITA) who successfully complete 4 SSA courses and maintain a C+ average, in addition to reporting 900 hours or more to the ITA.

Scholarship Recipients

$2,500

Aboriginal Students Non-Aboriginal Students

Sep/Feb Gr 12

StudentsSep/Feb Gr 12 Students



Sep/Feb Gr 12

Students


$1,000


$2,500Sep/Feb Gr 12 Students


$1,000

The provincial government awards $1,000 to a student who meets basic eligibility and required Grade 12 provincial exam achievement. A student who qualifies for the scholarship and ranks among the top students in BC receives $2500.

Aboriginal Students

SCHOLARSHIPS AND AWARDS, 2009/10 - 2013/14

To be eligible for any provincial scholarship or award, a student must be a Canadian citizen or permanent resident, a BC resident, and meet graduation requirements. Additional requirements and amounts received for the 2013/2014 school year are listed below.

GRADE 12 GRADUATION PROGRAM EXAMINATIONS SCHOLARSHIP

Aboriginal Students Non-Aboriginal Students

Non-Aboriginal Students

Sep/Feb Gr 12

StudentsSep/Feb Gr 12 Students



32 Langley


Agenda 56

CHILDREN UNDER A CONTINUING CUSTODY ORDER (EVER)

All CCOsSchool Year # # % # %

2010/11 200 109 55 91 462011/12 181 103 57 78 432012/13 174 104 60 70 402013/14 155 95 61 60 392014/15 148 89 60 59 40

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

AllAboriginal Students

School Year # # %

2010/11 2,101 109 52011/12 2,088 103 52012/13 2,090 104 52013/14 2,062 95 52014/15 1,978 89 4

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

All CCOs Female Male Total Female Male TotalSchool Year % % % % % % %

2010/11 40 Msk Msk Msk Msk Msk 432011/12 41 Msk Msk Msk Msk Msk 542012/13 41 Msk Msk Msk Msk Msk 592013/14 65 Msk Msk Msk Msk Msk 722014/15 80 88 Msk 82 Msk Msk Msk

All CCOs Female Male Total Female Male Total School Year % % % % % % %

2010/11 90 Msk - Msk Msk Msk Msk2011/12 Msk Msk - Msk Msk Msk Msk2012/13 100 Msk Msk Msk Msk Msk Msk2013/14 82 Msk Msk Msk Msk Msk Msk2014/15 Msk Msk Msk Msk Msk Msk Msk

** See Glossary for definition

EDUCATION EXPERIENCES OF (EVER*) CHILDREN IN CARE

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.

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. See the MCFD report for more details http://www.mcf.gov.bc.ca/about_us/performance.htm


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

CCOs CCOs

Aboriginal Children Under a

Continuing Custody Order


33 Langley


Agenda 57

GRADE 12 GRADUATES ENTERING COMMUNITY COLLEGES

Demographic

Group # % # % # % # % # %

Aboriginal 99 100 2 2.0 2 2.0 1 1.0 - -Non-Aboriginal 1,447 100 30 2.1 18 1.2 15 1.0 6 0.4

K-12 NON-GRADUATES ENTERING COMMUNITY COLLEGES

Demographic

Group # % # % # % # % # %

Aboriginal 33 100 - - - - 1 3.0 - -Non-Aboriginal 585 100 12 2.1 4 0.7 2 0.3 3 0.5

GRADE 12 GRADUATES ENTERING INSTITUTES

Demographic

Group # % # % # % # % # %

Aboriginal 99 100 2 2.0 1 1.0 1 1.0 - -Non-Aboriginal 1,447 100 47 3.2 28 1.9 12 0.8 11 0.8

K-12 NON-GRADUATES ENTERING INSTITUTES

Demographic

Group # % # % # % # % # %

Aboriginal 33 100 - - 1 3.0 1 3.0 - -Non-Aboriginal 585 100 5 0.9 2 0.3 3 0.5 2 0.3

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

2009/10

Year of Transition to an Institute

2010/11 2011/12 2012/13 2013/14

Grade 12

Graduates of

School Year

2009/10

Year of Transition to an Institute

2010/11 2011/12 2012/13 2013/14

K-12 Non-

Graduates of Year

of Last Enrolment

2009/10

Year of Transition to a Community College

2010/11 2011/12 2012/13 2013/14

STUDENT TRANSITIONS TO BC PUBLIC POST-SECONDARY INSTITUTIONS

Grade 12

Graduates of

School Year

2009/10

Year of Transition to a Community College

2010/11 2011/12 2012/13 2013/14

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.

34 Langley


Agenda 58

GRADE 12 GRADUATES ENTERING RESEARCH-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 99 100 2 2.0 1 1.0 - - - -Non-Aboriginal 1,447 100 191 13.2 11 0.8 - - 3 0.2

K-12 NON-GRADUATES ENTERING RESEARCH-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 33 100 - - - - - - - -Non-Aboriginal 585 100 - - 1 0.2 1 0.2 1 0.2

GRADE 12 GRADUATES ENTERING TEACHING-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 99 100 23 23.2 10 10.1 5 5.1 1 1.0Non-Aboriginal 1,447 100 366 25.3 102 7.0 44 3.0 19 1.3

K-12 NON-GRADUATES ENTERING TEACHING-INTENSIVE UNIVERSITIES

Demographic

Group # % # % # % # % # %

Aboriginal 33 100 3 9.1 - - - - - -Non-Aboriginal 585 100 14 2.4 6 1.0 3 0.5 3 0.5

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

2009/10

Year of Transition to a Teaching-Intensive University

2010/11 2011/12 2012/13 2013/14

Grade 12

Graduates of

School Year

2009/10

Year of Transition to a Teaching-Intensive University

2010/11 2011/12 2012/13 2013/14

K-12 Non-

Graduates of

Year of Last

Enrolment

2009/10

Year of Transition to a Research-Intensive University

2010/11 2011/12 2012/13 2013/14

STUDENT TRANSITIONS TO BC PUBLIC POST-SECONDARY INSTITUTIONS

For more information, see the website: www.bced.gov.bc.ca/reporting/ or www.aved.gov.bc.ca/student_transitions/

Grade 12

Graduates of

School Year

2009/10

Year of Transition to a Research-Intensive University

2010/11 2011/12 2012/13 2013/14

35 Langley


Agenda 59

CAVEAT

SATISFACTION SURVEY RESULTS, 2010/11 - 2014/15

Survey report users should keep in mind that during the 2011/12 school year, due to labour disputes survey participation was optional. Response rates for that one year fell far below typical levels, and so those responses may not be representative of the school populations. Report users should carefully compare any results for 2011/12 against trends established in earlier and subsequent years, and consider discounting the 2011/12 results if they differ greatly from established trends.

The Satisfaction Survey is a 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, but overall the response rates are very high (around 90% for elementary grades and around 60% to 75% for secondary grades).

The survey responses are kept completely confidential, and the survey is not linked with any other student records. For this reason, the only demographic information available about respondents is taken from survey questions (e.g. grade level, gender, Aboriginal ancestry). The Aboriginal ancestry question is skipped by less 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 Satisfaction Survey. These questions were selected because they help to provide students' perspectives in regards to their sense of belonging. For more information on the provincial Satisfaction Survey, visit www.bced.gov.bc.ca/sat_survey/

The chart next to each question represents the percentage of students responding “All of the time” or “many times” over five years. If the number of respondents for one year is considerably lower than that of the other years the percentage is not shown on the chart.

36 Langley


Agenda 60

Do you like school? Gr 4 Gr 4

Respondents Respondents


2010/11 121 67 55 1,029 631 612011/12 50 28 56 363 191 532012/13 95 47 49 747 435 582013/14 90 52 58 689 378 552014/15 90 52 58 733 426 58

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



2010/11 117 88 75 1,009 828 822011/12 50 36 72 363 280 772012/13 92 69 75 727 600 832013/14 91 73 80 686 565 822014/15 85 70 82 729 580 80

Gr 4 Gr 4



2010/11 122 87 71 1,043 764 732011/12 51 35 69 372 246 662012/13 98 76 78 759 563 742013/14 94 62 66 702 510 732014/15 91 57 63 744 518 70

Gr 4 Gr 4



2010/11 123 109 89 1,043 940 902011/12 52 48 92 366 318 872012/13 90 84 93 746 691 932013/14 93 84 90 689 646 942014/15 88 81 92 742 673 91

Gr 4 Gr 4



2010/11 121 87 72 1,034 706 682011/12 50 33 66 367 213 582012/13 92 62 67 748 443 592013/14 92 59 64 696 450 652014/15 86 55 64 725 385 53

All of the time or many times


Do your teachers help you with your

schoolwork when you need it?



SATISFACTION SURVEY RESULTS, GRADE 3/4




At school, are you being taught about

Aboriginal peoples in Canada?All of the time or

many timesAll of the time or

many times

At school, do you respect people who are

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

look different)?



2540557085


60708090100


5060708090


70

80

90

100


3550658095


37 Langley


Agenda 61

Do you feel safe at school? Gr 4 Gr 4



2010/11 123 93 76 1,040 872 842011/12 52 41 79 367 294 802012/13 94 73 78 750 615 822013/14 92 62 67 695 569 822014/15 87 62 71 743 592 80

Gr 4 Gr 4



2010/11 120 13 11 1,035 78 82011/12 52 7 13 367 39 112012/13 90 13 14 740 59 82013/14 92 12 13 688 55 82014/15 85 14 16 730 62 8

Gr 4 Gr 4



2010/11 124 118 95 1,049 986 942011/12 51 48 94 375 347 932012/13 93 83 89 757 707 932013/14 93 90 97 697 658 942014/15 90 84 93 751 706 94

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



2010/11 119 13 11 1,015 52 52011/12 52 5 10 365 33 92012/13 90 9 10 729 37 52013/14 91 7 8 678 35 52014/15 85 5 6 725 40 6



SATISFACTION SURVEY RESULTS, GRADE 3/4 continued




Two adults or more

How many adults at your school care about

you? (Percentage responding 2 adults or

more.)

Two adults or more

At school, are you bullied, teased, or picked

on?



45607590


0

10

20

30


70

80

90

100


0

10

20

30


38 Langley


Agenda 62




2010/11 130 52 40 999 439 442011/12 13 6 46 197 82 422012/13 114 50 44 766 341 452013/14 61 26 43 549 257 472014/15 57 31 54 498 250 50

Do adults in the school treat all students fairly? Gr 7 Gr 7



2010/11 133 66 50 978 607 622011/12 13 10 77 195 117 602012/13 116 55 47 759 466 612013/14 59 32 54 539 340 632014/15 56 31 55 498 318 64

Gr 7 Gr 7



2010/11 129 87 67 1,004 760 762011/12 13 5 38 195 148 762012/13 116 81 70 767 579 752013/14 59 44 75 553 421 762014/15 57 45 79 495 385 78

Gr 7 Gr 7



2010/11 131 114 87 998 894 902011/12 13 10 77 196 180 922012/13 116 100 86 764 699 912013/14 57 53 93 548 519 952014/15 57 54 95 499 467 94

Gr 7 Gr 7



2010/11 130 28 22 982 135 142011/12 12 1 8 191 12 62012/13 116 35 30 761 102 132013/14 57 15 26 537 50 92014/15 56 22 39 496 79 16







SATISFACTION SURVEY RESULTS, GRADE 7







many times



look different)?



3040506070


20406080100


5305580


55

70

85

100


0

20

40

60


39 Langley


Agenda 63




2010/11 131 93 71 1,003 792 792011/12 13 10 77 198 163 822012/13 113 80 71 769 594 772013/14 58 47 81 550 460 842014/15 57 49 86 493 409 83

Gr 7 Gr 7



2010/11 126 26 21 984 96 102011/12 13 2 15 194 15 82012/13 115 13 11 765 73 102013/14 59 6 10 545 39 72014/15 57 5 9 486 32 7

Gr 7 Gr 7



2010/11 133 111 83 996 909 912011/12 13 13 100 197 168 852012/13 116 103 89 765 682 892013/14 57 52 91 553 481 872014/15 56 51 91 491 438 89

I would like to go to a different school. Gr 7 Gr 7



2010/11 128 32 25 986 133 132011/12 13 2 15 193 33 172012/13 116 12 10 761 88 122013/14 60 10 17 543 82 152014/15 56 5 9 489 61 12



SATISFACTION SURVEY RESULTS, GRADE 7 continued






more.)

Two adults or more


on?



60708090

100


0

15

30

45


70

80

90

100


0

15

30

45


40 Langley


Agenda 64




2010/11 121 50 41 1,042 401 382011/12 22 7 32 211 90 432012/13 94 32 34 984 376 382013/14 123 30 24 1,053 371 352014/15 111 32 29 955 391 41

Does staff treat all students fairly at school? Gr 10 Gr 10



2010/11 120 37 31 1,020 476 472011/12 22 9 41 203 98 482012/13 94 32 34 970 448 462013/14 123 56 46 1,038 494 482014/15 109 49 45 950 455 48

Gr 10 Gr 10



2010/11 121 72 60 1,048 676 652011/12 22 9 41 211 123 582012/13 93 54 58 985 614 622013/14 123 72 59 1,053 643 612014/15 108 62 57 963 639 66

Gr 10 Gr 10



2010/11 121 90 74 1,018 853 842011/12 21 19 90 206 166 812012/13 93 74 80 971 838 862013/14 120 94 78 1,040 908 872014/15 109 89 82 940 833 89

Gr 10 Gr 10



2010/11 118 32 27 1008 313 312011/12 21 11 52 205 108 532012/13 93 41 44 965 340 352013/14 120 42 35 1034 378 372014/15 106 32 30 941 361 38













Aboriginal peoples in Canada?




look different)?



520355065


2030405060


2540557085


60708090100


020406080


41 Langley


Agenda 65



School Year # # % # # %% %

2010/11 119 82 69 1,034 769 742011/12 22 14 64 210 167 802012/13 93 66 71 989 748 762013/14 119 79 66 1,047 786 752014/15 111 71 64 960 741 77

Gr 10 Gr 10


School Year # # % # # %% %

2010/11 119 15 13 1,026 79 82011/12 22 1 5 208 10 52012/13 94 11 12 972 86 92013/14 120 14 12 1,042 68 72014/15 112 10 9 948 58 6

Gr 10 Gr 10



2010/11 121 87 72 1,045 812 782011/12 22 17 77 210 164 782012/13 94 73 78 985 760 772013/14 121 80 66 1,053 796 762014/15 112 76 68 956 699 73

Gr 10 Gr 10


School Year # # % # # %% %

2010/11 117 47 40 1,016 413 412011/12 22 7 32 207 75 362012/13 93 32 34 978 362 372013/14 120 41 34 1,034 353 342014/15 109 32 29 944 338 36

Gr 10 Gr 10


School Year # # % # # %% %

2010/11 120 57 48 1,019 533 522011/12 22 8 36 206 97 472012/13 88 40 45 975 498 512013/14 119 50 42 1,039 502 482014/15 106 40 38 948 489 52

I would like to transfer to a different school. Gr 10 Gr 10



2010/11 116 23 20 1,022 177 172011/12 19 6 32 205 43 212012/13 93 20 22 963 179 192013/14 116 20 17 1,014 143 142014/15 100 27 27 929 140 15



more.)



Two adults or more

Are you satisfied that school is preparing you

for post-secondary education (for example,

college, university, trade school)?








on?




for a job in the future?



Two adults or more

5060708090


0

10

20

30


5060708090


520355065


1530456075


0153045


42 Langley


Agenda 66




2010/11 79 34 43 995 434 442011/12 Msk Msk Msk 50 27 542012/13 68 29 43 895 358 402013/14 90 30 33 894 347 392014/15 69 31 45 796 374 47

Does staff treat all students fairly at school? Gr 12 Gr 12



2010/11 78 37 47 988 451 462011/12 Msk Msk Msk 48 27 562012/13 68 34 50 885 418 472013/14 88 36 41 878 409 472014/15 66 33 50 770 384 50

Gr 12 Gr 12



2010/11 78 55 71 996 696 702011/12 Msk Msk Msk 50 30 602012/13 68 49 72 897 610 682013/14 90 59 66 892 562 632014/15 67 42 63 786 516 66

Gr 12 Gr 12



2010/11 76 61 80 972 805 832011/12 Msk Msk Msk 48 46 962012/13 67 62 93 882 757 862013/14 90 82 91 875 765 872014/15 66 61 92 779 680 87

Gr 12 Gr 12



2010/11 77 16 21 963 130 132011/12 Msk Msk Msk 48 9 192012/13 66 14 21 868 129 152013/14 90 25 28 868 124 142014/15 68 17 25 769 131 17














many times



look different)?



2030405060


3540455055


5060708090


70

80

90

100


010203040


43 Langley


Agenda 67



School Year # # % # # %% %

2010/11 77 59 77 990 806 812011/12 Msk Msk Msk 49 43 882012/13 68 49 72 894 695 782013/14 90 68 76 882 720 822014/15 68 55 81 786 625 80

Gr 12 Gr 12


School Year # # % # # %% %

2010/11 78 8 10 991 57 62011/12 Msk Msk Msk 49 3 62012/13 66 11 17 891 63 72013/14 89 6 7 885 44 52014/15 67 8 12 780 42 5

Gr 12 Gr 12



2010/11 79 64 81 1,001 798 802011/12 2 Msk Msk 49 44 902012/13 69 58 84 896 723 812013/14 90 73 81 892 726 812014/15 69 57 83 792 625 79

Gr 12 Gr 12


School Year # # % # # %% %

2010/11 76 28 37 974 282 292011/12 Msk Msk Msk 49 21 432012/13 67 19 28 893 241 272013/14 89 17 19 880 201 232014/15 66 15 23 778 181 23

Gr 12 Gr 12


School Year # # % # # %% %

2010/11 77 31 40 985 486 492011/12 Msk Msk Msk 49 30 612012/13 66 32 48 895 387 432013/14 88 33 38 883 333 382014/15 65 26 40 777 337 43

I would like to transfer to a different school. Gr 12 Gr 12


School Year # # # # %% %

2010/11 76 15 20 972 146 152011/12 Msk Msk Msk 49 4 82012/13 64 9 14 865 79 92013/14 86 8 9 866 98 112014/15 67 10 15 769 85 11



more.)



Two adults or more


for post-secondary education (for example,

college, university, trade school)?








on?




for a job in the future?



Two adults or more

60708090

100


0

10

20

30


60708090

100


0153045


2030405060


0102030


44 Langley


Agenda 68

GLOSSARY ITEM DEFINITION

Aboriginal Student 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 .

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.

Completion Rate See Six-Year Completion Rate.Eligible Grade 12

Graduation Rate

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.

Enrolment 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.

Final Mark 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.)

Grade-to-Grade Transition

Rate

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.

Graduation A Certificate of Graduation is awarded by the Ministry of Education upon successful completion of the British Columbia Provincial Graduation Requirements.

Headcount A count of unique individuals.Hyphen 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.

GLOSSARY

For complete listing of glossary: www.bced.gov.bc.ca/reporting/glossary.php

45 Langley


Agenda 69

Msk 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 http://www2.gov.bc.ca/gov/content/education-training/administration/legislation-policy/public-schools/protection-of-personal-information-when-reporting-on-small-populations

Off-Reserve Aboriginal

Student

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

On-Reserve Aboriginal

Student

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

Participant (Foundation

Skills Assessment

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

Participant (Provincial

Examination)

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.

Participation Rate

(Foundation Skills

Assessment)

The number of students who responded to at least one question in the assessment, divided by the total number of students in that grade.

Pass Rate 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".

Performance (Foundation

Skills Assessment)

The student performance levels are: • Exceeding Expectations - exceeded the expectations for student's grade• Meeting Expectations - met the accepted expectations for student's grade• Not Yet Meeting Expectations - did not demonstrate sufficient skills to meet the minimum expectations for student's grade.

Public School 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).

School District 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 Year 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.

46 Langley


Agenda 70

Six-Year Completion Rate 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 29). When the six-year rate is reported with the seven- and eight-year rates, numbers for prior school years are updated (Page 30).

Special Education Program 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 Needs (in

performance-oriented

reports)

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 Categories Category A – Physically DependentCategory B – DeafblindCategory C – Moderate to Profound Intellectual DisabilityCategory D – Physical Disability / Chronic Health ImpairmentCategory E – Visual ImpairmentCategory F – Deaf or Hard of HearingCategory G – Autism Spectrum DisorderCategory H – Intensive Behaviour Interventions / Serious Mental IllnessCategory K – Mild Intellectual DisabilityCategory P – GiftedCategory Q – Learning Disability (formerly Category J)Category R – Moderate Behaviour Support / Mental Illness (formerly Categories M and N)

Student 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 Cohort A group of students who share particular characteristics and who are tracked over a period of time.

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.

47 Langley


Agenda 71


STAFF REPORT



FROM: David Green, Secretary Treasurer

RESOURCES: Suzanne Hoffman, Superintendent

Karen Wagner, Manager of Energy, Environment and Special Projects

SUBJECT: Emergency Preparedness

RECOMMENDED MOTION:

That the Board of Education receives the report on Emergency Preparedness for information, as

presented.

BACKGROUND:

District staff views the issue of earthquake preparedness as a component of a broader concept of the

degree to which the District is prepared to deal with all types of emergencies. This broader concept

encompasses many activities such as drills, evacuations, intruders and other natural occurrences, many of

which are referred to below under the heading of Emergency Response Plans. The remainder of this

report is focused on earthquake preparedness. The reason it did not come back to the Board in

November, as directed by the Board motion, was to allow more time for analysis of activities undertaken

and for certain meetings to take place. This report is organized under five headings which individually

describe current practice in the various areas and future best practices. The five headings are:

School Emergency Response Plans (ERP)

Nationwide Shakeout Day 2015

School Emergency Supply List

DPAC Communications

Other Requirements Under Review

1. SCHOOL EMERGENCY RESPONSE PLANS (ERP)

Each school in the District is required to annually complete an Emergency Response Plan “ERP”. The ERP

covers a wide variety of topics as illustrated in the attached Table of Contents from one of the two ERP’s

Agenda 72


that schools are using. Depending on the school and what ERP they have, determines what forms are

being completed. Both ERP’s (one is 21 pages and the other is 56 pages) contain templates of all critical

staffing positions required for an evacuation with marshalling points mapped out. Both ERP’s contain

redundant information and are difficult to complete.

Future Best Practice

One consistent, simplified, and easy to follow ERP is required for the school’s administration to fill out.

Generally, all of the critical staffing position information will be kept in an appendix while specific

individuals will be identified on the front page. This will result in only having to update the front page on

a yearly basis rather than the complete ERP. This will be available to all administration in early spring to

review and to be used throughout the District for September 2016.

2. NATIONWIDE SHAKEOUT DAY 2015

It was mandatory this year that all schools and District Facilities buildings participate in ShakeOut BC on

October 15, 2015. This not only included the schools and facilities practicing their earthquake drills, but

also required the schools to communicate back to the Emergency Operations Centre (EOC) at the School

Board Office to give a status of the situation at their site. Three schools phoned in pre-determined false

information of serious situations to see how the EOC would react. These scenarios included a plane crash

and fire across the street from Langley Secondary; a collapsed gym with fatalities at Langley Fundamental

Elementary; and, unaccounted students on field trips from Yorkson Creek Middle School. Many lessons

were learned from this exercise, as follows:

a. No one knew their roles in the EOC

b. Not all members of the EOC knew where the EOC equipment was kept

c. Information from schools via text / e-mail was being received so quickly that the three people

assigned to information collection within the EOC could not keep up with who they were

receiving the information from

d. The three false scenarios reinforced the need for a better means of communication between the

schools and the EOC (external)

e. Better communication both written and verbal is needed within the EOC (internal)


The School Board needs to begin to build a cohesive EOC that has the capacity to be able to deal with

emergencies at all schools and facilities simultaneously after a major event such as an earthquake. This

should include the following:

a. EOC critical staffing roles assigned. This has been completed and approved by the District

Leadership Team (DLT). The next step is to individually meet with the staff members and ensure

they understand their roles and responsibilities in the EOC. This is expected to be completed by

February 29, 2016.

Agenda 73


b. All EOC staff members need to be aware of where their “grab and go” EOC bag is located and the

contents of the bag. These bags do exist.

c. A complete comprehensive review and implementation of the form of communication that will be

used in the EOC. The number one failure of a formed EOC is a lack of proper and precise

communication not only between sites, but within the EOC itself. Due to the complexity of this, a

skeleton framework will be proposed to the DLT in early spring and the District will test not only

the newly formed EOC, but the communication system in May with another mandatory

earthquake drill which will coincide with the Emergency Preparedness Week that month.

3. SCHOOL EMERGENCY SUPPLY LIST

Currently there are numerous supply lists used by the schools and it is unknown what supplies each

school may have. Some schools are unaware of what supplies they should purchase and if any financial

support will be coming from the School Board. All schools should have the same emergency list and

supplies. An emergency supply list has been developed and approved by the DLT. A digitized form of it

has been distributed to all schools so they can tick off what they have and leave blank what they do not

have (copy attached). Schools have been asked to return their completed checklist by January 29, 2016.


The end result of this approach is for all schools to have the same emergency list and supplies. Once the

DLT has accumulated the checklists from schools, conversations will take place with DPAC around how to

fund the needs in schools. The DLT will then set an emergency supply budget and how the money will be

distributed to the schools will be decided after those discussions which are expected to take place prior to

Spring Break as part of the budget development process.

4. DPAC COMMUNICATIONS

In December, a meeting was held with the DPAC to review the District’s current level of preparedness and

the steps being taking to improve plans. The approved emergency supply list was shared with the DPAC.

DPAC have agreed that they will set aside funds to help purchase supplies for schools. Their budget

amount is unknown at the writing of this report. DPAC will also be sending a letter to their

representatives at each school with regards to the emergency supply list.


Establish an emergency preparedness committee with members from DPAC, DLT, schools and

maintenance staff. The District has a follow-up meeting with DPAC on January 27, 2016 at which time the

establishment of the committee will be discussed.

Agenda 74


5. OTHER REQUIREMENTS UNDER REVIEW

The following is a list of other items currently being reviewed with implementation expected for May

2016:

a. Review and acquire knowledge of different seismic early warning devices that could be installed in

schools. Currently only one school district in the province has devices installed. A feasibility study

will be provided to the DLT.

b. Prepare and distribute to the DLT approved earthquake hazard assessment checklist for schools.

This list will be used by the Health and SafetyCcommittee on their school tours. Hazards would

include such items as unsecure vending machines, pianos without wheels locked, and heavy items

stored above shoulder height in egress paths.

c. Train maintenance staff on Rapid Damage Assessment of buildings for after an earthquake.

d. Encourage schools to convert their websites to the new District format. Make the schools aware

that this is a great means of emergency communication from the EOC.

e. Have all forms currently posted on the District website removed and replaced with a user friendly

link with only DLT approved forms so that all sites will be using the same forms.

f. Develop a student release form that is approved by the DLT. Form to be ready by May 2016 and

becomes part of the schools ERP package for September 2016.

Agenda 75

Revised July 2014 Page 2

Contents Current School Year Information ............................................................................................................. 3

Drill Schedule ........................................................................................................................................... 3

School Map Emergency Escape Routes .................................................................................................. 4

Site Based Roles ...................................................................................................................................... 7

Illness or Minor Injury occurring in the School ..................................................................................... 35

Serious Illness or Severe Injury ............................................................................................................. 35

First Aid Attendants ............................................................................................................................... 35

Traumatic Incidents ............................................................................................................................... 35

Dismissal of Students ............................................................................................................................. 36

Evacuation of Building during Class Time ............................................................................................. 36

Evacuation of Building during Non-Structured Time ............................................................................. 36

Alternate Emergency Signals and Responses ....................................................................................... 37

Emergency Assistance Required ........................................................................................................... 38

Communications/Media in an Emergency Situation .............................................................................. 38

Ways not to respond to media requests: ............................................................................................... 39

Specific Emergencies and Drills ............................................................................................................ 40

General Emergencies ............................................................................................................................. 41

Chemical Spill/Noxious Fumes ........................................................................................................... 41

Natural Gas Leak ................................................................................................................................ 41

BOMB OR SUSPICIOUS DEVICE ......................................................................................................... 42

EARTHQUAKE ..................................................................................................................................... 44

New Staff orientation- Template ............................................................................................................ 45

Location - Storage for Emergency Provisions/Equipment ..................................................................... 46

SUGGESTED EMERGENCY EQUIPMENT FOR RESPONSE CENTRES .................................................... 47

1. Incident Command Post .......................................................................................................... 47

2. Marshalling Area (area where people meet immediately after an evacuation): .................... 48

3. Information Centre ................................................................................................................... 49

4. Medical/First-Aid Centre. ......................................................................................................... 50

5. Maintenance and Transportation Centre. ............................................................................... 52

6. Logistics Centre. ...................................................................................................................... 53

7. Search and Rescue Team ........................................................................................................ 54

Local Emergency and Non-Emergency Contact Information ................................................................ 55

Summary of Resources .......................................................................................................................... 56

Agenda 76

Emergency Equipment and Resources Main Office: School Emergency Management Plan

Student data (name, phone number, address, emergency contact person, pertinent medical information, sign in/out sheet if applicable

Student release forms

Staff data (name, phone number, address, emergency contact person, pertinent medical information, sign in/out sheet if applicable

List of staff with any emergency training/skills/ICS responsibilities

School profile and building information

Map of school area

Map of relocation route (if not included in the school area map)

Traffic safety vests

Red vest for Incidence Commander so easily recognized by First Responders

Keys

First-‐aid kit

Charged cell phone

Megaphone

Portable radio(s) and batteries

List of that day’s class trips

List of that day’s substitute teachers

Visitor sign-‐in sheet

Staff sign-‐in/sign-‐out sheet, if pertinent

Student medications (including Epi-‐Pens)

Basic office supply kit (pens, pencils, felt markers, scissors, stapler, paper, clip boards, etc.)

Main Office First Aid Supplies:

Adhesive bandages

Elastic bandages, different sizes

Sterile gauze pads, rolls

Adhesive tape

Triangular bandages

Thermometers

Heavy-‐duty scissors

Forceps

Pocket knife

Hydrogen peroxide

Antibiotic skin ointment

Splints

Blankets

Towels

Eye protectors

First aid manual Agenda 77

School Emergency Supplies

Adjustable crescent wrench

Hacksaw

Axe

Sledge hammer

Nylon rope – 3/8”, 50 ft. (2 each)

Tarpaulins

Pliers

Shovel

Pipe Wrench

Tie wire

Tool box

Vice grips

Hardhats – 4 each

Safety goggles – 4 each

Duct tape

Disinfectant spray

Pre-‐moistened towelettes

Personal hygiene items

Toilet paper

Matches/candles

Flares (glow sticks)

Safety pins

Large garbage bags and small barrels or 5 gallon paint buckets to act as latrines

Food and Water Supplies – must be regularly replenished for freshness

As much water as can be stored, in both individual bottles and carboys

Non-‐perishable, compact foods that require no refrigeration (sufficient amount for expected number of staff/students for 72 hours

Water rations (sufficient amount for expected number of staff/students for 72 hours)

Water treatment chemicals

Aluminum foil/plastic wrap

Sealed container for storage

Plastic bags of various sizes and colours

Agenda 78

Emergency Grab and Go Kits

Each classroom, including rooms such as the gym, library and music rooms, should have a kit.

Use a tote bag, rolling suitcase or a backpack to store the following items:

Small first aid kit (for minor injuries)

Flashlight and batteries (or windup flashlight)

Laminated class list and clipboard

Pencils and notepad

Indelible felt pen

Identity vest for teacher

Card listing teacher’s roles and responsibilities

Crowbar

Leather work gloves (several pairs)

Dust masks (x35)

Goggles

1 roll toilet paper

First aid manual

In a separate container would be:

Individual student comfort kits

Reusable lanyards with student information and copy of student release forms

Student Comfort Kits

Suggestions for student comfort kits – the kits are labelled and placed in the classroom kit containers.

The following items should be stored in a large sized zip-‐lock bag:

Foil emergency blanket

Peanut-‐free granola or fruit bars (3 or 4)

Family photo

Personal comfort item (i.e. small toy)

Plastic poncho or large garbage bag (for rain protection)

Gum (sugarless)

Band-‐Aids (2 or 3)

Tissues

Student verification with photo

Agenda 79

School District No. 35 (Langley)

Specialty Academy Fees 2016-17

Education Committee January 19, 2016

Hockey Canada Skills Academy at Aldergrove Community Secondary

The Hockey Canada Skills Academy (HCSA) at Aldergrove Community Secondary is in its ninth

year and follows the HSCA guidelines for students. The curriculum allows students to pursue

excellence in hockey as well as develop skills for lifelong learning. The outcomes for Physical

Education are met in this course and the provincial mandate to encourage healthy lifestyles is

pursued. Fitness, Nutrition, Leadership and Hockey Skill Development are some of the

components of this course. It is a course offered to all students in grades 9 to 12 regardless of

gender or ability.

Age of Students Involved: 13 to 18

Current Year Enrolment: 27 Multi-Year Program

Courses Offered/Credit Received: Physical Education at Grade Level – Full 4 Credits

Fees charged:

A fee of $500 will be charged to each student. Funds cover specialized instruction and

instructional equipment, ice time, equipment, transportation and special events. The hardship

policy applies to all students enrolled.

Agenda 80




Musical Theatre Academy at DW Poppy Secondary School

The DW Poppy Secondary Musical Theatre Academy offers an opportunity for students to

develop their skills in music, acting, dance and technical theatre through experiential

learning. The program aspires to teach and motivate students to create and inspire through

artistic expression. Under the guidance of teachers and professionals working in the fine arts,

students learn about all aspects of theatrical production as they prepare for and present musical

theatre performances to the Langley community.

Age of Students: 13-18 yrs Current Year Enrolment: 30 grade 8-12 students

One-Year Program AND Multi-Year Program

Courses Offered/Credit Received:

Students receive up to 8 credits through the Musical Theatre Academy – two or four credits for

grade equivalent Band or Choir, four credits for the grade equivalent in Musical Theatre.

Fees charged:

A fee of $200 is charged to each student. Funds cover cost of professional workshops and

presentations, field trips, materials (i.e., music, scripts, sound/lighting and stagecraft materials,

etc.). The hardship policy applies to all students enrolled.

Agenda 81




Secondary Fine Arts Academies of Dance, Music, Media Arts (Photography and Writing),

Theatre and Visual Arts at Langley Fine Arts School

Academy of Dance – includes modern ballet, jazz, choreography, anatomy, hip-hop, dance

explorations and dance company.

Academy of Music – includes instrumental and vocal components: chamber music, orchestral,

jazz, choral, large ensemble, composition, theory, critical analysis and music history.

Academy of Writing – includes creative and journalistic writing, critical analysis, spoken word,

presentation, editing, and use of online, audio communicative technology.

Academy of Photography – includes digital and print photography, use of darkroom and

developing techniques, layout, graphics, digital editing and multimedia technology.

Academy of Theatre – includes acting, scriptwriting, directing, stagecraft, video, film, critical

analysis and theatre history.

Academy of Visual Arts – includes drawing, painting, sculpture, multi-media, ceramics, fabric,

printmaking, anatomy, art history, critical analysis and portfolio presentation.


Grade 8 students choose 2 of Dance, Drama, Music and Visual Arts as their Fine Arts Majors.

Each Major is 6 hours per week, for a total of 12 hours of Fine Arts courses per week. Students

may take up to 6 hours of out-of-timetable electives as well. These students receive a minimum

of 16 Fine Arts Credits and can take up to 28 Fine Arts Credits per year.

Grade 9 and 10 students choose 1 of Dance, Drama, Music, Photography, Writing and Visual

Arts as their Fine Arts Major for concentration. Students in Grade 9 and 10 are in their Major for

6 hours per week. They take an additional 6 hours of in-timetable electives and may select

additional courses outside of the timetable. These students receive a minimum of 16 Fine Arts

Credits and can take up to 28 Fine Arts Credits per year.

Grade 11 and 12 students choose 1 of Dance, Drama, Music, Photography, Writing and Visual

Arts as their Fine Arts Graduation Major, with 9 hours per week in this Major and 3 to 6 hours

per week in additional Fine Arts elective courses. Students may take up to 6 hours of out-of-

timetable electives as well. These students receive 8 Fine Arts Credits, 4 for Graduation

Transitions/Arts Portfolio and as many as 12-14 other senior elective course credits per year.



Agenda 82




Academy Fees – Major

Dance 8 $50

Drama 8 $60

Music 8 $50

Visual Arts 8 $50

Dance 9/10 $75

Drama 9/10 $75

Music 9/10 $60

Photography 9/10 $90

Visual Arts 9/10 $85

Dance 11/12 $75

Theatre 11/12 $100

Music 11/12 $65


Visual Arts 11/12 $110

Writing 11/12 $100

Elective Course Fees

Performance Courses (Junior - Semestered)

Choreography 9/10 $30

Dance Fusion 9/10 $30

Intro to Jazz (Dance) 9/10 $30

Dance Composition $30

Musical Theatre 9/10 $30

Improvisation 9/10 $30

Physical Actor 9/10 $30

Acting on Camera 9/10 $30

Vocal Studies $30

Materials-based Courses (Junior – Semestered)

Stagecraft 9/10 $40

Drawing & Painting 9/10 $40

Multimedia 9/10 $40

Ceramics 9/10 $55

Technology-based Courses (Junior – Semestered)

Video Production Level 1 $50

Video Production Level 2 $50


Senior Elective Courses (Year-long)

Digital Media Arts 11/12 $50

Sound/Film/Journalism 11/12 $50

Film & Media Studies 11/12

* Media Performance $50

* Film 11 $60

* Film Advanced 12 $60


Fabric & Fibre 11/12 $70

Sculpture 11/12 $70

Advanced Placement Vis Art $100

Choreography 11/12 $50

Musical Theatre $45

Music Ensembles – Non-Majors

All Ensembles $25

All Secondary Academy Students

Cultural Fee $20

Agenda 83




Baseball Academy at Langley Secondary School

The Langley Secondary Baseball Academy is a unique program in which diverse students train

together with the common purpose of improving their individual and team skills in baseball.

The program is open to all students at all skill levels and the focus is on individual skill and team

tactical development. The students will have two Baseball Academy blocks every day in the

second semester. The on-field staff will consist of a Head Instructor and at least one Assistant

Instructor every session in addition to a Langley Secondary teacher assigned to the Baseball

Academy.

Age of Students: 14-18 yrs Current Year Enrolment: 18 grade 9-12 students



8 credits in Total:

4 credits for grade equivalent Physical Education,

4 credits for grade equivalent locally developed Baseball Academy Course.

Fees charged:

A fee of $1,885 will be charged to each student. Funds cover cost of professional instruction,

transportation, insurance, facilities, clothing and equipment. The hardship policy applies to all

students enrolled.

Agenda 84




Hockey Canada Skills Academy at Langley Secondary School

Offered within the timetable, the Hockey Canada Skills Academy (HCSA) is an athlete-centered

program aimed at developing the whole athlete. The goal is to enhance a player’s confidence

and self-esteem while giving them opportunities in both academics and athletics beyond the

primary and secondary school system.

The role of the Academy is to provide additional training for minor-aged players, male or

female, beginner or advanced, competitive or recreational, who are registered with their local

hockey association.

This program is sanctioned for operation by Hockey Canada and the BCAHA. All instructors are

fully trained at the NCCP Intermediate Level.



Courses Offered/Credit Received: Hockey (YHKAC 9-12) – Full 4 Credits

Fees Charged: $1500 for the year (can be paid monthly) covers specialized instruction and

instructional equipment, ice time, equipment, transportation and special events.

Agenda 85




R.E. Mountain Secondary School/ Yorkson Creek Middle School Rivermen Hockey Academy

Students enrolled in the R.E. Mountain/Yorkson Creek Hockey Academy will receive exceptional

on-ice instruction by the professional coaching staff of the BC Hockey League’s Langley

Rivermen and BC Hockey Major Midget League’s Fraser Valley Thunderbirds. This is a skills-

based academy, focussing on individual development, which means players will receive cutting

edge training as coaches use superior training techniques geared at advancing players to the

next level.

Students (boys/girls) will receive 2 – 3 (number subject to enrolment) on-ice training sessions

per week from September to March at the Langley Events Centre (LEC). Both schools will

incorporate the program into the timetable so that academics remain a focus and priority.

Players will need to maintain a cumulative B (73%) in classes.

1. R.E. Mountain Secondary School (Grades 9 – 12) – enrolment demands will determine

group configuration

Out of catchment students may attend the academy and remain at catchment schools for

instruction or transfer to R.E. Mountain Secondary School if space is available within the

existing timetable structure. All students who are successful at completing this program will

receive 4 credits.

Upon completion of the on-ice component (Spring Break timeline), students will continue

the course by shifting focus to sport specific dry land training. A strength and conditioning

program will be designed so that players are in top shape to attend spring prospect camps.

Core strength and flexibility will be components emphasized as part of the injury prevention

unit.

2. Yorkson Creek Middle School (Grades 6 – 8) - enrolment demands will determine

group configuration

The Yorkson Creek Rivermen Hockey Academy is designed to provide players an opportunity

to be trained by the coaching staff of two of the top level teams in the province. The

program will also provide students with a positive transition from Yorkson Creek Middle

School to R.E. Mountain Secondary School in both academic and athletic endeavours.

Due to the rapid growth and expansion in the Willoughby catchment area, the academy will

only be available to students attending Yorkson Creek Middle School. No cross boundary

students will be considered. The sessions will begin at 7:45am at the LEC.

Agenda 86




Selection Criteria:

If necessary, the following criteria will be used to establish eligibility:

Enrolment at either Yorkson Creek Middle or R.E. Mountain Secondary

Current academic standing – minimum 73% average

Date of application

Current Year Enrolment: One group from each school: REMSS – 17; YCMS - 30

Single-Year Program AND Multi-Year Program

Courses Offered/Credit Received: Physical Education at Grade Level 9 thru 12 – 4 Credits

Number of on-ice training sessions: approximately 60

Fees Charged: $2000 per year (can be paid monthly) covers specialized instruction and

instructional equipment, ice time, jerseys, clothing, transportation and special events.

*The hardship policy applies to all enrolled students.

Agenda 87




EDGE Academy at Walnut Grove Secondary School

The Walnut Grove EDGE Academy is an integrated studies approach that combines a multitude

of environmental and out of the classroom experiences that enhances the teaching of existing

programs.

The program is founded on a blending of classroom-based activities and out of class outings. In

many cases, the out-trips will be used to gather information and data that will be later used in

the classroom. In other cases, the out-trip activities will in fact become the classroom with

readings, lectures, research, journal writing and classroom instruction happening at the

wilderness site.

Along with a number of day outings, the EDGE Academy will involve three extended field trips in

September (3 days), January (3 days) and May (4 days). Students are timetabled into classes in

such a way as to minimize loss of class time in non-EDGE subjects.

Age of Students: 16

Current Enrolment: 96 grade 11 students One-Year Program


Students in the EDGE Academy will be enrolled in English 11 EDGE, Social Studies 11 EDGE,

Physical Education 11 EDGE and Biology 11 EDGE. These 4 courses will be scheduled into one

full day of the timetable block cycle. Students select 4 additional courses for the other day.

EDGE classes are taught by 4 EDGE teachers who are responsible for integration of the curricula.

At the end of the year students will have met all ministry requirements for English 11, Social

Studies 11, PE 11 and *Mathematics 11 and will receive 4 credits for each.

*EDGE students can take one of three Mathematics courses within the program: Foundations of

Math 11, Pre-Calculus 11 or Pre-Calculus 12.

Fees charged:

A fee of $750 will be charged to each student. Funds cover cost of transportation, camp

registrations and accommodations on all trips. The hardship policy applies to all enrolled

students.

Agenda 88


IB Program Fees 2016-17


R.E. Mountain Secondary International Baccalaureate Programme

Grades: 11 & 12 Current Enrolment: 113 Diploma; 48 Certificate

Program: Two Year

The R.E. Mountain Secondary International Baccalaureate Program is a two-year program of

rigorous academic study that prepares students for university, often providing students with

entry into second year directly from high school. Students in grades 11 and 12 participate in a

globalized education that helps them develop intellectually, emotionally, physically and socially.

The program was initially founded in 1968 to help private international schools establish a

recognized standard for articulation into university. Since then, the program has grown to

include over 3500 schools in over 140 countries with over 1,000,000 students enrolled from ages

3-19 and is highly regarded by many universities including UBC.

Students are immersed in courses divided into six groups: Studies in Language and Literature;

Individuals and Society; Mathematics; The Arts; Sciences; and Language Acquisition. These are

woven together through a philosophical foundations course called Theory of Knowledge, an

Extended Essay and opportunities to involve one’s self in activities that promote creativity,

physical activity and service. A student, who wishes, may take only one or more of the courses

offered if there is space once diploma enrolment is complete.

To complete a course or the program, students must be enrolled for grades 11 and 12 as each

course lasts for two years. Examinations are required in May of the grade 12 year and are

marked externally to ensure world-wide validity and reliability in the grades produced. The

program must be supported by a coordinator and requires that teachers receive training every

five years in their discipline or when the curriculum changes. Often training is only offered in

the southern United States.

Fees Charged:

The International Baccalaureate Organization charges member schools fees for registration of

the program and for student exams.

R.E. Mountain Secondary currently charges $400 per year in each of the grade 11 and 12 years

of the Diploma program totalling $800. Certificate students taking individual courses are

charged $200 for the first course and $130 for each additional course to the maximum of $800

split over the two years towards the cost of exams.

These charges mitigate the cost of the International Baccalaureate program, but are not full cost

recovery.

Agenda 89

SD35 Board of Education Meeting January 26, 2016

Langley School District Equestrian Academy

The Concept

A district organized Equestrian Academy to support students with developing passions

and skills in horse related sports or horse related career opportunities.

Why an Equestrian Academy?

We recognize that we are located in a geographic area that has an exceptional number of

farms dedicated to horse related activities: “Langley is dubbed the horse capital of

Canada”. In addition, Langley has a significant number of high level horse industry

professionals, has world class facilities, hosts world class workshops and clinics regularly

and is the home base of HCBC our provincial body regulating and coordinating horse

related activities. In Langley, there are already a significant number of families who

choose to home school their children so that they may better participate in horse related

activities such as clinics and shows. At the same time, Langley School District is

working hard to create new programs for students that tap into their passions (outdoor

classrooms, baseball academies, hockey academies etc.). Equestrian sports are a great

passion for many Langley students and we feel an Equestrian Academy could support the

personalized interests of many Langley or other out of district students. The horse

industry professionals in Langley are also actively supportive of helping build the

program and maintaining partnerships to support the ongoing development of such a

program.

Disciplines the Equestrian Academy would support

A comprehensive offering of equestrian options in both English and Western disciplines

will be included such as: dressage, show jumping, eventing, reining, vaulting, rodeo, drill

teams, trick riding, polo, Prince Phillip Games and natural horsemanship.

Agenda 90


Academy Levels

We envision the necessity of several levels that will provide support to riders of varying

skills and abilities, competition needs and goals.

The program would have 4 levels of offerings (detailed below).

1. Beginner/Recreational Level

2. Competition Level

3. Elite Level

4. Equestrian Work Experience/ Career Development

Hardship Policy

The Equestrian Academy will have a hardship policy similar to all the other

academies or fee gathering programs in the Langley School District

The Equestrian Academy will have access to donations by the local horse industry

groups to support helping local riders access equestrian opportunities in our own

community.

Marketing/Promotion

High exposure equestrian media sources: The Gatepost Magazine, TBird press

release, HCBC press release

BC Pony Clubs: press release to all memberships

March 2016: BC Provincial Pony Club Quiz Day booth

July 2016: BC Provincial Rally Booth

Local horse shows: program ad: TBird, Milner, Southlands, HTBC, Island 22,

Maple Ridge Equestrian, Campbell Valley Equestrian Facility.

Internally to all Langley students grades 6-12/ SD35 Website/DPAC

Local Newspapers: Langley, Surrey, Delta, Cloverdale, Maple Ridge

Media release via social media connections

Insurance

As riding is a high risk sport there are 3 requirements the District requires for insurance.

1. Insurance: each family will be required to sign a blanket School District high risk

field trip form for the program for liability.

2. All families will be required to have HCBC insurance as a requirement of

attending the program.

Agenda 91


3. All partnered instructors will be required to have HCBC, be licensed, insured

instructors and be Equine Canada Certified.

The District will be covered for insurance for a high risk activity sport:

“The Schools Protection Program, the District insurance coverage, has confirmed that we

will have signed contracts with the operators of the stables and instructors and the

contracts should transfer the risk to the appropriate party(s) with their insurance

coverage. We should be added as an additional insured as they are providing a service

and the District should be protected while that service is being delivered. As they carry

insurance, it would be likely that an injury incurred during instruction or when in a group

with instructors their insurance should respond. SPP would be there for us if an injury

occurred due to District negligence as per the wording of the SPP agreement with

districts. So we do have coverage in matters that relate to our negligence but the primary

coverage for injury would lie with the instructors and the stable operators. It is important

that contracts are entered into that would include the District being named as an

additional insured party. The SPP would be willing to review the contracts prior to

signing.” (Sent by David Green).

Timeline/Registration for the Academy

Once program approval has been confirmed the program levels will be marketed

for registration from February to September 2016.

The Equestrian Academy levels would begin September 2016.

Registrations will give priority to Langley students first before opening spots to

students from other districts.

The District recommends limiting each level of registration to 20 students per

level for the first year.

Key Educational Materials

Canada Pony Club Manuals

Canada Pony Club testing levels

Equine Canada Rider Levels

Equine 11, Equine 12

BC Ministry of Education: External Credits: Provincial and National levels of

showing.

Equine Canada: Long Term Equine Development Manual LTED

Agenda 92


Examples of Key Partnerships/Local Associations

Horse Council BC: insurance, education and coaching

Thunderbird Equestrian Park

Equine Canada

Center for the Advancement of Women in sport (CAWS)

BC Pony Club

Greenhawk Equestrian Supplies

Langley Riders Association

Campbell Valley Equestrian Society

Kidsport

HCBC Scholarships

BC Young Riders

Otter Co-op

Dog & Pony

Bates Tack

Kwantlen Polytechnic University (farrier program)

HTBC

Branding/ Identification

All students involved in the Academy will be given Academy jackets, tee shirts,

hats and an arm badge to be worn at all workshops and competitions.

Agenda 93


Langley School District Equestrian Academy

Beginner/Recreational Level: Ages 9-19

Purpose:

To coordinate beginner and developing riders with local pony clubs and instructors of

various disciplines to provide riding experiences for families that are more cost effective

while creating a fun and supportive community of “horse minded” friends for individuals.

Recommended Instructor: must be Pony Club Certified A level minimum

School credits: minimum 8 credits (Grades 10-12).

Students remain at their home-based school Monday - Friday.

Program meets once a week on a weekend day for 5 hours (regular riding and

stable management).

Addition of several “add on” horse related experiences throughout the year:

workshops, horse shows to watch, Pony Club events, barn sleepovers.

The program will follow a regular school year: September - June with optional

events in the summer.

Participation in the Academy will be after-school, evenings, and some weekends.

Al calendar of events per month will be given to students. Students will need to

commit to attending all mandatory events with the group.

Geared for students starting riding, developing their riding skills and for those

wanting to participate and connect with others passionate about horses and riding

to form a community.

Partnerships: BC Pony Club, Pony Club Instructor and National Examiner,

Instructors of various disciplines.

Agenda 94


Academy: regularly meets once a week for a weekly riding lesson and stable

management lessons at an established licensed and certified barn that has lesson

horses available. Some students may wish to organize riding lessons more than

once per week. This will be coordinated with the group with the cost of extra

lessons borne by the family outside of the academy.

Riding lessons are group lessons with a maximum group size of 4 per lesson for a

one hour lesson.

Students will progress through Pony Club levels D, D1, D2, C, C1, C2. Students

will earn pony club badges and certificates for each level achieved.

Workshops will be offered throughout the year where students can experience and

try all types of horse disciplines: both English and Western disciplines including

dressage, show jumping, eventing, reining, vaulting, rodeo, drill teams, trick

riding, polo, Prince Phillip Games and natural horsemanship.

Families do not need to own a horse. Lesson horses will be available at the riding

facility. If families do own their own horse and wish to trailer in for lessons they

may do so instead of using a lesson horse.

Coaching and mentorship will help students prepare for both the riding

requirements and stable management levels.

Students will also participate as a group/teams in Provincial Pony Club Quiz,

Prince Phillip Games and Provincial Rally.

As a group, students will also attend horse industry clinics and workshops,

appropriate for their development levels: such as the Mane Event, local schooling

shows etc.

Students will coordinate as groups to watch higher level horse shows.

Transportation: parents will be responsible to transport students to venues.

Carpooling will be organized whenever possible.

Sample timetable:

Monday Tuesday Wednesday Thursday Friday Saturday

Regular

school day at

home school

Regular

school day at

home school

Regular

school day at

home school

Regular

school day at

home school

Regular

school day at

home school

Academy

Day

Costs:

o Cost of Academy: $3000 per year + HCBC membership $50.00 per

student. Includes riding and stable management for the full school year

(September - June)

o Equestrian activities qualify as a taxable receipt for parents.

o Extra optional costs: Pony Club testing fee as chosen by families.

Agenda 95


No new cost to District with 20 students enrolled.

School District staff member to check in and oversee registrations. Coordinate

with home based schools for students to received credits for Pony Club levels

achieved above Pony Club Level C2 and for external credits.

Partnerships:

o Pony Club certified instructor

o BC Pony Club

o Greenhawk

o TBird

o local clinics

o local shows

Agenda 96


Competitor level: Ages 15+

Purpose:

Young Rider Development: connecting and coordinating groups who are competing

regularly with high level coaches, workshops, clinics, personal coaching.

Credits: minimum 8 credits

Requires membership in HCBC, Pony Club and Equine Canada

Students attend a common school as a cohort group

Morning classes: afternoon riding every day: or as needed by student based on

competition schedule

A teacher facilitator will help mentor students through all core courses in

traditional or online classes. Facilitator will need to monitor students with a

flexible schedule throughout the year

Location for cohort group: a facility that will allow a very flexible timetable

schedule (examples: LEC, UConnect)

Equine related courses/credits will be built into the student’s schedule: credits

will include pony club levels, provincial and national level competitions, Equine

Studies 11, Equine Studies 12 (see attached)

The scheduled class days will be flexible based on student’s show/competition

schedules throughout key competition times of the year

Workshops will allow students to try other discipline outside of their chosen field

of competition

The group will attend workshops, clinics, coaching together to discuss theories,

development and growth

Opportunities to meet provincial and national level riders at events such as

Master’s CET medal winners, Canada’s Nation Cup

Coordination with Provincial Young Riders program to connect young riders

with grants, and scholarship opportunities

Personal coaching and goal setting

Pony Club levels C2/B/B1/B2

Instructor training Pony Club level A

Coordinate competitors and applications for BC Summer Games

Agenda 97


National Show Jumping, National Rally, National Dressage, National Prince

Phillip Games

Location TBD

Sample Timetable

Monday Tuesday Wednesday Thursday Friday Sat

Morning

classes

Independent

afternoon

riding

Morning

classes

Independent

afternoon

riding

Morning

classes

Independent

afternoon

riding

Morning

classes

Independent

afternoon

riding

Morning

classes

Independent

afternoon

riding

Several

weekend

shows/

clinics/

workshops

The schedule will change continuously through the year for school depending on

show schedules. There will be significant times of the year where courses and

mentorship will be fully online. There may also be significant periods of time

where the student may choose to work on school courses for full days. Flexibility

will be key.

All school work will be monitored and supported by a School District teacher

Academy cost $3000/year

o Cost of Academy: $3000 per year + HCBC membership $50.00 per

student. Includes workshops/clinics/ riding experiences for the full year

(Sept-August.)

o Equestrian activities qualify as a taxable receipt for parents.

o Extra optional costs: Pony Club testing fee as chosen by families.

Instructors: 1 full time SD35 teacher facilitator. 1 full time equine mentor

No cost to District with 20 students enrolled

Recommended Equestrian Industry Facilitator: Lisa Schultz. National Pony Club

Examiner and Certified Instructor

Partnerships:

o BC Pony Club, Greenhawk, TBird, Young Riders, local clinics, local

shows

Agenda 98


Elite Level

Students must be competing at Provincial, National or International level to

apply for this level. Ages 15+. Minimum 8 credits.

Purpose:

A complete hybrid academic learning experience that follows an alternate timetable that

has been personalized to allow students the opportunity to attend development clinics and

competitions, connections provincial and national level riders and industry personnel.

Credits: minimum 8 credits

Full Year September - August

Completely modified alternate and personalized timetable to allow for

competition and travel. Mentorship support

Cohort group: Cohort works together to manage academic school work around

show schedules

Location TBD

Certified academic teacher to mentor blend in-class/online courses

Monday Tuesday Wednesday Thursday Friday Saturday Morning classes

Independent afternoon

riding

Morning classes


riding

Morning classes


riding

Morning classes


riding

Morning classes


riding

Several weekend shows/ clinics/

workshops

Schedule will be modified constantly throughout the year based on show

schedules

Certified equestrian coaches as mentors: full time equestrian coordinator to lead

group

Students maintain their own “coach” and their own horse(s) at their own barn.

Equine Canada National Levels offered

Coordinate Young Riders Development experiences

Facilitate grants, sponsorships and scholarship opportunities for young riders

Coordinate group attendance at high level workshops, clinics etc.

Personal coaching and goal setting

Connect students to post-secondary options: US University Circuit, US

Intercollegiate, Interscholastic Levels

Coordinate group travel to elite events: Young Riders clinics, CIED

Agenda 99


Group to attend various high level as a cohort audience for development: CET

medals, National Championship Levels: Pan Am Games, Master’s Royal Winter

Fair, FEI competitions, Canada Nation’s Cup. (extra costs for travel)

Costs:

o Full time SD35 teacher mentor

o Full time Industry member coach to coordinate/add on equestrian

educational activities.

o Academy cost $5000 per year.

No cost to district with 20 students enrolled

Cost for this program is higher than others as it involves elite level workshops/

training with industry professionals that are competing nationally and

internationally

Agenda 100


Equestrian Career Development Ages 16+

Purpose:

Focused work experience in area related to equine careers.

Option #1 = 4 credits

Intensive: Work experience course: 120 hours: 20 hours or work prep and 100 hours of

equine work experience.

Option #2 = up to 16 credits

Working student: full semester of work experience in an equine related career.

Full Year September - August

Open to grades 10-12

Career awareness, exploration and engagement in careers such as: equine

sciences, massage therapy, equine chiropractics, equine physiotherapy,

veterinarian, vet technician, farrier, judging, TBird equestrian show/event staff

1 full block for a work experience teacher

No cost to District with 21 students enrolled

Agenda 101

Agenda 102

Agenda 103

Agenda 104


Equestrian Academy Levels at a Glance

Levels Instructor Activities Costs

Beginner/Skill

development

Ages 9-19

Riding: Equine

Canada Certified

instructor

Stable Management:

Pony Club Level A

Instructor

Stay at home school

Weekends/evenings

5 hours per week regular meetings (stable management + riding)

School credits: minimum 8 credits

Plus“ Add on” equestrian activities. Pony Club Stable levels: D,

D1, D2, C, C1. Field trips to workshops, shows, clinics: Provincial

Pony Club Quiz, Prince Phillip Games, Provincial Rally

Multidisciplinary

HCBC insurance

$50/year

$3000

20 students

Competition

Level

Ages 15+

Equine Mentor: Pony

Club Level A &

Equine Canada

Certified instructor

SD35: Teacher

Mentor


Equine Mentor:

o Coordinate Pony Club Levels C2, B, B1, B2, A, Equine

Studies 11/12.

o Attend clinics, workshops, shows as a group: BC Summer

Games, Pony Club: National Show jumping, national

dressage, national Prince Phillip Games, National Rally

o Multidisciplinary

SD35 Teacher Mentor:

o Cohort group: online courses

o Central program location that allows flexibility of

timetable.

o Personalized/flexible timetable

o Mentor academic progress

o Facilitate external credits: Provincial/ National Shows.

Students maintain their own “riding coaches” and their own

horse(s) at their own barn.

HCBC insurance

$50/ year

$3000

20 students

Agenda 105


Equestrian Academy Levels at a Glance Young Riders

Elite

Development

Level

Ages 15+

Students must be

competing

provincially,

nationally or

internationally to

apply.

Equine Mentor:

Equine Canada

Certified instructor &

Industry Professional

SD35: Teacher

Mentor


Equine Mentor:

o Coordinate Young Riders Development experiences.

o Coordinate group attendance at high level workshops,

clinics, shows.

SD35 Teacher Mentor:

o Cohort group: online courses

o Central program location that allows flexibility of

timetable.

o Personalized/flexible timetable

o Mentor academic progress

o Facilitate external credits: Provincial/ National Shows.

o Help Facilitate grants, sponsorships and scholarship

opportunities for young riders.

Students maintain their own “coach” and their own horse(s) at

their own barn.

HCBC insurance

$50/ year

$5000

20 students

Plus: maintain

all showing

licences, on their

own.

Equine Related

Work

Experience

Ages 16+

SD35 Work

Experience Teacher

School credits: 4-16 credits

Purpose: Focused work experience in area related to equine

careers.

1. Intensive: Work experience course: 120 hours: 20 hours or

work prep and 100 hours of equine work experience.

2. Working student: full semester (4 courses) of work

experience in an equine related career.

Career awareness, exploration and engagement in careers such as:

equine sciences, massage therapy, equine chiropractics, equine

physiotherapy, veterinarian, vet technician, farrier, judging, Tbird

equestrian show/event staff

HCBC insurance

$50/ year

No fee

21 students

No cost to

district with 21

students

enrolled.

Agenda 106


Equine Academy School Credits

Beginner Development Level

Min 8 credits

Equine 10-4

English Rider Prep 2-2




Western Rider One 10A-2

Western Rider 11-4

Western Rider 10B-2

Physical Education

Competition Level

Minimum 8 credits

Pony Club 11-4

Pony Club 12-4






Western Rider 11-4

Western Rider 10B-2

Athlete 10 - 4

Athlete 11 - 4

Athlete 12 - 4

Equine 11 - 4

Equine 12 - 4

Competitive Rider 11

Physical Education

Elite Level

Minimum 8 credits

Pony Club 11-4

Pony Club 12-4






Western Rider 11-4

Western Rider 10B-2

Athlete 10 - 4

Athlete 11- 4

Athlete 12 - 4

Equine 11 - 4

Equine 12 - 4

Competitive Rider 11

Physical Education

Agenda 107




Softball Academy at Langley Secondary School

The Langley Secondary Softball Academy is a unique program in which diverse students train

together with the common purpose of improving their individual and team skills in softball. The

program is open to all students at all skill levels and the focus is on individual skill and team

tactical development. The students will have two Softball Academy blocks every day in the first

semester. The on-field staff will consist of a Head Instructor and at least one Assistant Instructor

every session in addition to a Langley Secondary teacher assigned to the Softball Academy.

Age of Students: 14-18 yrs Projected Enrolment: 30 grade 9-12 students



Students will be receiving 8 credits through the Softball Academy:

4 credits for grade equivalent Physical Education,

4 credits for grade equivalent Strength & Conditioning and/or 4 credits for grade

equivalent locally developed Softball Academy Course.

Fees charged:

A fee of $1,885 will be charged to each student. Funds cover cost of professional instruction,

transportation, insurance, facilities, clothing and equipment. The hardship policy applies to all

students enrolled.

Agenda 108

School District #35 (Langley) Education Committee January 19, 2016

Softball Academy Presentation

Context

With the establishment of the LSS Baseball in 2014 a number of students, parents and organizations have asked questions regarding a softball academy at LSS

Other Softball Academies

SD37 – Seaquam Secondary – runs in the first semester

SD34 – Yale Secondary – runs in the first semester

SD41- Burnaby Mountain Secondary–runs all year

SD61 – Lambrick Park Secondary – runs all year

SD45 –Sentinel Secondary School

All of these academies are seeing success in terms of their programs filling year after year and the success of their students when they graduate.

Softball Academy @ LSS

The plan is to run the Softball Academy as a double block in the first semester. Students would have the softball academy either all morning or all afternoon depending on the daily rotation at LSS. This will allow for 159 minutes of continual instruction.

LSS would provide one teacher to coordinate and be attached to the softball academy on a daily basis

LSS would provide P.E. teachers to help deliver any fitness, strength, or conditioning classes as required throughout the program

The hired lead instructor would provide a minimum of 2 qualified instructors for each session

Softball Academy Students

The academy is open to all males and females in Grades 9 – 12

We will draw from students within LSS, SD35, and outside of the school district

We are looking for players from all organizations that are looking to improve their individual skill

Students will attend LSS for the entire school year – the double block of the softball academy would be in the first and second semester will be a heavier load of academic courses

Students will receive 8 credits through the softball academy towards their graduation requirements

Agenda 109


Funding/Cost

The approximate cost per student is $1885

The LSS teacher will cost us 2 blocks within our timetable

Students coming from outside of the district will bring additional funding to LSS and SD35

LSS will have a hardship policy for the Softball Academy similar to all the other academies or fee gathering programs in the Langley School District

LSS has access to funds donated to the school by local businesses or alumni that can be used to help offset some of the costs for needy families

Experience LSS feels that the LSS Softball Academy experience is a good one because of:

Natural fit in terms of proximity to facilities

MacLeod Athletic Fields offer 6 different locations for Softball Instruction

The expertise and experience of the instructors

Canadian and American university and college connections and partnerships Marketing/Promotion

Internally to all Langley Secondary students

LSS website

Softball BC Twitter and possibly website

Local Fastball Associations and Travel Teams – use connections with association presidents and coaches – potential letter attached

Media release via local newspapers, radios, and social media connections Coaching Staff – outside of LSS

Head Coach – John Stuart – Bio Attached

Derek Mayson – Men’s National Team

Bryan Abrey – Men’s National Team

Sara Groenwagen – Women’s National Team

Jennifer Salling – Women’s National Team Timeline

December – presented to LSS PAC

January – SD 35 presentation – Education Committee

February – begin marketing and promotion

April – June – applications accepted and course planning

Agenda 110


John Stuart

November 2015 – Coaches Association of Canada

Petro Canada Coaching Excellence Award Recepient

Head Coach Team Canada Men’s National Fastpitch Team – Took over head coaching

position in November 2014 and led Team Canada to World Championship in July 2015

first time Canada has won World Championship since 1992 first time Team Canada has

ever won Gold on home soil .

Team Canada Mens National Team – Head Coach 2014 – Current

ISF World Championships – Saskatoon , SK 2015 – GOLD World Champions

Pan Am Games Toronto , ON 2015 – GOLD Pan Am Games

Team Canada Mens National Team – Assistant Coach 2010 – 2014

Pan American Champions – Medellin,Colombia 2012

ISF World Championships Auckland,New Zealand 2012 5th place Finish

AAU Silver Medallist Orlando,Florida 2010

Team BC Junior Mens Fastpitch Club

Head Coach 2002 – BC Provincial Champions – Silver Medal Canadian Nationals

Softball BC Team Of Year – Richmond Mariners

Head Coach 2004 – BC Provincial Champions – 4th Place Canadian Nationals

Team Canada 2008 – 2010

Member of Softball Canada Men’s National Fastpitch Team Support Staff, participating at 2009 ISF World Championships, Saskatoon, Sask – Bronze Medal

Player Evaluations

Vancouver Grey Sox, Vancouver, BC – Head Coach- Field Manager 2005 – 2009

Participated in 5 ISC World Tournaments Highest Finish 5th place 2007

Participated in 5 Senior Mens Canadian National Championships - National Champion 2007

Head Coach Sr. A Men’s Fastpitch Team 2004-2009

2007 Canadian National Champions Howe Sound Men’s Fastpitch League, Squamish, BC - President 1995 – 2006

Softball B.C. District 5 Co-Ordinator 1995 - 1997

Agenda 111


Draft Budget Based on figures from our Baseball Academy and other Softball Academies. Instructors $45,000 Transportation $2,000 Insurance $500 Facilities $1,000 Clothing/ Equipment $5,000 Promotions $2,000 Misc. $1,000 Total $56,500 Cost/Student (30) $1,885 Plus 2 teaching blocks at LSS

Agenda 112

tml:usw2009:leu#35 2015/Office/Committee/ProD/JtPD/2015 12 15 Redacted Minutes

Joint Pro-D Committee REDACTED MINUTES

2015 12 15 9:00AM

Present: S. Ho, G. McArthur, W. Sokugawa, Y. Prosperi-Porta

1. CALL TO ORDER

2. Ho / Prosperi-Porta that the following minutes be approved as

circulated: November 16th, 2015 minutes

CARRIED

3. RECEIPTS & CHEQUES

Cheques written = $2,824.82

4. DISCUSSION Ho/Prosperi-Porta that we move into Committee. CARRIED

Verification of Receipts

McArthur that we move out of Committee and that the issue will be addressed at the next joint LTA/HR meeting with a report back to the JPD Committee at the next meeting. CARRIED

5. APPLICATIONS

Number of applications: 20 Number of TTOC Days approved = 9 Money Allocated = 0

Applications Waitlisted = 12 Money Waitlisted = 1600.00

6. ADJOURNMENT

Sokugawa / McArthur that the meeting be adjourned.

Meeting is adjourned at 12:10 pm CARRIED

The next meeting is Wednesday, January 13th, 2016.

Agenda 113

Agenda 114

Agenda 115

Documents

SCHOOL DISTRICT NO. 35 (LANGLEY) REGULAR MEETING OF … … · SCHOOL DISTRICT NO. 35 (LANGLEY) REGULAR MEETING OF THE BOARD OF EDUCATION ... 16.1 Letter from Teachers' Pension Board