The challenge of assessing students on their literacy and numeracy learning outcomes continues to raise challenges for Central Okanagan Public Schools staff.
But it's a challenge they are responding to by drilling down on available data, both good and bad, from classroom, teacher, report card and graduate rate assessment as well as the Foundational Skills Assessment one-time tests, to seek new methods for improving the literacy and numeracy performance levels of students.
The issue was addressed in the annual Enhanced Learning Report 2024 presented to the Central Okanagan Board of Education at its Wednesday (Sept. 25) meeting by assistant superintendent Jon Rever and superintendent/CEO Kevin Kaardal.
Rever discussed with trustees the differences between the lesser literacy and numeracy results in the FSA tests, which are consistently lower than the local classroom assessments and student report cards results.
Overall, Rever said a one-time test in October of a school year as the FSA is does not reflect an accurate measurement of a student's learning progress compared to assessment tracked and followed over the course of a school year.
A similar trend in both learning categories, the school district ranks above the provincial average at the Grade 4 level, sees a dip occur in middle school grades and then a recovery in the Grade 10-12 phase, which is reflected in above provincial average graduation rates for both Aboriginal and non-Aboriginal students.
He said the "U-shaped pattern" as students progress from Grade 4 to 12 in FSA data also is reflected in numeracy proficiency data for students in priority populations 鈥� Indigenous, youth at risk, youth with diverse disabilities - compared to the proficiency of all students.
Rever said FSA test result data does not provide answers, but like all data raises questions that district staff seek answers for, both working with teachers and tracking how individual students progress as they move through the school system.
"The results of the (FSA) and other data ask great questions that call on us to dig deeper and address trends that are happening," Rever said.
Kaardal said drop in numeracy achievement is an issue on both a provincial and national level, raising questions among education experts about why that is happening and how to correct it.
"It will take time but we keep trying new things to improve learning standards...everyone in education is working at it and understands we all have to do better," Kaardal said.
Besides in the classroom working with teachers, Kaardal said new ideas are being developed how to better engage parents with how their kids are doing in the classroom, efforts that take place both at the local school district and ministry of education administrative levels, something Kaardal expects to have more specific direction for trustees to consider as the 2024-25 school year unfolds.
Rever also addressed the safety and belonging aspect of the report, noting students in the Central Okanagan are on target with provincial averages for feeling safe and inclusively belonging to their schools, based on student surveys.
"The mental health and well being of our students is a topic of high priority and one that we work with other community stakeholders for youth mental health and safety services," Rever said.
Kaardal also cautioned that a 10-page report can't really begin to assess how more than 25,000 students and 2,200 teaching staff are progressing in their education.
"Our students perform above national and provincial average standards at many levels, and when they do not we are aware of that and work to implement to make changes on an ongoing basis," he said. "Great things are happening in our school district classrooms but it doesn't mean we don't have more work to do."
