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 determine if building longboards/skateboards would contribute at-risk student attendance and engagement in the core competencies.
Focus: Teach learners to monitor emotions and use physical activities to calm themselves in order to enhance their ability to re-engage in learning activities.
Focus: Identifying and supporting students with very low literacy and math skills.
Focus: Co-developing a framework to nurture the identity, confidence, and sense of belonging of Indigenous students, as well as to establish and strengthen relationships between all members of the SSS community.
Focus: To improve a better understanding of Environmental Place Based Learning we worked on appreciating our local environment, in turn developing their Social and Emotional skills.
Focus: Using ADST curriculum to address core competencies.
Focus: How can an immersive day of teachings from our local First Peoples, the Musqueam people, on Musqueam land enrich the understandings of students with diverse Aboriginal ancestries, in terms of building a sense of identity, and connection to history, culture and land?
Focus: We wanted all students to develop a greater understanding of local First Nations’ experiences and explore the extent of First Nations culture in their lives.
Focus: We wanted to explore the effects of alternate seating in regards to the on-task behaviour of individual learners.
Focus: Our inquiry focused on the use of learning breaks (i.e. games, movement, and mindfulness strategies) to enhance student focus and engagement in our learning environments.
Focus: What happens when you use P.E. games to teach basic physical literacy skills such as jumping, throwing, hand-eye-coordination, and moving efficiently?
Focus: How creating lessons and activities for Math 8, Science 8 and Socials Studies 8 students that are differentiated and inclusive, help ensure success for all students at their individual ability levels?
Focus: To combine two early literacy screeners to administer with our K-2 students in order to have a tool to identify specific early emergent foundation skills (phonemic and phonological awareness – as identified in the revised curriculum) in order to use the data to identify students that need early instruction, in order for all students to become successful readers by the end of grade 3.
Focus: To develop core competencies through e-portfolio reflections.
Focus: We both used Fresh Grade and hoped for more parental involvement and more awareness of work quality by the students when reporting to parents.
Focus: On growth mindset improve our students abilities in math?
Focus: ‘The Seven Sacred Teachings’ with specific inquiry into ‘The Sacred Teaching of Love’.
Focus: Developing students’ ownership of learning.
Focus: Will student created art, books and videos about the land, people and culture of Squamish increase students ability to share, connect and build cultural understanding?
Focus: On helping our students transition to school, building trust with our families and attempted to make positive connections with students and families.
Focus: Making connections between learning outside the classroom and inside the classroom, connecting to areas of strength and interest to foster engagement in a variety of pursuits, including academic.
Focus: In what ways can authentic assessment be used as a tool to increase learner engagement, and in what ways can this path be guided by the Lil’wat Principle of Cwelep?
Focus: Learning about the impact of Growth Mindset through drawing or carving with a Squamish Nation lens.
Focus: To increase our students’ sense of belonging and/or community.
Focus: Finding ways to encourage various opportunities for writing among primary students.
Focus: How do ELL students feel about learning English and what they need to be successful in middle school?
Focus: By providing our struggling readers with good fit, high interest books, we wanted to see if it would help them to become more engaged and thus improve their reading outcomes.
Focus: Through flexible literacy programs in the classroom and more collaboration between colleagues, how can we increase students’ literacy achievement and engagement?
Focus: To have students and staff understand and use a common language to assess personal learning and to address learning needs.
Focus: In what ways will an Indigenous community garden and focus on Indigenous plants increase understanding of Aboriginal Ways of Knowing for both students and staff?