Common use of Belonging Clause in Contracts

Belonging. To increase Aboriginal students' sense of pride, self-esteem, belonging, place, acceptance and caring in their schools. • Attendance • Ministry Satisfaction Survey Results • Connection Tool Results • Aboriginal Student Stories of Excellence in Leadership Performance Indicator: Attendance The following three tables shows a comparison of absences of Aboriginal and non-Aboriginal students over a 3- year period from 2009-2012, as reported through BCeSIS. There is a significant difference in the rates of absence between the two groups. Over the three years from 2009-2012 there has been a decrease in the percentage of absences of Aboriginal students at the secondary level. The district needs to have a continued focus on identifying and implementing strategies to enable students to be actively engaged and connected with their schools, in support of their learning and achievement. • In 2009-2010 and 2010-2011 Elementary Ungraded and Secondary Ungraded (EU/SU) students were reported as separate categories. For 2011-2012 these students, who are in VSB Alternative Programs, are now included in the reporting for their designated grade rather than a separate category. 01 02 03 04 05 06 07 09 10 11 12 KF Non Aboriginal Aboriginal • Beginning in 2011-2012, all Kindergarten students attended as full day, and were recorded as KF. 30.00 25.00 20.00 15.00 10.00 5.00 0.00 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 7

Belonging. To increase Aboriginal students' sense of pride, self-esteem, belonging, place, acceptance and caring in their schools. • Attendance • Ministry Satisfaction Survey Results • Connection Tool Results • Aboriginal Student Stories of Excellence in Leadership Performance Indicator: Attendance The following three tables shows a comparison of absences of Aboriginal and non-Aboriginal students over a 3- year period from 2009-2012, as reported through BCeSIS. There is a significant difference in the rates of absence between the two groups. Over the three years from 2009-2012 there has been a decrease in the percentage of absences of Aboriginal students at the secondary level. The district needs to have a continued focus on identifying and implementing strategies to enable students to be actively engaged and connected with their schools, in support of their learning and achievement. •  In 2009-2010 and 2010-2011 Elementary Ungraded and Secondary Ungraded (EU/SU) students were reported as separate categories. For 2011-2012 these students, who are in VSB Alternative Programs, are now included in the reporting for their designated grade rather than a separate category. 01 02 03 04 05 06 07 09 10 11 12 KF Non Aboriginal Aboriginal •  Beginning in 2011-2012, all Kindergarten students attended as full day, and were recorded as KF. 30.00 25.00 20.00 15.00 10.00 5.00 0.00 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 01 02 03 04 05 06 07 09 10 11 12 EU KF KH SU Non Aboriginal Aboriginal 7