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 address the anxiety (shutting down) shown in students when doing mathematics.
Focus: How does KSS, as a learning community, create opportunities for equity that foster a sense of belonging for all?
Focus: Addressing diverse learner needs in literacy in intermediate classrooms
Focus: Studying and implementing Thinking Classrooms in Mathematics by Peter Liljedahl.
Focus: Increasing storytelling and writing skills in English and Carrier languages through story workshop.
Focus: Awareness of Coast Salish culture through the diverse respectful meanings of Coast Salish art.
Focus: On teaching social and emotional skills using Play is the Way, a unique program of physically interactive games, 5 guiding concepts, and specific and empowering self-reflective language.
Focus: To help students ease their transition from middle school to high school, by providing them with opportunities to learn more about careers that might interest them.
Focus: On restorative practices with an emphasis on investigating, authenticating and appreciating our unique origins and histories.
Focus: Students will build and strengthen their core competencies, experiential, and growth mindset skills through collaborative and independent learning with Minecraft Edu.
Focus: To facilitate our most diverse (low incidence) learners to reflect upon and communicate their individual diverse needs, developing ways to advocate for increased, meaningful inclusion.
Focus: We wanted to know if linking cross-grade, outdoor pursuits with written language instruction would improve students’ achievement in written expression.
Focus: What strategies in improving SEL and self-regulation skills in students will lead to improved literacy and numeracy skills in students K-9?
Focus: Trying to increase engagement among students that have trouble getting motivated to participate.
Focus: Supporting self-regulation (emotional regulation and engagement) through place-based learning with a particular emphasis on reciprocity.
Focus: Exploring how incorporating Indigenous knowledge and ways of knowing into repeated outdoor and nature-based learning experiences will support Indigenous and non-Indigenous literacy learning and foster student connections to place.
Focus: We wanted to explore and learn how to authentically infuse Indigenous perspectives through the math and art curriculum, and incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts amongst grade 2 and 3 students.
Focus: Developing social-emotional well-being by increasing sense of belonging/school connectedness for disconnected students.
Focus: To investigate the efficacy of using functional literacy (cookbooks) to improve reading fluency for struggling learners.
Focus: Building Connection through Social-Emotional Learning with a PBIS Framework
Focus: How can we meet diverse learning needs in two grade 5 / 6 classrooms through co-teaching, co-planning, and co-creating?
Focus: To improve Indigenous learner success and create safe learning environments.
Focus: Evolving our universal meals (John Barsby Snack Cart) program to include cultural elements that reflect our learners.
Focus: Cultivating local and sacred plant knowledge through experiential learning and creating a local guidebook.
Focus: Will STEM/Coding experiences reinforce student engagement in early literacy/math skills?
Focus: To weave Indigenous culture throughout my Gr. 7 and Gr. 8 English classes to enhance students’ knowledge and understanding of Indigenous ways of knowing, being and doing using several resources.
Focus: How might a district-wide school-based approach to meaningful evidence gathering and responsive instruction through an inquiry lens move learning forward for students?
Focus: The continuation of cyclical math teaching with a focus on incorporating more place-based learning and culture into our learning.
Focus: Looking at how using Indigenous perspectives and resources for math will help the students connect to math in a more positive way, as well as expand students’ understanding of where math exists in the world.