Embedded Files
Data Analysis: Themes
Data Analysis: Themes
"Human beings have an innate inner drive to be autonomous, self-determined, and connected to one another. And when that drive is liberated, people achieve more and live richer lives."
― Daniel Pink, Drive: The Surprising Truth About What Motivates Us
“Without a healthy sense of control, kids feel powerless and overwhelmed and will often become passive or resigned. When they are denied the ability to make meaningful choices, they are at high risk of becoming anxious, struggling to manage anger, becoming self-destructive, or self-medicating.”
― William Stixrud, The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives
Perseverance
Perseverance
Where we are falling short
Where we are falling short
There are early signs that students are not consistently demonstrating perseverance when learning becomes challenging. For example, only about 22% of students report having choice in their learning most or all of the time, while nearly 45% report “never” or “almost never” feeling that sense of agency.
This lack of ownership may be contributing to reduced persistence, as students are less likely to engage deeply or stick with tasks that feel externally driven rather than personally meaningful. This aligns with anecdotal evidence (such as FSA writing) showing limited stamina and depth in student responses. There has been an increasing number of students not completing the booklet despite multiple attempts to have them do so by multiple adults in the building. Even when we look at extending scores we see that most students have achieved extending as a result of doing well on the online portion of the assessment not the written portion.
Annecdotaly admin who participated in marking the FSAs have noticed across Sea-to-Sky students have been writing less and less in the past few years. Most of the low scores in the writing section are due to short answers containing little detail or deep thought.
Additionally, only about 22% of students report setting goals most or all of the time, with the majority indicating this happens only sometimes or rarely.
This suggests that students may not yet have the strategies or habits needed to persist through difficulty independently.
Where we are making progress
Where we are making progress
There are encouraging signs that students are developing foundational perseverance skills. A strong majority of students report that they ask for help when they don’t understand something (66% most/all of the time) , indicating that students are willing to seek support rather than give up.
Additionally, 71% of students report working well with others most or all of the time, suggesting that collaborative perseverance—leaning on peers to push through challenges—is a growing strength we can continue to build on.
FSA Data
Student Learning Survey
Community and Kindness
Community and Kindness
Community
Community
Where we are falling short
Where we are falling short
While many students feel connected, a significant portion of students are not consistently experiencing a strong sense of belonging. Only about 56% of students feel they belong most or all of the time, while nearly 38% report only sometimes or less.
There are also concerns around peer interactions. Only 34% of students report that peers treat each other with respect most or all of the time, while the majority indicate this happens inconsistently.
Additionally, experiences of bullying remain present, with approximately 21% of students reporting being bullied most or all of the time.
This suggests that while we are building community, it is not yet experienced equitably by all students.
Where we are making progress
Where we are making progress
There are strong indicators that a sense of community is being built. A high proportion of students report positive relationships with adults—43% report having 4 or more adults who care about them, and MDI data shows 72% strength in adult relationships.
Students also report feeling generally safe, with 73% indicating they feel safe most or all of the time, which is a critical foundation for community.
Kindness
Kindness
Where we are falling short
Where we are falling short
Although kindness is a stated value, student responses suggest inconsistency in how it is experienced. Only 34% of students report that peers treat each other with respect most or all of the time, while a large proportion report this happens only sometimes.
Additionally, bullying data indicates that unkind behaviour is still a lived experience for a notable group of students, reinforcing that kindness is not yet embedded consistently across all interactions.
Where we are making progress
Where we are making progress
Students are demonstrating emerging empathy and prosocial thinking. Approximately 69% of students report thinking about others most or all of the time when they act, which is a strong indicator that kindness is developing at the level of intention.
MDI data also shows strong outcomes in peer relationships (83%), suggesting that many students are experiencing positive, caring interactions—even if this is not yet universal.
Accountability: Self-Regulated Learning
Accountability: Self-Regulated Learning
Students are expressing a lack of ownership over their learning, and we’re observing a growing sense of passivity and reluctance to engage in deeper thinking. How might we design learning experiences that empower students to take the driver’s seat in their own learning journey?
Accountability
Accountability
Where we are falling short
Where we are falling short
While many students report taking responsibility, there is still a notable group who struggle with accountability. About 28% of students report only “sometimes,” “almost never,” or “never” taking responsibility for their actions.
In addition, behaviour data suggests a gap between knowing expectations and consistently acting on them. Although 60% of students say they know expectations all of the time, this does not always translate into consistent behaviour—highlighting a gap between awareness and action.
Where we are making progress
Where we are making progress
There is strong evidence that accountability is developing across the school. Nearly 63% of students report taking responsibility for their actions most or all of the time, which reflects a solid foundation to build on.
Students also demonstrate growing self-awareness, with 71% indicating they think of others when they act most or all of the time, suggesting that accountability is increasingly connected to empathy and social responsibility.
Other Raw Data
Other Raw Data
EDI
2022/2023
EDI-SchReport-2023-24-SD48-Garibaldi Highlands Elementary.pdfClass Mapping
Class Mapping
2025/2026
CHEQ
CHEQ
CHEQ School Report - Sea to Sky - Garibaldi Highlands Elementary - 2025 (1).pdfPage updated
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