Kelli Sullivan (Coldstream)
2026 Election Candidate
What measurable outcomes would define success for you after one term?
Boards of education are ultimately responsible for student achievement and well-being. As per SD22’s most recent FESL (Framework for Enhancing Student Learning) Interim report, data-informed, measurable outcomes that would define success at the end of this coming term include:
* Improvements in student literacy and numeracy proficiency.
* Continued progress towards narrowing the achievement gaps for Indigenous students, students with designations, and children and youth in care (where gaps still run 10 to 20 percentage points below all students).
* Strong graduation rates with a clearer picture of pathways to post-secondary transitions that include institutions beyond B.C.
* Continued declines in chronic absenteeism and continued gains across all measures of Human and Social Development.
In terms of financial stewardship, a measurable outcome of success would be achieving and maintaining a contingency reserve of no less than 2% and no more than 5% of total operating budget to be in line with Board Policy 611. I am pleased that our contingency reserve grew by $363,024 to $1,824,242 this past year. This is primarily due to the contribution from the international program.
What do you see as the top three challenges currently facing the school district?
The three greatest challenges facing SD22 are funding, meeting increasingly complex student needs, and continuing to improve outcomes for all learners (all three are interconnected).
First, funding. School districts across BC continue to face rising costs for benefits, transportation, utilities, technology, and inflation, while operating within a funding model that has not kept pace. Like many districts, SD22 has had to make difficult decisions to balance its budget while maintaining supports for students.
Second, inclusive education. The number of students requiring additional supports continues to grow. In SD22, funded designations increased from 660 in 2021/22 to 954 in 2025/26, and our proportion of designated students is higher than the provincial average. Inclusive education is a core value, but inclusive education funding needs to better reflect the realities and complexity of today's classrooms.
Third, student achievement. While progress has been made, achievement gaps remain. We must continue focusing on ensuring every student has the opportunity to succeed, particularly those who have historically faced barriers to achievement, belonging, and engagement.
What are your top priorities for improving student achievement?
Please refer to the answer to Q1.
What are your priorities for school facilities (e.g., aging infrastructure, overcrowding, environmental upgrades)?
One of my priorities is ensuring SD22 has safe, well-maintained, and future-ready schools while being responsible stewards of public funds. While the Province funds approved capital projects and facility upgrades, district requests are not always fully funded or approved, which can delay needed improvements. Balancing infrastructure investments with the resources required to support students remains an important responsibility of the Board.
I am encouraged by the work underway in SD22, including HVAC, building envelope, and lighting upgrades, as well as the new J.W. Inglis Childcare facility. These investments improve learning environments, increase energy efficiency, and help meet the needs of students and families.
Looking ahead, my priorities are renewing aging infrastructure, continuing practical environmental upgrades, and planning for changing enrolment patterns. While overall enrolment is declining, growth at the secondary level is creating capacity pressures that require thoughtful long-term planning.
I will continue to advocate for adequate capital funding while ensuring SD22 balances today's operational needs with the long-term sustainability of our schools.
How would you like to see climate action prioritized at the governance level so that it guides decisions around infrastructure, operations, and student learning?
Climate action is ultimately a governance question about the kind of future we want to plan for and how we steward public resources responsibly. As trustees, our role is not to direct day-to-day operations but to set priorities and provide strategic direction for the district.
Currently, SD22 does not have a Board policy related to climate action, nor is environmental sustainability reflected in any significant way in our current Strategic Plan. At the same time, we're seeing operational investments in initiatives such as solar panel installations and energy-efficiency projects that provide both environmental and financial benefits.
As we look ahead to the next Strategic Plan renewal, I think it's reasonable for the Board to consider whether sustainability should be reflected more clearly in our priorities and long-term planning. I would support an evidence-informed discussion that looks at what other school districts are doing and considers what makes sense for our community. Any approach should be practical, fiscally responsible, and balanced with our core responsibility of supporting student success.
How will you monitor and improve progress toward safe, caring, and inclusive schools?
I will continue to monitor progress toward safe, caring, and inclusive schools by reviewing evidence and asking questions about the results we're seeing across SD22. This includes Human and Social Development measures such as students' sense of belonging, connectedness, safety, engagement, and access to caring adults, alongside attendance, achievement, and other student outcome data.
Current data shows that chronic absenteeism remains a challenge. We also need to continue focusing on middle years transitions, leadership opportunities for Indigenous students, self-advocacy for students with designations and children and youth in care, and strengthening our work with OKIB through the Local Education Agreement.
As a trustee, my role is to ensure these priorities remain front and centre by monitoring outcomes, asking thoughtful questions, and making evidence-informed decisions. Through regular reporting, transparency, and accountability, I will continue to support SD22's goal of creating schools where every student feels safe, welcomed, connected, and supported to succeed.
What specific actions would you prioritize to support Indigenous student success and reconciliation?
Supporting Indigenous student success and reconciliation is one of my priorities as a trustee.
Early in my first term, I participated in OKIB Cultural Safety Training, which deepened my understanding of the history of these lands and the Syilx people. That learning helped inform the Board's decision to establish regular governance-to-governance meetings with OKIB Chief and Council, strengthening our relationship and creating opportunities to discuss priorities for OKIB students and families.
As Board Chair, I signed the 2025-2028 Local Education Agreement (LEA), which reflects a shared commitment between SD22 and OKIB to improving outcomes for Indigenous learners and advancing reconciliation. I support the work of the Indigenous Education Council, including the recently initiated review of the Indigenous Education Department, as well as the kʷu ck̓ʷul̓x Enhancement Agreement, nsyilxcən language courses, and the goals in our Framework for Enhancing Student Learning. Together, these initiatives support Indigenous student achievement, belonging, well-being, and cultural identity.
These actions will continue to be prioritized.
How would you handle controversial issues and/or competing interests?
Controversial issues and competing interests are best addressed through transparency, respectful dialogue, and a focus on student success and well-being. As a trustee, I seek to understand different perspectives, rely on data, evidence, and community input to inform decisions, and communicate openly about the rationale behind them. Often, concerns can be addressed through open communication and a common understanding of the facts.
Even when consensus isn't possible, transparency helps build trust and confidence in the decision-making process. Our Board work is also guided by the values identified by our community and reflected in SD22's Strategic Framework Policy 2.1: Trust and Respect, Equity, Personal Growth, Community and Collaboration, and Inclusion. These values provide an important foundation for navigating difficult conversations, balancing competing interests, and making decisions that are in the best interests of students and the district as a whole.
How will you engage meaningfully with parents, caregivers, and the broader community?
Meaningful engagement starts with being present, listening, and building relationships. One of the key roles of a school trustee is to be a local voice for public education, and that requires ongoing dialogue with parents, caregivers, students, staff, and community members.
Over the past term, I have regularly attended PAC and DPAC meetings, participated in community events, and connected with a wide range of community partners, students, and families. I have also made a point of attending events hosted by Indigenous organizations, Pride groups, and local non-profits to better understand the diverse perspectives and experiences within our community.
I also advocated for strengthening the Board's budget consultation process to ensure more meaningful engagement with our partner groups before decisions are made. I believe good governance is informed by listening, transparency, and thoughtful consideration of community input.
This is how I approach the role of trustee, and it is how I will continue to represent and advocate for our community in the next term.
