Image: Mike Vanden Bosch / Pattison Media /

By Mike Vanden Bosch

Chilliwack School District

Roughly 40% of Chilliwack School District students in grades 2-7 not proficient in number sense and operations

Jan 25, 2024 | 10:19 AM

CHILLIWACK — Over a third of students in primary and intermediate levels enrolled in Chilliwack School District are struggling to meet the standard for numeracy.

In its own power point slides from this month’s board meeting package, the Chilliwack School District has acknowledged that 40 per cent of its students in grades 2-7 are not proficient in number sense and operations.

“As indicated in our FESL (Framework for Enhancing Student Learning) reports, our FSA (Foundation Skills Assessment), Grade 10 Numeracy, & SNAP data indicate achievement gaps in numeracy skills,” a power point slide on page 54 of the 76-page board package revealed. “FSA and Grade 10 Numeracy results show below provincial levels for grades 4, 7 & 10. SNAP data shows that roughly 40% of our students are not proficient in number sense and operations in grades 2-7.”

Image: SD33 /

In another slide from its meeting held January 23, the district further acknowledges that a “large number of elementary students are not attending school,” thereby requiring intervention and supports.

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“Following COVID we have some K-5 students, including Indigenous students (that) have not returned to school with regular attendance. This is impacting their learning and achievement. Additional support (for students and their families) and alternate program delivery will be used to help these students and their families move towards more regular attendance,” a power point slide on page 55 indicated.

In another area of identified need per its strategic plan, Chilliwack School District says it has a “noticeable gap in progressive approaches” to teaching about and championing sexual health, gender identity/ expression, inclusion, equity, diversity, and accessibility. The power point slide suggests that SD33 might hire a district coordinator that “will help us improve our supports and structures – ensuring all students are supported and included equitably.”