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: In what way will providing intentional daily learning opportunities on Snuneymuxw cultural understandings and ways of knowing, increase our students’ sense of belonging and impact their success?
Focus: How can the structure of Story Workshop help our students view themselves as active creators of their own stories?
Focus: In what way(s) will building a district network deepen/expand/grow/impact the use of the POL as a lens through which we plan our lessons/teach, and how will this network allow teachers to feel more comfortable with including Indigenous ways of knowing in the classroom?
Focus: Implementing Universal Design for Learning into the classroom to help create a more inclusive environment for all learners.
Focus: Indigenizing School Culture and Curriculum.
Focus: Increase students’ literacy outcomes with structured literacy at Tiers 1, 2, and 3.
Focus: Our inquiry is ongoing, but due to the pandemic restrictions and protocols in the K-12 education system, this year was an exchange of ideas and focus on how to move forward, rather than hosting of the transitions feast.
Focus: Using “Powerful Writing Structures” as a foundation for providing structure, guidance and creative ideas for the writing programs in Grades 2 and 3.
Focus: Foundational Math Skills, Number Sense, Hands-on Learning and Mathematical Language/Vocabulary.
Focus: We wanted to bridge the transition from elementary to secondary school for Indigenous learners.
Focus: Students design and create short recipe booklets based on Canada’s new Food Guide, then select and prepare a recipe.
Focus: The focus for this year was about the four blankets of resilience and understanding ourselves.
Focus: Enhancing the transition experience and engagement, as students transferred to our 8/9 distance education program in response to COVID-19.
Focus: To provide students with an experiential and holistic way of experiencing the land in which they live, learn and play.
Focus: The lack of connection is affecting teacher work and student achievement.
Focus: How will targeted instruction (‘I can statements’, setting learning goals, small group work, etc.) increase students’ literacy and numeracy achievement?
Focus: How does providing children with Indigenous materials during story workshop help the students to make connections to the First Peoples Principles of Learning that are taught throughout the year?
Focus: How might play-based outdoor learning affect students’ engagement and growth in kindergarten?
Focus: How can we transform reporting and assessment to be more effective for learners, families, and educators?
Focus: If we teach children calming strategies like yoga and deep breathing, will they be more able to demonstrate personal awareness and responsibility?
Focus: Educators were interested in offering process learning in their program through art.
Focus: Life skills: sewing a plant pouch and gathering Aboriginal plants from our neighbourhood.
Focus: Our team determined that there was a greater need than ever before, since COVID-19, to provide special interventions to build/rebuild reading and writing literacy skills that were possibly ‘lost’ during the months away from the school setting.
Focus: Can we better prepare Indigenous students in grade 8 at SMS before they make the transition to Jackson for grade 9 (and be successful in secondary, and feel a better sense of resilience and belonging)?
Focus: As we look through the lens of the First Peoples Principles of Learning, how might we adjust our techniques and activities to improve the word level reading skills of all learners.
Focus: Increase engagement in the school community and create connection with peers and adults at EBUS, to improve student success in learning.
Focus: Developing a deeper understanding of place, community, family and land, to nurture a sense of pride or belonging for all students.