From the Board - March10, 2026

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MEETING OPENING

The Board of Education of School District No. 83 (K̓wsaltktnéws ne Secwepemcúl’ecw) held its Regular Board meeting on March 10, 2026, with all five trustees in attendance, confirming quorum. Board Chair Corryn Grayston opened with a welcome and acknowledged that the Board holds its meetings on the traditional and unceded territory of the Secwépemc people. 

DELEGATION

Rural Schools & Community Use of Schools

Community members from Sicamous attended the Board meeting to request that the Board reconsider the section in AP 510 Public Use of School Facilities which prohibits the consumption of alcohol in schools or on school property. Delegates shared that this limits small rural communities from hosting larger events where alcohol may be consumed, as schools are often the only venues large enough in the community to hold such gatherings.

The Board noted that motions arising from delegations are typically considered at the following meeting. However, the majority of trustees agreed to proceed with a response due to the urgency expressed by the community.

As a result, the Board passed two motions. One regarding an exception to the use of alcohol for an upcoming event and the second regarding policy development.

EDUCATIONAL COMPONENT

Early Learning

Director of Instruction Jen Findlay and District Vice Principal Allison de Boer provided the Board with an overview of the Early Learning and Child Care (ELCC) initiatives underway across SD83. Their presentation highlighted the range of programs designed to support children and families from birth to Kindergarten, strengthen community partnerships, and enhance school readiness.
The range of early learning programs currently offered, include:

• StrongStart programs at six locations, District Education Support Centre, South Broadview, Parkview, M.V. Beattie, Highland Park, and Falkland. Despite receiving an additional $2,000 per program from the Ministry of Education and Child Care, the StrongStart programs are supplemented from other Early Learning Special Purpose Funds which result in a reduction in service levels for some other Early Learning initiatives.

• Early Childhood Educators (ECEs) in Kindergarten continues to be a valued part of the District’s early learning framework, providing targeted support across several schools to strengthen classroom environments for the youngest learners. With 12 ECEs supporting 25 classrooms and just over 500 Kindergarten students, ECEs play an important role each day. They assist with routines and transitions, help build social-emotional skills through play, and offer meaningful one-on-one interactions with children. ECEs also support small-group literacy and numeracy activities, guide playful learning games, and help lead full-class experiences such as story time, art, and other hands-on learning opportunities.

• Transitions to Kindergarten is a collaboration between families, schools, community, and multiple departments within the District. This work includes Ready, Set, Learn, Kindergarten Orientation, Kindergarten Gradual Entry, and the community connections that support children and families as they begin school.

• Roots of Empathy is an evidence-based program that builds empathy and social emotional learning by having students observe a baby’s development and emotions over time. Trained instructors guide children in exploring perspective-taking, compassion, and emotional literacy. This year, four programs are running in the District, two facilitated by SD83 ECEs and two led by community volunteers.  

• Community Early Years Partnerships are essential to the early years work. Much of this collaboration happens through early years groups and tables, community fairs, shared professional learning opportunities, and strong partnerships with our third‑party childcare providers.
• Seamless Day Pilot Program at Silver Creek Elementary is now in its final pilot year. The program introduced ECEs into kindergarten classrooms and has become a strong model for combining early learning with before- and after-school care. In this final year of provincial funding, one ECE provides before-school care and supports the kindergarten class, while a second ECE continues that classroom support in the afternoon and offers after-school care.

• Just B4 Pilot Program at Highland Park Elementary is now in its third pilot year. The school’s StrongStart educator leads the program, running StrongStart in the mornings and the licensed Just B4 program two afternoons a week for three and four year olds. Families benefit from the existing trusted and familiar relationship with the educator, and children become familiar with school spaces and staff. Although Ministry funding ends in June, carryover of funds will allow the program to continue two afternoons per week next year.
• ECE Dual Credit Program continues to be a highlight for our District, with six students recently completing the program and, after finishing three courses, now qualifying for their ECE Assistant Certificate. Most of these graduates plan to continue on to complete their full ECE Certificate with specialized areas of focus, while one is pursuing a Bachelor of Education. The ECE Dual Credit program will continue next year.

Priorities for the 2026-27 school year, include:

• Reviewing the Ready, Set, Learn model to enhance engagement, particularly in rural communities without StrongStart.
• Exploring under-utilized school spaces for potential child care partnerships.
• Strengthening relationships between early years programs and the K–12 system.
• Co‑creating a K̓wsaltktnéws ne Secwepemcúl’ecw Kindergarten welcome book with the Indigenous Education Department.
• Exploring ways to continue and increase ECE in Kindergarten support.

Supporting information: Early Learning Update (PowerPoint), StrongStart (webpage), Ready, Set, Learn (webpage), Kindergarten Orientation (webpage), Kindergarten Gradual Entry (webpage)

EQUITY, DIVERSITY, AND INCLUSION

Proactive Behaviour Support Planning

Inclusion Support Teachers, Joan Marson and Amber Prince-Hensold, provided an overview of the role of the District Inclusion Support Teacher. Inclusion Support Teachers play a highly adaptive and proactive role in supporting students and school teams, with Positive Behaviour Support Planning at the centre of their work. They collaborate closely with classroom teachers, certified education assistants (CEAs), case managers, families, and outside agencies to understand each student’s unique needs and the environmental factors that shape behaviour.

Their focus remains on proactive, preventative collaboration by helping school teams develop effective strategies, analyze data, and teach replacement behaviours in order to build capacity and promote student success. Drawing on a multi-tiered system of supports, they offer universal problem-solving consults, targeted program planning, and, when necessary, intensive Tier 3 intervention.

They also provide professional development opportunities that support preventative planning, including:

• Non-Violent Crisis Intervention training to CEAs, learning resource teachers, principals, and vice principals;
• Universal Design for Learning sessions for case managers; and,
• Positive Behaviour Support training delivered through an on-demand video series.

The Inclusion Support Teachers’ ongoing collaboration with school teams continues to build positive learning environments where students feel supported and understood.

Supporting information: District Support Teachers (PowerPoint), Positive Behaviour Support Planning Video Series

SUPERINTENDENT’S REPORT

Superintendent Donna Kriger provided an update aligned with the six priorities of the District’s Strategic Plan, highlighting ongoing work connected to the priority areas set by the Board.

EFFECTIVE GOVERNANCE & LEADERSHIP

Strategic Focus Report

Kriger reminded the Board that each month, work taking place across the District is highlighted in the Strategic Focus Report. The Report includes updates on teaching and learning, governance, and operational items.   

Superintendent/Ministry Meetings

Kriger shared highlights from recent Superintendent and Ministry meetings. The Ministry confirmed that the Feeding Futures grant will continue and indicated its intention to maintain both Early Years & Child Care Leads funding and the Indigenous Day of Learning. Updates were also provided following visits from the Office of the Ombudsperson, with a provincial report expected this spring outlining guidelines related to student exclusion, safe work practices, and student attendance. Districts were encouraged to maintain their focus on priority learners and were briefed on upcoming provincial work, including expanded services for children & youth, a new literacy screener, and expectations for reunification planning in emergency situations.

INTELLECTUAL DEVELOPMENT

Written Learning Updates

Elementary and middle school students received their second Written Learning Update which includes both proficiency levels and meaningful descriptive feedback. These updates highlight each child’s strengths, areas for growth, and next steps for learning at school and at home. While core competencies such as communication and social skills are not graded, students reflect on them through self‑assessment and goal setting, important skills that support success through graduation and beyond.

Kriger expressed appreciation for the thoughtful feedback teachers put into creating these reports and for principals who review them before they are shared with families. Parents can access digital copies through the MyEd BC Family Portal, available under the Families tab on the District’s website.

Making Science Fun & Engaging

Science World from Vancouver visited Hillcrest Elementary, offering hands‑on science experiences that sparked excitement among students. The energy and curiosity captured in the photos highlighted how engaging and meaningful these learning opportunities were.

COMMUNITY PARTNERSHIP DEVELOPMENT

Evening of Learning and Connection

PAC Roundtables will be held on March 11, 2026, and April 1, 2026, offering opportunities for families to connect and engage with the District. The focus of each evening is to foster meaningful discussion around student supports, advocacy, and PAC involvement.

INTELLECTUAL, HUMAN & SOCIAL, CAREER, AND ORGANIZATIONAL DEVELOPMENT

Framework for Enhancing Student Learning

Kriger provided an update on the annual Framework for Enhancing Student Learning Report, which highlights both strengths and areas for growth. Strengths identified through the feedback process include strong use of data and evidence, a continued focus on Indigenous learner outcomes, and system alignment. Ongoing challenges mirror those seen across the province, particularly the need for ongoing strategic engagement and continued focus on outcomes of children and youth in care and for students with disabilities or diverse abilities. She thanked senior leadership, school administrators, teachers, and support staff for their collective efforts to support students, and expressed appreciation for the Board’s support in moving this work forward.

ORGANIZATIONAL DEVELOPMENT

Reconfiguration 2025-2028

Kriger provided an update on the 2025–2028 Reconfiguration work, noting that significant planning continues behind the scenes across the District. Operations staff are working with principals to confirm space requirements, while the Education Team and Technology Department review enrolment projections to plan for fall staffing needs. Schools are preparing for the shift to K–6 by inventorying resources and furniture. Ongoing collaboration with NOSTA and school administrators is helping ensure that staff transitions are handled fairly. School registration continues, and cross‑boundary requests to J.L. Jackson are under review, with Salmon Arm Secondary remaining closed to cross‑boundary students for fall 2026. Kriger recognized the considerable effort and goodwill demonstrated by all teams involved in this major District‑wide project.

CAREER DEVELOPMENT 

Job & Career Fair

The March 11, 2026, District Job and Career Fair is beginning with a student‑focused session, followed by an open session for the public. Designed primarily for students in Grades 10 to 12, the Fair brings together vendors from communities across the District, including Salmon Arm, Sicamous, Enderby, Armstrong, Sorrento, and the North Shuswap. The fair provides valuable opportunities for students and families to explore careers and connect with local employers.

Kriger closed her report by expressing heartfelt appreciation for the dedication, compassion, resilience, and commitment to excellence shown by staff across the District. She also thanked the Board for its ongoing support. With March Break approaching, Kriger extended her gratitude to all employees for their continued commitment to students and wished everyone a restful and well‑deserved break.

Supporting information: 2026 03 10 Superintendent Report (PowerPoint), District’s Strategic Plan (PDF), Strategic Focus Report (webpage), Feeding Futures (Ministry webpage), second Written Learning Update (news page), MyEd BC Family Portal (webpage), Enhancing Student Learning (webpage), 2025–2028 Reconfiguration (webpage)

 
NEW BUSINESS

District Calendar for School Year 2026-2027

Assistant Superintendent of Human Resources Michelle Guillou presented the District Calendar for School Year 2026-27 briefing note included in the agenda.

The proposed 2026–2027 school year begins with a full non‑instructional in‑service day for staff on September 8, 2026, followed by a gradual half‑day start for students on September 9, 2026. The in‑service day provides time for staff to advance work related to the Strategic Plan and prepare for the year ahead. Winter Break will begin on December 21, 2026, aligning with neighbouring districts. The calendar, co‑developed by the District Calendar Committee, will be submitted to the Ministry of Education and Child Care by March 31, 2026.

The Board of Education approved the draft District calendar for the 2026-2027 school year, as presented.

Supporting information: District Calendar for School Year 2026-2027 (Briefing Note), 2026-2027 School Year Calendar (PDF)

2026 School Trustee Elections – Appointment of Election Officers

Acting Secretary-Treasurer Jeremy Hunt reported on the preparations for the upcoming general school election, including the required appointment of a Chief Election Officer and Deputy Election Officers. The Board of Education appointed the following Election Officers for the 2026 School Trustee Elections:

Trustee Electoral Area 1
(City of Armstrong, Township of Spallumcheen, CSRD Electoral Area D)

Chief Election Officer – Veronica Deacon

Deputy Chief Election Officer – Jeremy Hunt
Deputy Chief Election Officer – Heather Morris

 Trustee Electoral Area 2
(City of Enderby, CSRD Electoral Area E, District of Sicamous, RDNO Electoral Area F)

Chief Election Officer – Veronica Deacon

Deputy Chief Election Officer – Jeremy Hunt
Deputy Chief Election Officer – Heather Morris

 Trustee Electoral Area 3
(CSRD Electoral Areas C, F, & G)

Chief Election Officer – Veronica Deacon

Deputy Chief Election Officer – Jeremy Hunt
Deputy Chief Election Officer – Heather Morris

Supporting information: School Trustee Elections – Appointment of Election Officers (Briefing Note)

COMMITTEE REPORTS

Education Direction Committee

Trustee Marianne VanBuskirk reported that the next Education Direction Committee is scheduled for May 6, 2026.

Finance & Facilities / Audit Committee

Vice Chair Amanda Krebs reported that there was no Finance & Facilities/Audit Committee meeting in March.

Labour Relations

Board Chair Corryn Grayston reported that there was no Labour Relations meeting in March.

Partner Group

Board Chair Corryn Grayston reported that the Partner Group, which includes representatives from DPAC, CUPE, and NOSTA, met on February 26, 2026, to discuss four items submitted by DPAC. She also reminded the audience of the PAC Roundtables scheduled on March 11, 2026, and April 1, 2026.

 
Policy Committee

Trustee Brent Gennings reported that there was no Policy Committee meeting in March. The next Policy Committee Meeting is scheduled for Wednesday, April 1, 2026.

Committee of the Whole

Board Chair Corryn Grayston reported that there was no Committee of the Whole update.

BRITISH COLUMBIA SCHOOL TRUSTEES ASSOCIATION (BCSTA)

Board Chair Corryn Grayston reported that she attended the Board Chair Call on February 19, 2026, and the virtual Provincial Council meeting on February 20, 2026.

Board Chair Grayston and Acting Secretary-Treasurer Hunt attended the Thompson-Okanagan Branch meeting in Oliver on February 20 & 21, 2026, where they were invited to assist attendees in pronouncing K̓wsaltktnéws ne Secwepemcúl’ecw.

Board Chair Grayston attended the Joint Sector Call on February 25, 2026, where they discussed the BCSTA Policy Review Report recommending that districts pare down the number of board policies by moving operational matters into administrative procedures.

Trustees discussed preparations for the upcoming BCSTA AGM taking place April 9–11 in Vancouver. With the list of motions now released, trustees will review them individually and share any concerns by email so the Board can determine how to allocate its votes before the event.
 

BRITISH COLUMBIA PUBLIC SCHOOLS EMPLOYERS’ ASSOCIATION (BCPSEA)

Board Chair Corryn Grayston reported that she attended the BCPSEA call on February 27, 2026, where updates on teacher bargaining were provided and noted the ratification vote took place on March 6, 2026.

QUELMÚCW EDUCATION COUNCIL

Trustee Tennile Lachmuth reported that the Quelmúcw Education Council met on March 5, 2026, with all members in attendance. Staff provided departmental updates, and the Council reviewed budget planning, Terms of Reference, and discussion on the Indigenous Day of Learning. The Council supported several school proposals for TRC Allies projects and discussed expanding Indigenous youth voice through a District‑wide student leadership model. Updates were shared on the Knowledge Keepers program, including recent recruitment efforts and upcoming events. The Council also previewed plans to honour the Elders who gifted the Council its name (The Meaning Behind Our Name).

Trustees were reminded that Indigenous Day of Learning will take place on May 8, 2026, with opportunities to visit school sites across the District.

TRUSTEE REPORTS

Trustee Brent Gennings reported connecting with an Enderby community member involved in local food programs who is working with the District to create space for new ideas both in and outside of the schools.   

Trustee Marianne VanBuskirk acknowledged the participation of students and staff on Pink Shirt Day. She reported attending the Bastion PAC meeting and recognized the tremendous effort PACs contribute through volunteer hours, fundraising, and ongoing support for students, families, and staff. She also highlighted the achievements of Salmon Arm Secondary graduate and Paralympian Natalie Wilkie, who has earned three medals at the 2026 Paralympic Winter Games and served as a virtual flag bearer.

UPCOMING DATES / EVENTS

Spring Break – March 16-27, 2026
Budget Advisory – March 31, 2026
Good Friday – April 3, 2026 (statutory holiday)
Easter Monday – April 6, 2026 (school holiday)
BCSTA AGM – April 9-11, 2026 – Vancouver, BC – Board Chair Corryn Grayston, Trustee Marianne VanBuskirk, and Superintendent Donna Kriger attending
Regular Board Meeting – April 21, 2026, 6 pm

The March 10, 2026, Regular Board Meeting agenda and recordings are available on the District website: Board Meetings.