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 incorporate the First Peoples Principles of Learning into the curricular learning areas with intention, authenticity and meaning.
Focus: How we support behaviour at school and consider ways to incorporate understanding of the role of lagging skills, in the ways students respond to demands and expectations, and increasing student voice specific to Functional Behaviour Assessments (FBAs) and Behaviour Intervention Plans (BIPs).
Focus: How can we further develop students’ sense of social awareness and responsibility (core competency) through the science curriculum?
Focus: To weave Indigenous culture throughout my semester classes to enhance students’ knowledge and understanding of Indigenous ways of knowing, being and doing, using a variety of literacy resources.
Focus: To continue to grow our knowledge of mathematical instruction (year 3), focusing in on how we can teach/assess the curricular competencies with the intention of deepening our students’ understanding of number sense and making our instruction accessible for all learners.
Focus: The primary teachers were interested in looking at early reading intervention and differentiation of skills practice.
Focus: How can you improve spelling with intermediate students that is transferable to their writing?
Focus: We wrote personalized land acknowledgements so that each student and staff member had a better understanding of the purpose behind the land acknowledgement.
Focus: Building and maintaining stronger and joyful teaching teams in our Middle Years wing.
Focus: Cultivating curiosity and wonder through outdoor learning.
Focus: How can children use oral language during story workshop to incorporate Aboriginal Ways of Knowing?
Focus: Improving student attendance, engagement and academic success through a comprehensive, twice daily, free school meal program.
Focus: As a District Team we wanted to understand what created a risk free environment for adults – what supports needed to be in place and what circumstances needed to be realized in order for adults to move learning into place?
Focus: We focused on helping students develop transferable skills between science subject areas, in particular: laboratory write-ups and methodologies.
Focus: Engaging students through competency based learning while covering the content.
Focus: How can we utilize our beautiful outdoor spaces to help deepen our relationships to place and to each other, and as a result become more richly connected to and appreciative of all aspects of our community.
Focus: We built our capacity to be better prepared/educated to deal with issues surrounding students’ mental health and wellness while at school.
Focus: Incorporating core subjects and Indigenous learning meaningfully into outdoor education, to create investment in the community.
Focus: Ultimately our focus emerged as determining the needs of Priority Students, developing a plan for addressing these student needs, and ensuring that our team had a systematic plan to help all of our students by attempting to reduce and eliminate barriers and provide more culturally inclusive events.
Focus: Build relationships with students who are vulnerable.
Focus: Our focus was to assist students in finding a deeper connection to what they were learning in school, while building relationships with their peers, Indigenous Transition Coach, and their future Careers Coordinator at their upcoming high school.
Focus: To develop competency-based learning pathways for skills that can be used across disciplines to support school-wide AVID and literacy goals.
Focus: How will making our learning visible in math, with a focus on the critical concepts, improve both teaching practice and learner success?
Focus: Are learners feeling like they are safe to explore & build on their understanding; does the school’s practices allow for that, do we allow time for that?
Focus: Our primary focus was to continue working with our grade 8s from last year as well as connecting with our current grade 8s, while adapting our plans due to the limitations of Covid protocols.
Focus: Continuing to teach math cyclically focusing on depth of knowledge and understanding while incorporating more place-based learning and culture into math.
Focus: Our focus was to explore how loose parts and the Story Workshop framework could support oral language and literacy development with our K-3 learners.
Focus: Investigating what impact access to audiobooks and/or eBooks could have on the engagement and interest in reading for “reluctant readers”.
Focus: Increasing student voice and strengthening relationships between and among learners.
Focus: To see how our students are coping when returning from lockdown due to COVID.