Case studies are rich sources of data, capturing both the process of inquiry with regard to a school’s particular focus for improvement, as well as the learning and observations obtained throughout the journey.
Focus: To expand our focus to include connections, engagement, and belonging as key factors supporting Indigenous student success.
Focus: Finding ways to best support the literacy needs of students while continuing to support them in making positive behavioural choices.
Focus: How to support success for Indigenous students at SOSS through belonging, by addressing staff bias and working with the band on a new LEA.
Focus: How can we encourage students to apply phonemic awareness and phonics concepts learned through explicit instruction of phonics and morphology, to transfer into their writing?
Focus: To empower Humanities 8 students to develop their voice through purposeful writing and speaking, while fostering critical thinking and personal connection to content.
Focus: Transferring phonemic knowledge into reading and writing.
Focus: How can I support my students in the development of organization, planning, and task initiation skills?
Focus: Supporting student confidence in communicating in French.
Focus: We worked in multi-age groupings to assist self-regulated learning through building strong personal and social relationships.
Focus: To continue to build relationships so students love being at school and this will improve their attendance.
Focus: Building relationships through forest play and a sense of place, creating rules about play and connecting to local Tsimshian culture.
Focus: Helping students learn and share local Indigenous knowledge, language, and stories through student-led social media content creation.
Focus: Restructuring the delivery of the CLE and CLC courses to prioritize a successful bridging to post-graduation life.
Focus: Does attendance improve if we create joyful and engaging opportunities for our school community to connect with Nuu-chah-nulth culture.
Focus: Literacy in a broader sense of the literacy programs and interventions that are being used within the classrooms, which involves small groups, multi-sensory and multi-modal learning tasks and a structured scope and sequence.
Focus: We wanted to explore ways to include and leverage student voice and goal setting when planning for and implementing reading intervention.
Focus: We have noticed over the years that parents and students have had an increase in difficulty transitioning to kindergarten.
Focus: Increasing student engagement and self-regulated learning by providing increased agency and autonomy.
Focus: Students’ concerns of living in this place and what it means to us as individuals and as a group of strangers sharing learning experiences.
Focus: Learning the teachings of the land through art, story, and community.
Focus: The connection between mathematics and learning from the land.
Focus: To engage my students in a project to educate and inform our community about climate change through the use of a long bike ride, theatre performance, and some social activism.
Focus: Exploring how educators can move students of colour from simply sharing their voices, towards exercising meaningful agency and leadership in ways that strengthen their sense of school belonging.
Focus: How are we facilitating student confidence, sense of belonging, leadership, voice, and positive personal identity at CHSS?
Focus: Could creating art inspired by diverse styles, including Indigenous art, serve as a meaningful way for our most vulnerable students—and their families—to feel more connected to our school communities?
Focus: Does having intentional, shared, place-based experiences and intentional audiences have a positive impact on students’ engagement in, and quality of, writing.
Focus: Building connection to story, land and each other through outdoor story walks, story workshop, and tools to increase communication between all students.
Focus: Using local animals as symbols to represent the qualities of learners, focused on the core competencies, to have students gain self-awareness of who they are as learners and focus on their strengths.