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About US

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The Boundary District serves a resident population of 12,224. Approximately 67% of the dwellings are categorized as rural. Non-English speaking households comprise 4.2% of the population and 15.3% of the population identify themselves as Aboriginal. The School District population (Sept 30, 2006) is 1575 FTE (including elementary Distance Electronic Learning) students. The population has been in decline since 1998.

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Unique Characteristics and District Strengths

The District continues to face the challenges associated with declining enrolment due to a weak primary industry based economy. The fiscal reality facing the District has been how to keep small rural schools open with a full range of programs and services. During the 2002-2003 school year, the District moved to an altered calendar as well as the four-day school week to save costs. The adoption of the Four Day Week has permitted the District to move from a deficit to a surplus situation and this has allowed the District to fund programs targeted to early literacy and student achievement. The 1% funding protection provided by the Ministry for 2006-2007 year provided needed financial stability.

The School District has also partnered with other community agencies; Ministry for Children and Family Development, Public Health, and Boundary Family and Individual Services Society to create an integrated service model (Boundary Integrated Services Model or BISM) for each of its community catchments areas. As a result of this model every elementary school in the District has a Family Center located in the school or on the school property. Family Centers provide a variety of community services for families and children including parenting programs, pre-school literacy programs, health and nutrition counseling, etc.

During the 2002 - 2003 school year, and the subsequent two years, the Board of School Trustees committed funds to create a Trustee Initiative Grant to schools. The grants were targeted initially to elementary schools to develop programs to improve literacy. They are evolving to support School Growth Plans. In 2006 – 2007 budget cycle the Board has re-committed to the Trustee Initiative Grant for another 3 years with a focus on teacher development and best teaching practices in literacy.

In June 2005 the District expanded and re-organized its alternate school program. There are now three locations across the District providing services to students in grades 3 to 12.

• provide students with a safe, pleasing environment conducive to a positive learning atmosphere,
• provide the human and material resources necessary to develop each child's potential,
• develop cognitive processes resulting in academic excellence, critical thinking skills and a creative mind,
• support programs which lead students towards respect, appreciation and realization of the critical need for a healthy environment,
• promote curricula and resources which provide the student with a positive self image and self esteem,
• develop a program of work experience which allows students to understand the world of work and appreciate the community's role in society,
• encourage students to develop a sense of social responsibility for society and their role in it

• the provision of relevant and excellent education programs for students.
• the protection, care and growth of students.
• the support of its employees and the achievement of excellence in the workplace.
• the provision of physical facilities meeting the best standards of cleanliness, attractiveness, safety and suitability
• reflecting the wishes of the community in the Board decisions and to the responsibility of keeping the public informed