Trustees of School District 73 received an in-depth presentation Monday evening outlining student achievement progress and equity efforts as part of the district’s Enhancing Student Learning Report. The annual report, required by the province, provides an interim update on the district’s three-year strategic education plan and highlights gains, challenges, and actions across key areas: literacy, numeracy, student well-being, and career development.
Presented by Assistant Superintendent of Early Learning and Elementary Grant Reilly and Assistant Superintendent of Secondary Rick Kienlein — with information also on behalf of Assistant Superintendent of Inclusive Education Michelle Mattis — the report emphasized the district’s commitment to continuous improvement, particularly for priority student groups: Indigenous learners, students with diverse abilities, and children and youth in care.
Literacy and Numeracy: Strong Primary Gains, Senior Challenges
Grant Reilly opened the presentation with a focus on intellectual development, revealing that students in grades 4 and 7 continue to outperform provincial averages in literacy and numeracy — especially Indigenous learners in early grades, who showed the most significant reading gains.
“We’re seeing great growth in grades 1 to 3, especially among our Indigenous students, which is really encouraging,” said Reilly.
However, challenges persist at the secondary level. Grade 10 literacy and numeracy scores consistently lag behind provincial averages, and gaps remain between Indigenous and non-Indigenous students, as well as between students with and without diverse learning needs.
To address these gaps, the district is expanding professional development for teachers, embedding Indigenous ways of knowing in instruction, and introducing an evidence-based literacy screener for all kindergarten students. In numeracy, the district is leveraging its new “number sense” assessment in early grades to inform instruction and intervention.
Transitions and Belonging: Equity Gaps Persist
Assistant Superintendent of Secondary Rick Kienlein reported on grade-to-grade transitions — specifically the move from grades 10 to 11 and 11 to 12 — noting strong overall performance with 96% and 94% transition rates, respectively.
“We’re proud of our overall transitions, but there’s still a concerning gap for on-reserve Indigenous students and children and youth in care,” said Kienlein.
The district is targeting those groups with culturally grounded supports, flexible learning options, and more collaboration with families and Indigenous communities to foster academic and emotional belonging.
On the social and emotional front — a section prepared by Assistant Superintendent Michelle Mattis — the report showed promising trends. Survey responses from all student groups indicated an increased sense of safety, welcome, and belonging. That said, fewer children in care and students with diverse abilities reported having two or more adults at school who care about them — a metric the district sees as critical to student success.
To address this, the district is expanding community partnerships, developing Indigenous-led mentorship models, and introducing a family engagement framework tailored to Indigenous families.
Career Development: Encouraging Signs, But More Work Ahead
In terms of career development and school completion, SD73’s five-year graduation rate exceeds the provincial average, with narrowing gaps between Indigenous and non-Indigenous students and students with diverse abilities.
However, post-secondary transition rates still trail the provincial average, in part due to limitations in how provincial data captures dual-credit and early post-secondary transitions. The district is working to improve supports, including expanding access to post-secondary advising and reintroducing a survey for Grade 12 students to better understand and address barriers.
“Over the past three years, more than 200 of our Grade 12 students have transitioned into post-secondary programs while still in high school — a number that unfortunately isn’t always reflected in provincial reporting,” Kienlein noted.
A Roadmap, Not a Shelf Document
Superintendent Mike McKay closed the presentation by thanking the assistant superintendents and emphasizing the report’s role in keeping the district accountable to its strategic plan.
“This is not a shelf document,” said McKay. “It’s our GPS — helping us navigate challenges, course-correct where needed, and stay focused on student success, especially for those who need our support the most.”
The board is expected to formally endorse the report before the provincial deadline of September 30.
