“The district has much to celebrate and be thankful for regarding Indigenous education,” said Superintendent Peter Dubinsky during School District 10’s final board meeting of the year.
He recapped a successful year of initiatives supporting Indigenous students academically and socially-emotionally.
The Elder-in-Residence program continued, with district Elder Michael Garvey visiting students regularly. Garvey, Elders Marnie Lindgren and Pearl Last, and local and regional Knowledge Keepers offered a unique mix of cultural teaching, personal connection, and emotional support. Students enjoyed storytelling, beading, the Grandfather Teachings, Métis art, forest walks, and land-based learning. Teachers could look to Indigenous Support Teachers (ISTs) for resources to incorporate Indigenous perspectives into the curriculum.
Primary classrooms participated in the Okanagan Nation Alliance’s Fish in Schools program, which sees students raise sockeye salmon from eggs to fry before being released into Slocan and Arrow Lakes.
Students celebrated National Indigenous Peoples Day on June 19 – the day after the board meeting – at Nakusp Elementary and Secondary schools, with the whole district coming together for a day of fun and learning.
The district completed equity scans this spring to hear from Indigenous student voices to assess the strengths, challenges, and opportunities in Indigenous education. This year, the scans were conversation-based, rather than a survey, which allowed for deeper connections and insight. Almost all of the 114 self-identified Indigenous students participated in the scan.
The scan revealed that Indigenous students highly value Elders and ISTs, with most reporting they feel seen, heard, and supported. They also reported that they enjoy cultural learning, especially when it’s hands-on. Students also appreciated opportunities like the UBC Summer Science Program, and offerings from the Circle of Indigenous Nations Society (COINS), which helped connect culture, identity, and future pathways.
Students would like to see more Indigenous content in academic subjects, especially in language, careers, and foods classes. There were some concerns about bullying going unaddressed. Students also asked for continuity in staffing, to build ongoing, trusted connections, and for flexibility in activities to allow for autonomy and interest-based learning.
Student achievement data
Superintendent Dubinsky shared the student achievement data for 2025.
In late May, teachers of grades 1-10 provide a summative assessment of student achievement in numeracy, reading, and writing using the proficiency scale – emerging, developing, proficient, extending.
The district then collects and collates the data to track student progress and determine goals at the classroom, school, and district levels. The data is also examined next to Ministry of Education and Child Care (MECC) data, such as the Foundational Skills Assessment (FSA). This is the fifth year the district has done the assessment.
Dubinsky noted that, while summative data from teachers indicated students as a whole are proficient in numeracy, FSA scores said otherwise – 63% of grade 4 is “on track” (75% last year), and 47% of grade 7 (72% last year). The FSA also revealed a dip in grade 4 literacy – 63% on track (83% last year).
With these discrepancies, Dubinsky said it’s time to do a deeper dive. The district will be partnering with School District 6 to examine strategies and structures to support numeracy growth. The district also recently received a $247,000 literacy grant from MECC, which will support early literacy screening, early intervention, and overall literacy development.
