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 offer a selected group of Indigenous students a community yoga program that focuses on regulation-based strategies to assist them with processing anxiety, behavioral outbursts, and negative thinking.
Focus: Journey of Syeyutsus: Reconciliation in Action through meaningful ways to develop an appreciation of Hul’q’umi’num culture while developing healthy relationships.
Focus: Exploring the connection between literacy development and nature-based learning experiences involving place-based Indigenous knowledge, storytelling, and learning through the natural environment.
Focus: To plan our teaching using the Seasonal Rounds calendar of the Dakelh people and make our teaching more interconnected.
Focus: Growing our knowledge so that we can design (mathematical) instruction, keeping First People’s Principles of Learning in mind, to create an inclusive environment that promotes equitable access and supports the diverse needs of all students.
Focus: How do we build/promote spaces that inspire hope/belonging?
Focus: Exploring how collaborating on literacy instruction across grade groups can help build school community and support student learning.
Focus: To foster an understanding and connection to place and develop a better understanding of how natural resources (plant species) have played a key role in the changing of the land, people, and communities of Canada.
Focus: We celebrated and shared our school learning about Truth and Reconciliation, by creating artifacts to be placed in a Bentwood Box Time Capsule.
Focus: To create a learning framework to help build student success in written reading responses.
Focus: Would giving students the practice of knowing kindness research and having opportunities to put the learning into action change their reactionary behaviour?
Focus: Using math bags and buddy classes to increase number sense and numeration skills.
Focus: To create authentic learning experiences, based in place and linked to the curriculum in as many ways as possible.
Focus: How does our perception of success ultimately impact a student’s ability to achieve success?
Focus: Creating connection/belonging/safe spaces as students transition into Grade 9 to support ongoing success.
Creating opportunities for equity that foster a sense of belonging for all (Grade 8 and 9 belonging and community, and Grade 10-12 grade and graduation transitions).
Focus: Supporting teachers in the classroom with SEL strategies/Executive Functioning content and Decision-making processes that would allow them to better support and establish a more regulated classroom environment.
Focus: How can we use Indigenous story as a tool to cultivate a sense of identity, place and belonging?
Focus: Can the use of numeracy-based games be used as a differentiation strategy.
Focus: Welcoming students to the Moscrop community, and making them feel safe and comfortable to get support from teachers and support workers.
Focus: Developing our understanding of Coast Salish Design Elements, and through this, extending our connection to the land on which our school community resides.
Focus: Increasing literacy skills for intermediate-aged Indigenous learners who were two or more years below grade level.
Focus: Using science fiction to teach concepts and improve scientific literacy.
Focus: Helping students, particularly Indigenous students, improve their reading skills and identity as a reader.
Focus: We hoped that playful learning experiences, based on core competency learning and understanding, would help motivate and engage our students and move them beyond an ‘indifferent attitude’ and improve mindsets, and academic achievement in literacy and numeracy.
Focus: Relationships and connections on multiple levels and in many directions.
Focus: We hoped that a playful approach for learning would help all our students, but particularly our Indigenous students adopt a more positive mindset and move students from an expressed indifference in learning to engaged learning.
Focus: 1) A continuation of building belonging with Indigenous families, and 2) How do we use pedagogy and curriculum to build belonging for Indigenous students across grades to feel belonging in classrooms.
Focus: To help Intermediate students reach grade level accuracy in reading through “explicit and systematic” instruction.