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: On strengthening oral language, writing & self regulation skills, as well as ecological & cultural knowledge by blending outdoor experiences with literature, nonfiction reading and storytelling using loose parts (Story Workshop).
Focus: We wanted to know if we could increase all students’ reading comprehension, by explicitly targeting their reading fluency and monitoring it through ongoing formative assessment.
Focus: To develop and grow authentic, trust-based relationships with our Indigenous Grade 8 students through a variety of experiences.
Focus: To explore a material (i.e. wool/wood) in order to develop a deeper understanding and appreciation for natural resources and land-based materials.
Focus: To plant the seeds of understanding of the history of the land we live on and the First Peoples that came before us. (Connecting students with nature and giving them a sense of wonder)
Focus: Incorporating Indigenous understandings and project-based learning into mathematics.
Focus: Connecting Aboriginal understandings and oral story telling practices through experiential, applied design, skills & technology practices based upon the use of our nature classroom, the land, nature or placed-based learning.
Focus: How can a school garden facilitate a richer form of inclusion and hands-on learning with a group of students with special needs and our school community?
Focus: How can we make a school-wide positive behaviour reinforcement program that coincides with the core competencies? Is it possible to integrate Indigenous perspectives into this program?
Focus: Building a more resilient school community.
Focus: Will our efforts to build more meaningful staff-student relationships contribute to improved student attendance and ultimately performance?
Focus: On fluency at the intermediate level to increase students’ reading comprehension?
Focus: Utilizing Yoga 12 to enhance personal, emotional, and inquiry-based reflection on the mental health, physical health, and overall understanding of well-being for students ages 16/17/18.
Focus: In collaboration, sharing/developing practices that will allow teachers to support our learners as writers.
Focus: On strengthening relationships with learners and families in our three schools to reduce barriers to success, by learning about our Indigenous Peoples’ history and culture.
Focus: Will students have more independence and select more non-fiction books if we use a non-Dewey Decimal Classification in the library?
Focus: On examining the pathway “culture, family, traditions and knowledge”, from the Communication and Literacies section of the Early Learning Framework, in both Early Learning settings and K/3 classrooms.
Focus: On building connections with the Indigenous students in our school community.
Focus: Increasing engagement and connections, specifically in our Grade 10 population.
Focus: How can developing a school garden as a school-wide focus, help to build connections to this place and to each other?
Focus: On improving number sense from Kindergarten to grade 6, by reinvigorating the use of manipulatives to solidify the concrete understanding of number at all levels of Math learning.
Focus: How can we meaningfully integrate learning in our natural and local environment throughout the year, while embedding Indigenous ways of knowing and doing?
Focus: On student connectedness or lack thereof, and their success in school and mental health and wellness – both the positive or negative correlations between feeling connected and supported at school, or not feeling connected and supported at school.
Focus: “True Grit!” — Teaching our students about how to have “Grit.”
Focus: To draw awareness to Successful Learner Traits through children’s literature, to support core competencies and create a school-wide culture and language around the Successful Learner Traits.
Focus: On developing increased teacher attention to supporting student voice in writing.
Focus: To work on the scope and sequence for successful transitions of students in AVID from grades 9 to 12, continue to align AVID Centre curriculum standards with BC curricular competencies and Aboriginal world views, and build on that synergy of literacy strategies with AVID strategies to a school wide literacy plan to prepare students for a successful transition to college, careers and life.
Focus: Connecting students to local flora and investigating Aboriginal uses of the flora.
Focus: Considering the influence an involved and engaged parent/guardian can have on the success rate of a student, how can we create a strong sense of belonging for our families?