How are we working together?
Provincial consultation with the First Nations Education Steering Committee (FNESC) and engagement with Métis Nation BC is required to address the broader scope of this action and increase participation in Foundation Skill Assessments to support improved literacy and numeracy outcomes.
Are there challenges?
It’s challenging for both the Ministry of Education and Child Care and Indigenous partners to find the capacity to fully implement this action.
Student outcomes published in the annual Aboriginal: How Are We Doing? Report demonstrates that there continues to be persistent disparities in the results between Indigenous and non-Indigenous students, highlighting the need of the public school system to better support Indigenous learners.
Highlights
The ministry releases the Aboriginal: How Are We Doing? Report annually. For the third year, superintendents received letters with district-level reports that also highlight the Foundation Skills Assessment as a key indicator for literacy and numeracy. The ministry acknowledges the importance of mechanisms such as the Foundation Skills Assessment to maintain accountability in school districts for improving outcomes for Indigenous students. School districts are required to report Foundation Skills Assessment results through the Framework for Enhancing Student Learning. The ministry will continue to collaborate and support school districts to improve outcomes for Indigenous learners within their strategic planning and collaborate with Indigenous Education Councils.
The ministry has launched a comprehensive, provincial initiative to improve literacy levels of all B.C. K-12 students. Focus areas include supporting school districts to use evidence-based literacy screening and intervention supports that meet the needs of Indigenous learners. As part of this broader ministry focus on supporting early literacy, the ministry is also developing teaching supports for kindergarten to grade 4 foundational reading, writing, oral language and mathematics skills as part of the BC Learning Pathways.
Previous years’ progress
Highlights
The Ministry of Education and Child Care (ECC) releases the Aboriginal: How Are We Doing? Report annually. For the second year, superintendents of each of the 60 school districts received letters with district-level reports that also highlighted the Foundation Skills Assessment (FSA) as a key indicator for literacy and numeracy. ECC acknowledges the importance of mechanisms such as the FSA to maintain accountability in school districts for improving outcomes for First Nations, Métis and Inuit students throughout the province.
School districts are required to report FSA results through the Framework for Enhancing Student Learning, and ECC will continue to collaborate and support school districts to improve outcomes for Indigenous learners within their strategic planning, collaborating with First Nations, Métis Chartered Communities and key stakeholders through the process.
How are we working together?
Engagement with First Nations Education Steering Committee (FNESC), B.C. Aboriginal Child Care Society (BCACCS) and Métis Nation B.C. (MNBC) is required to address the broader scope of this action and increase participation in FSAs to support improved literacy and numeracy outcomes. Measures for addressing literacy and numeracy assessment results are included within discussions at the Advisory Group on Provincial Assessment III (AGPA III), which includes FNESC and MNBC. Bilateral conversations between ECC and FNESC are also happening on assessment system topics.
Are there challenges?
ECC and partner capacity to fully implement this action is a challenge. The student outcomes published in the annual Aboriginal: How Are We Doing? Report demonstrate that there are persistent gaps in the results between Indigenous and non-Indigenous students, highlighting the need for the public school system to better support all Indigenous learners.
Highlights
The Ministry of Education and Child Care (ECC) releases the Aboriginal Report: How Are We Doing? annually. This year, superintendents received letters with district-level reports that also highlighted the Foundation Skills Assessment (FSA) as a key indicator for literacy and numeracy. School districts are required to report FSA results through the Framework for Enhancing Student Learning, and ECC acknowledges the importance of mechanisms such as the FSA to maintain accountability in school districts for improving outcomes for Indigenous students throughout the province. ECC will continue to collaborate and support school districts to include reconciliation and restorative practices in their strategic planning and collaborate with Indigenous Peoples through the process.
Indicators
- Implementation project underway: Letters sent to all school districts regarding student outcomes, including FSA participation.
How are we working together?
Engagement with the First Nations Education Steering Committee and Métis Nation British Columbia is required to address the broader scope of this action.
Are there challenges?
The student outcomes published in the annual Aboriginal Report: How Are We Doing? demonstrate that there are persistent gaps and challenges in the results for Indigenous and non-Indigenous students.