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: How will a cyclical based math approach, focusing on “Big Ideas”, in addition to the focus on developing a growth mindset have an impact on student achievement in numeracy as measured by the BC Performance Standards, District Math Assessment, and school-wide assessments?
Focus: Two French Immersion Kindergarten classes will combine with our district Aboriginal K / 1 program to share Aboriginal culture and language through oral story-telling and puppets, and traditional drumming – focusing on the local FN language of our valley.
Focus: Creating a safe and inclusive playground.
Focus: How can we include aboriginal ways of knowing into how we approach self-regulation with our young learners?
Focus: On building connections among the school community members and increasing our understanding of local Indigenous traditional practices by creating a whole school Coast Salish style legacy weaving project.
Focus: What can we do to improve student support, connections and engagement with our ELL students?
Focus: We investigated how we could move from more traditional libraries to a Library Learning Commons model in an effort to better support today’s students.
Focus: Will a combination of digital, text based, journal, geographical map or other media source styles of research be more meaningful than just digital web based research in a Secondary Foods class?
Focus: On the following First Peoples Principle of Learning — learning is holistic, reflective, experiential, and relational (specifically focusing on connectedness, reciprocal relationships, and sense of place). Further, our focus area was inquiry-based learning, exploring the interconnectedness of science and mathematics, and the holistic nature of learning — we looked to the First Peoples Principles of Learning, BC curriculum, and core competencies to inform and guide the learning (students engaged in inquiries that were connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures).
Focus: For each student to challenge themselves individually with less fear.
Focus: On self-regulation and exploration of implementing programs (or versions thereof) into classes. We are interested to see if direct teaching of regulation translates into better student achievement.
Focus: Supporting struggling writers through involvement in formative assessment.