School Name: Shuswap Middle School

School District: SD#83 North Okanagan-Shuswap

Inquiry Team Members: Theresa Johnson: tjohnson@sd83.bc.ca
Kaeli Hawrys: khawrys@sd83.bc.ca
Mishel Quaal: mquaal@sd83.bc.ca

Inquiry Team Contact Email: tjohnson@sd83.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7), Secondary (8-12)

Curricular Areas Addressed: Physical & Health Education

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), Differentiated instruction, Experiential learning, Flexible learning, Growth mindset, Indigenous pedagogy, Inquiry-based learning, Land, Nature or Place-based learning, Self-regulation, Social and emotional learning

In one sentence, what was your focus for the year? 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.

III. Spirals of Inquiry Details

Scanning: We talked to each of the students about their connections with adults in the school. Some of the students could name one and a few could name two adults they felt believed in them. As a team, we noticed many of our students wandering, searching for places to go, or belong. Our school counsellors came to us to inquire if there was a social or community program with an Indigenous lens available to support these specific kids.

We had worked with Angela Kyllo, a certified Metis yoga instructor, in youth conferences and various school events. We came up with the idea that to further connect these students with themselves, one another, and other adults in the building, we’d offer this select group of students an 8 week, twice a week, medicine wheel yoga program. Teaching yoga through a cultural perspective, students were consistently provided time and space to focus on themselves and their feelings. We heard positive feedback from these students that learning the skill of checking in on their physical, mental, emotional and spiritual wellbeing was a process they enjoyed. We found that initially students were a little on the quiet side, but as the weeks went by, relationships were being built, and these sessions were something everyone really looked forward to twice a week. We used learning through experience, intergenerational teachings, and being in the community, as guiding tools in order to address the First Peoples Principles of Learning.

Focus: The Medicine wheel, like yoga, has a person-centered focus initially. From a regulated standpoint, it becomes easier to reflect outward into the world around us as we grow in this understanding. We wanted to foster a greater sense of belonging and an opportunity to practice self-awareness in a school and community setting, as a group with youth and adults learning together side-by-side. We wanted to demonstrate that learning looks different for each of us, but when you feel safe, calm, and a sense of community, you have a strong foundation for it to happen. This can be a positive life-long practice.

Hunch: Some of our students have tumultuous home lives, some wander around aimlessly with anxiety or avoidantly, and some struggle with friendships and social connection. Our learners are expected to instantly “show-up” in their seats and get to work! For some of these kids, it’s just not possible. So, we wanted to teach them a different way.

New Professional Learning: We debriefed at the beginning and end of each session. Consistency was key to the delivery of services and ensured circle-sharing happened each day with staff and students alike. We supported each other by providing a space to check-in.

Taking Action: Adult to student ratio was 1:4. We figured if we were going to be building relationships with these students, there should be as many of us available as possible. Sometimes counsellors would join, a grandma came and read one reflection, and if there was ever an empty space, a student could bring a friend. We focused on building community.

Photo description: At the end of our 9 week session, as a group we participated in a community yoga class at Sweet Freedom yoga. For many of our students, it was their first yoga studio experience.

Checking: Students said on the days they attended our sessions, their mindset was “ready to learn.” They also told us they felt “calmer.” Students started showing up on their own without being reminded, or would even ask the day before if we were still on for yoga. The students became familiar with one another and everyone displayed respectful behavior towards each other in this program.

Reflections/Advice: It is amazing what happens when you create a space for people to show up just as they are. It was a fast way to build a sense of belonging in a group of students who weren’t necessarily connected with one another prior to the program. The students asked to do this program again, and for the ones that are still here, we plan on running it again. We will add additional presenters/sharers/meditation readers from our school community, and more adults to join us.

School Name: Frank J. Ney Elementary School

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Julie Ludwinowski – Lead – julie.ludwinowski@sd68.bc.ca
Gregg Halfyard – Principal ghalfyard@sd68.bc.ca
Tina Moore – Aboriginal Ed Worker tina.moore@sd68.bc.ca

Inquiry Team Contact Email: julie.ludwinowski@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Physical & Health Education, Science, Other: Indigenous Understandings

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Experiential learning, First Peoples Principles of Learning, Growth mindset, Inclusion and inclusive instructional strategies, Indigenous pedagogy, Land, Nature or Place-based learning, Social and emotional learning

In one sentence, what was your focus for the year? Journey of Syeyutsus: Reconciliation in Action through meaningful ways to develop an appreciation of Hul’q’umi’num culture while developing healthy relationships.

III. Spirals of Inquiry Details

Scanning: Syeyutsus, derived from the Hul’q’umi’num language, embodies the concept of harmoniously navigating two worlds—the timeless teachings of the land and First Peoples, alongside the complex realities of today’s ever-evolving society. However, the proliferation of social media platforms has introduced intricate social complexities that can significantly impact adolescents’ self-perception and interpersonal relationships. The culture of social comparison and negative interactions fostered by these platforms often leads to a diminished sense of belonging among young individuals.

During classroom discussions, it became evident that many of my students owned smartphones and actively engaged in various global social media platforms, spending an average of 3 to 5 hours per day immersed in electronic devices. Their preferred activities primarily revolved around online gaming and social media, regardless of age restrictions. Astonishingly, aside from interactions with family members, the majority of students admitted that their socializing occurred predominantly within the confines of the school environment. Furthermore, the COVID-19 pandemic exacerbated their challenges, as social interactions decreased due to cohort restrictions and limitations on after-school gatherings. Consequently, heightened anxiety and social isolation were palpable among the students.

As educators, we closely observed the struggles our students faced in cultivating positive relationships while navigating the pervasive influence of social media, particularly during the pandemic, when technology usage soared. The increased demand for social-emotional support led us to access both in-house resources and external agencies. This experience prompted a collective desire to enhance social-emotional learning opportunities through an Indigenous lens, integrating Universal Design for Learning (UDL) practices across various curriculum domains. Our aim is to create an inclusive and supportive community that fosters the development of Indigenous Allies among our students while creating a stronger sense of belonging.

Focus: We selected this area because we believe in the power of holistic education that incorporates diverse perspectives and promotes the well-being of learners. By integrating the First Peoples Principles of Learning, Circle of Courage, and Social Emotional Learning Framework, we aimed to create an inclusive learning environment where all students, regardless of their individual abilities and backgrounds, could thrive. Our goal was to foster a sense of belonging among the students, not only within their peer group but also within the broader community, and connection to the land through the common thread of Lahal – also known as Slahal, bone and or stick game throughout various Indigenous nations. We recognize that building a culture of belonging requires careful planning and time, and we saw the implementation of these principles as a way to achieve this. Through a large-scale project that embraced cultural teachings and invited other classes to participate, we utilized various curriculum elements such as language arts, applied design, and physical health & outdoor education to engage students and facilitate their understanding of what it means to be a good ancestor. By learning about Indigenous ceremonial and medicinal plants, participating in traditions and ceremonies, and socializing with peers, students could develop healthy relationships with themselves, others, and Mother Nature.

Hunch: Our hunch is that the practices at the school, particularly the emphasis on inclusive and differentiated learning (UDL/ID practices) and the focus on building a cohesive classroom community, have positively contributed to the experiences of the learners. By starting the year with a whole-class project and gradually transitioning to smaller projects, students were able to prepare for a full day of upper intermediate inclusion. This approach allowed for individual growth and catered to students’ varying abilities and interests. The use of fireside chats and personal goal setting fostered rapport among students and promoted a sense of empathy and compassion. The culminating project of hosting a Lahal tournament for the upper intermediate grades provided an opportunity for students to work collaboratively and contribute to different aspects of the event, aligning with First Peoples Principles of Learning and UDL practices. The tournament day itself offered additional learning experiences, including storytelling, crafting, and exploring Indigenous knowledge. By engaging students in an interactive event and involving them in the entire process, all students felt a sense of ownership and celebration at the end, reinforcing their belonging and overall positive experiences.

New Professional Learning: Our professional learning grew significantly through the additional support we received from our local union, the NDTA, and the mentorship days they sponsored. These mentorship days allowed our team to connect with a local Indigenous teacher who was fluent in the Hul’q’umi’num language and had a deep understanding of local traditions and protocols, as well as a solid competitive grasp on Lahal. This teacher became a mentor to our team, guiding us through the process and sharing valuable teachings. The students not only received instruction from this teacher mentor but also from our team of teachers. Furthermore, the involvement of the community, particularly the Elders who joined us for the event, provided a profound learning experience for both students and teachers as we drummed and sang together.

Throughout the year, we applied First Peoples Principles of Learning in our work with the initial class. Engaging in fireside chats in a circle formation fostered a sense of equality and respect among students, allowing them to learn about each other’s goals and engage in respectful conversations. We incorporated positive praise to recognize and celebrate students’ progress towards their personal goals. Additionally, the students began to have meaningful conversations while working on the mini projects, parallel to the experience of learning from an Elder during a fishing trip where advice, direction, and stories are shared. These professional learnings enriched our teaching practice and deepened our understanding of Indigenous perspectives and pedagogies.

Taking Action: Taking action towards our project involved a multi-faceted approach that encompassed both internal and external actions. Internally, we implemented various strategies to ensure the success of our endeavor. We collaborated as a team of teachers, drawing upon our collective expertise and knowledge to design engaging and culturally responsive learning experiences. We provided ongoing support and guidance to our students, encouraging their active participation and fostering a sense of ownership over their learning. Additionally, we continuously reflected on our practices and made necessary adjustments to better meet the diverse needs of our learners.

Externally, we reached out to the broader community to expand the impact of our project. We sought partnerships and sponsorships, such as the support we received from the local union and the involvement of a community business. These connections not only provided financial assistance but also created opportunities for cultural exchange and community engagement. By inviting community members, including Elders, to participate in our activities, we fostered meaningful connections and deepened the understanding and appreciation of Indigenous culture.

Furthermore, we actively shared our experiences and learnings with other educators, both within our school and beyond. Taking action was a continuous and dynamic process, driven by our commitment to student well-being, cultural inclusivity, and community engagement. By implementing a range of strategies, fostering external partnerships, and sharing our experiences with others, we aimed to create lasting change and positive impacts for our learners and beyond.

Checking: Checking up on the learnings and hunches became an integral part of our project as we were committed to ensuring its ongoing success and effectiveness. We conducted regular assessments and evaluations to gather data and insights on student learning outcomes, engagement levels, and overall well-being. These assessments helped us gauge the impact of our teaching strategies, including the incorporation of First Peoples Principles of Learning, Circle of Courage, Social Emotional Learning Framework, and UDL practices. We analyzed student work, observed their interactions, and sought their feedback to understand their experiences and identify areas for improvement. Additionally, we revisited our initial hunches and compared them to the actual outcomes. This process allowed us to reflect on our assumptions and validate or adjust our understandings accordingly. Through continuous monitoring, reflection, and adjustment, we ensured that our project remained responsive to the evolving needs and aspirations of our learners, ultimately leading to meaningful and transformative experiences.

To gather comprehensive feedback on the impact of our project, we conducted a follow-up survey with all the participants, including teachers, staff, and community members. The results of the survey revealed a significant shift in understanding and perspectives regarding what it means to be a good ancestor. Prior to the events, the common response to this question was often uncertainty or simplistic answers like being nice when you’re old. However, after the meaningful interactions with Elders and the storytelling, the responses shifted towards a deeper understanding of interconnectedness and the importance of kindness and respect. Participants expressed sentiments such as, “It means being good to Mother Earth, oneself, the water, air, animals, and the land because we are all connected.” Other responses highlighted the significance of inclusivity, helping others, treating the Earth and its creatures with kindness, and demonstrating respect towards everything and everyone. These reflections showcased the profound impact our project had in shaping participants’ understanding and values, reaffirming the positive changes we aimed to instill including developing a sense of belonging.

Reflections/Advice: Through our project, we have not only confirmed our beliefs but also experienced the profound impact of Indigenous ways of knowing and community-minded games. The connection we established with a local business and the enthusiastic participation of an Elder in our activities were truly transformative. It became clear that our endeavours extended far beyond creating a sense of belonging solely for our students; they created genuine opportunities for belonging for everyone involved including a member of a community business… creating an Indigenous ally opportunity. Reflecting on our remarkable achievements, we are inspired to expand our project next year by deepening our collaboration with the local business and extending invitations to other schools to participate in the tournament. Moreover, we are eager to empower our students to take on a teaching role, allowing them to share their newfound knowledge and experiences with others. Our overarching goal is to continue fostering inclusive communities while honouring and promoting Indigenous perspectives and practices to create opportunities for a sense of belonging.

School Name: Lochside Elementary

School District: SD#63 Saanich

Inquiry Team Members: Jenni Erickson: jerickson@saanichschools.ca,
Sarah Miller: sarahmiller@saanichschools.ca

Inquiry Team Contact Email: jerickson@saanichschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3)

Curricular Areas Addressed: Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Writing, Science

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), First Peoples Principles of Learning, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? Exploring the connection between literacy development and nature-based learning experiences involving place-based Indigenous knowledge, storytelling, and learning through the natural environment.

III. Spirals of Inquiry Details

Scanning: During the scanning phase, we noticed that students entering Grade One had a strong base of storytelling through story workshop sessions in Kindergarten. We also noticed how most literacy instruction and exploration happened in the indoor environment. We wondered how building opportunities for storytelling in the outdoor environment, while connecting this to Indigenous land-based stories, might engage and support learners in their literacy development, oral language skills, understanding of Indigenous culture, and connection to the natural world. We used the four key questions to gather more information about this hunch. We discovered that most students felt connected to adults in the school, however, they did not always have a clear idea of what they were learning and why it was important. We incorporated First Peoples Principles of learning by forming strong relationships with each student so that we could connect to each student, hear their stories, and truly understand where they were at in their academic and social-emotional learning. We also noticed that experiential learning had a positive impact on engagement and motivation and wanted to incorporate this into all stages of the inquiry.

Focus: This year we focused on how opportunities to connect literacy activities with Indigenous knowledge, storytelling, and learning in the natural environment could support the literacy development of both Indigenous and non-Indigenous learners. We both have a passion for outdoor, place-based learning and over the past few years we have attempted to connect this with Indigenous knowledge and stories about the land. Our school resides on the traditional territory of the W̱SÁNEĆ Peoples, and we have been so grateful to be able to focus our learning on building connections to this place with our students. We were curious about how we could use this as a platform to engage students and intentionally connect it with oral and written literacy development.

Hunch: Our school does not have a large population of Indigenous students and, as such, we receive a proportionally smaller amount of support for Indigenous education. Indigenous education is largely left to the discretion of each classroom teacher. We had a hunch that Indigenous knowledge and ways of knowing were not being introduced as readily at our school, as they were at other schools in the district. The connection between Indigenous knowledge, environmental stewardship and literacy learning seemed to be an important focus for introducing all students, and especially Indigenous students, to Indigenous knowledge and ways of knowing.

New Professional Learning:

• Attending the NOIIE Symposium in April, 2023
• Learning about other Spirals of Inquiry Projects, and the inquiries and focus areas of other students and teachers was very inspiring.
• Expanding our own familiarity, understanding, and library of Indigenous stories and land-based knowledge and stories. We are learning and teaching on the traditional territory of the W̱SÁNEĆ Peoples, and began looking for local stories shared by W̱SÁNEĆ teachers and knowledge keepers, and extending to other Coast Salish stories and teachings as well.
• Learning from local W̱SÁNEĆ storyteller, Toby Joseph though school visits.
• Accessing Strong Nations Publishing, we were able to bring local and non-local Indigenous stories and non-fiction books into our classrooms, read them, and share them with our students during outdoor learning experiences.
• Working with our District’s Indigenous Education department, we extended our learning and resources with focused Indigenous Education collections (ex. ‘storytelling with puppets’ and ‘ethnobotany’).

Taking Action:

• Expanding our library of books and oral storytelling resources has been a very helpful and enriching process for our professional development. Listening, reading, and learning Indigenous stories has helped us become more confident and capable in retelling and sharing these stories with our students.
• Continuing to engage in repeated visits to the natural outdoor environment surrounding our school has continued to shift and change this year, as our own understanding of Indigenous stories and knowledge has grown. As we have listened and learned about W̱SÁNEĆ and other Indigenous place-based stories, we have been able to connect this knowledge with our outdoor learning program.
• Increasing our resources and knowledge of local Indigenous stories has helped us support our colleagues through meaningful conversations and access to these shared materials. For Indigenous Peoples Day, we were able to collaborate with other classes and teachers to provide sessions connecting outdoor learning, Indigenous stories, and knowledge of native species in the nature area called, ‘Beyond the Fence’.   

Picture descriptions: Students engaging with the local environment, practicing SENĆOŦEN plant names and drawing plant characteristics, and responding to Indigenous stories and knowledge in their nature journals.

Checking: One of the strongest outcomes from this inquiry was an increased knowledge and understanding of Indigenous stories for both ourselves and our students. Students were consistently engaged and motivated by the local stories, and inspired to create their own stories afterwards. Their understanding of story structure and the purpose of oral legends increased. We saw this through their retellings of the stories, their own storytelling, as well as in their written recordings of stories. This also connected to an increased understanding and knowledge of the natural world through lessons learned through the stories. The lessons and knowledge found within the Indigenous stories were often repeated afterwards by the children. We would both like to continue with this work as we are just getting started in our own understanding and knowledge of local stories. We see the power and motivation these stories hold, and we would like to continue using them as a strong cultural connection and inspiration for all students, both Indigenous and non-Indigenous.

After asking students the four questions at the end of the year, we saw tremendous growth and richness when answering the question, “what are you learning and why is it important?” The profound tradition of Indigenous storytelling seemed to elevate the importance of the students’ own stories. At the end of the year, they could easily identify why their stories, and their learning, were important.

Reflections/Advice: A big takeaway from this inquiry is that we, as educators, need to do the hard work of educating ourselves on Indigenous history and culture, and seek out respectful ways to share and incorporate Indigenous knowledge into our teachings. We cannot expect all of this to be done by the Indigenous community. We hope to continue educating ourselves on Indigenous history, culture, and specifically, local land-based stories. We also hope to expand our knowledge of the SENĆOŦEN language, so that we can incorporate this into our classroom program as well.

When learning outdoors, we found the deep-rooted connections between Indigenous knowledge, nature, and story to be highly engaging and motivating for students. We would encourage other educators to find similar opportunities to explore their local environment and to connect this learning with Indigenous knowledge. Our advice to other schools would be to look for opportunities to build your own knowledge. At the same time, contact your district and local Indigenous community (through proper protocols) to slowly and respectfully build connections.

School Name: Fraser Lake Elementary Secondary

School District: SD#91 Nechako Lakes

Inquiry Team Members: Patti Ann Plowman: pplowman@sd91.bc.ca, Leona Prince: lprince@sd91.bc.ca

Inquiry Team Contact Email: pplowman@sd91.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7)

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education, Career Education, Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Science, Social Studies

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving), Experiential learning, First Peoples Principles of Learning, Formative assessment, Indigenous pedagogy, Inquiry-based learning, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? To plan our teaching using the Seasonal Rounds calendar of the Dakelh people and make our teaching more interconnected.

III. Spirals of Inquiry Details

Scanning: Over many years, we have worked to incorporate more Indigenous knowledge, content, language, and culture into our classrooms at FLESS. We have also worked to build personal and school relationships with the two local Indigenous communities and to have more local knowledge-keepers and Elders come into the school or join us out on the land. Although students are learning more about local, regional, and national Indigenous history, people, language, and culture, we feel like part of the problem is the system we work within and how we go about teaching. Many of the things that we try to do are impacted by being part of a colonized system and we realized that to continue to move forward on our path towards reconciliation, we need to make changes to how we do things within our classrooms/schools.

The “4 questions that matter” were very important to the inquiry. The majority of students have at least one adult who they are connected to and who they know believe in them, which is great! Their initial answers to the other three questions: What are you learning? How are you doing? Where to next? Were quite vague or non-existent.

The OECD Principles and First Peoples Principles of Learning were a huge part of the scanning process, as we were investigating the following questions: Why aren’t students engaged? How do we get students to better retain their learning? How do we get students to transfer skills between subject areas? Is our system the problem? Could following a more indigenized system help students be more engaged in their learning and make learning more meaningful? Each of these questions can be impacted by incorporating the Principles of Learning from the First Peoples and the OECD.

Focus: We decided that we would plan our teaching using the Seasonal Rounds of the Dakelh people and would make our teaching more interconnected. We hoped that this would help our students become more engaged in their learning and would help them to retain their learning and be able to transfer skills from one area to another. We wanted to continue to build our students’ knowledge and understanding of the Dakelh and other Indigenous Peoples.

We also wanted to work on something that Chief Justice Murray Sinclair stated because it really “stuck with us”. We learned about it when we read “All Our Relations” by Tany Talaga. He said that every Indigenous child should be able to answer the four following questions; we believe this is true, but it is actually important for ALL children to be able to answer these questions. 1) Where do I come from? 2) Where am I going? 3) Why am I here? What is my purpose? 4) Who am I? These questions became the framework around an Identity Unit that we did, but next year they will form an umbrella under which all our learning will happen.

Hunch: Students are not as engaged in their learning as we would like them to be, and they do not retain and transfer learning and skills to different areas. This may be in part due to the traditional way of teaching, which compartmentalizes learning into subject areas and students do not see the links between skills they are learning in different subject areas. They also do not see how the content they are learning applies to them, why it is important, why they need to know about it, etc. Possibly students do not feel like they have any input into what they are learning about or how they are learning. They are not engaged in their education; it is just something that “happens to them”.

New Professional Learning: Collaboration with Leona Prince allowed for traditional knowledge about the Seasonal Rounds and traditional Indigenous ways of learning to be shared with Patti Ann. Contact was made with the local Indigenous communities to see if there were other knowledge keepers or Elders who could share more about the Seasonal Rounds and traditional ways of teaching and learning. We were also able to find some resources online regarding the use of the Seasonal rounds by other Indigenous Groups in Canada which were helpful. There is an Indigenous Learning series offered through the Outdoor Learning Store, called “4 Seasons of Reconciliation”, which Patti Ann has registered to take in September 2023.
We were also part of a year-long learning series with Faye Brownlie, which was very focused on engaging learners, creating deeper thinking learners, and on developing our lessons to include the following components: connecting, processing, and transforming. Patti Ann took a risk and agreed to co-teach with Faye Brownlie, an experience which was amazing for her and her students. We were also part of a year-long Webinar series with Adrienne Gear called “Powerful Writing Structures”, where we learned a great deal about both fiction and non-fiction writing. The final unit on story writing was very exciting, as it had a component about traditional Indigenous stories. This fit in very well with some work we had been doing with an Aboriginal Advocacy worker around oral histories and storytelling. We are excited to incorporate the two things next year and have students write and share their tales/legends.

The following picture books, books, and resources were helpful: “A Dance Through the Seasons” by Leona Prince, “My Seasonal Round: An Integrated Unit for Elementary Social Studies and Science” online resource, “Braiding Sweetgrass” by Robin Wall Kimmerer, “All Our Relations” by Tanya Talaga, “Powerful Writing Structures” by Adrienne Gear, Outdoor Learning Store “4 Seasons of Reconciliation” course.

Taking Action: In the Seasonal Rounds calendar, each month is devoted to certain tasks:
FALL: September – Awareness of History; October – Connectedness and Relationships; November – Identity; WINTER: December – Language and Culture; January – Traditional Teaching; February – Community Processes & Protocols; SPRING: March – local focus; April – Power of Story; May – Experiential Learning; SUMMER: June/July/August – engagement with the nature and outdoors. The months are also divided into three sections, which have an overarching focus: September, October, November, and December are about CONNECTION TO SELF; January, February, March, and April are about CONNECTION TO OTHERS; and May, June, July, and August are about CONNECTION TO THE LAND. Traditionally in the summer and fall the Dakelh people are busy on the land hunting, gathering, and preparing for the winter; during the winter months they spend more time indoors sewing, beading, playing games, storytelling, etc.; and in the spring they start gathering and harvesting again.
We attempted to use these frameworks of the Seasonal Rounds Calendar to plan our teaching for the year. From September to December, we focused on teaching the foundational skills in the main content areas (Language Arts, Science, Social Studies) that students would need to do the deeper, more integrated learning throughout the year. From January to April, we had more integrated units of study: Science Fair projects, an Identity Unit, a study about climate change and the impact of weather events, etc. For May and June, we were learning about our local tree resources and were out on the land as much as possible. We were fortunate to complete this learning with the help and guidance of members of the Nadleh Whut’en community, three Aboriginal Advocacy workers at FLESS, and the Woods Department at our local sawmill. Throughout the entire year, we learned about Indigenous history (local and nationwide), were taught language and traditions/cultural practices from a variety of Indigenous groups by the Aboriginal Advocacy workers, and were fortunate to have local knowledge keepers from Nadleh Whut’en teach language, traditional games, and some harvesting practices to us, as well as participate in an Indigenous drumming and singing program led by an amazing artist from Stellat’en, the other local First Nation.

Our integrated units incorporated multiple subject areas and the students were very engaged and enthusiastic about their learning. There was lots of collaboration, peer and self-assessment, criteria building, and student voice and choice. For example: in our Identity Unit it was a combination of Reading, Writing, Social Studies, Second Language, Careers, and Art. Students also had several homework assignments that had to be completed with parents and or grandparents so there was some wonderful inter-generational work that occurred. During the completion of activities in this unit, we were able to see several examples of students achieving “extending” results… going beyond the criteria that we built together – so exciting!

During these integrated units, we were more responsive and reflective about our teaching. Although there was a “plan”, we changed, adapted, and built things as we were learning together. Much as the students learned from us, we also learned from them and they learned from each other. Our teaching practice moved from being fixed and static to responsive – also an exciting change!

Checking: We were satisfied with the difference that we made for the learners and with our teaching practice. Students were more engaged and seemed to transfer skills and retain more of the learning they were engaged in, but it is hard to say 100%, as only time will tell whether or not they retained the information. This year was a start on changing how learning is planned. As the year went along, we realized there were other things that needed to be taught earlier in the year, different orders of doing things, and we also still got caught up in how things have traditionally been done in our education system. We continued to build the relationships with the local Indigenous communities and had more Elders and knowledge keepers come into our classroom and join us on the land and in the communities for activities. All good things, but still more work to be done next year.

Students’ answers to the 4 questions were definitely better at the end of the year. Every student (in attendance) could identify at least one adult (and most two), who they are connected to and who they know believe in them. Over the course of the inquiry, students became much more engaged with their learning and with their growth as learners. They were better able to answer the other three questions: What are you learning? How are you doing? Where to next?

Reflections/Advice: We plan to continue with this inquiry next year. We learned that teaching in this way is more engaging for students and has more impact; it also allows for covering more content/skills/learning in a less stressful way. There will be some revising of what we cover in each of the 3 seasons (terms) (what is taught and when) and how we plan/design our learning units with the seasonal rounds in mind. We need to continue learning more about the seasonal rounds, traditional Indigenous teaching methods, and local history, culture, and language.

If others plan to do something similar, we suggest connecting with the local Indigenous People and working with the Aboriginal Advocacy workers at your school. You can also read and research, take online courses, and try some things in your classroom. Never profess to be an expert, state that you are also a learner, and share what you have learned.

School Name: Randerson Ridge Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Kim Needham kneedham@sd68.bc.ca
Linda Baldwin lbaldwin@sd68.bc.ca
Tanya Evans tevans@sd68.bc.ca
Val Martineau vmartineau@sd68.c.ca

Inquiry Team Contact Email: kneedham@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed: Mathematics / Numeracy

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving), Differentiated instruction, Experiential learning, First Peoples Principles of Learning, Flexible learning, Formative assessment, Growth mindset, Inclusion and inclusive instructional strategies, Inquiry-based learning, Self-regulation, Social and emotional learning, Universal design for learning

In one sentence, what was your focus for the year? 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.

III. Spirals of Inquiry Details

Scanning: We focused our beginning year assessments on Number Sense and looked at our FSA results from the previous year. Some teachers used the Island Numeracy Assessment, SNAP, self-created assessments and portions of the DMA assessment to see where students were at with their concepts of number/number sense. We also asked students the question: What is math? We continue to see that their concept of math is mostly based on number operations such as “adding numbers together, multiplying, etc….”.

Focus: We selected this area because we would like to continue to grow our knowledge of mathematical instruction, 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. We would like to see the students connecting concepts in mathematics, as well as seeing math concepts across the curriculum and in a real-world context. We want our students to “see” and “understand” the “why” of “doing” math. We want our students to engage in a mathematical mindset where they are self motivated to engage in dialogue and complex thinking to solve mathematical problems. We recognize that many of our students do not have deep enough knowledge of number to successfully apply to other concepts or use as a foundation to build new ideas. Our goal is to find new strategies to meet the diverse range of abilities in our classes and provide learning opportunities for students to practice concepts, deepen understanding and engage in higher level mathematical discussions.

Hunch: Our hunch is that the “one size fits all” approach is not working for the diversity that we see in our classrooms. We struggle to find “resources” that guide us and can help us focus on the “teaching” of the competencies and not just the content of the curriculum. The older model of “teach/do/mark” is not working for our range of learners, and new structures need to be implemented, so that students can explore concepts with peers in a variety of hands-on ways. These newer structures will allow for students’ needs to be met at a variety of levels, create more inclusive environments, and allow for support teachers to come into classrooms and support students. A more inclusive structure will allow for cooperative strategies, peer to peer interactions, and use of hands-on materials/manipulatives, which will deepen the learning experience and provide a greater range of depth of knowledge and various experiences so that all levels are challenged (differentiation). We believe that we need to grow the mindset of “teacher as the facilitator of learning” and “teacher as the program”, rather than trying to find the one resource as the program. We also think that we need to be ensuring that we are building a “balanced” mathematics program where computational efficiency/fluency is important and valued, but also used and applied to gain deeper understanding of concept and competency learning. Are students being provided opportunities to learn and practice the competencies so that teachers can assess the competencies?

New Professional Learning: Our district sponsored several opportunities for teachers to participate in Pro-D with Carol Fullerton. She came to the district on 3 separate occasions. Each school was invited to send 1 primary/1 intermediate teacher to observe a lesson and participate in a Q and A. These teachers then returned to their schools and shared strategies/information. We also asked for, and were given a slot in each staff meeting, to share new (to us) strategies and/ or resources. We also had mentor teachers for Mathletics, to support staff new to the program.

Taking Action: During our staff meetings, a different teacher took the ‘Math learning’ slot each (or most) month(s). This allowed/encouraged participation from a wider range of staff, and allowed us to learn from each other. New websites (Solve Me Mobiles), resources (The Thinking Classroom by Peter Liljedahl) and numerous Carole Fullerton strategies were shared and discussed. The goal was to find high interest and easily accessible strategies so that all students could participate. Using technology resources (Boom Cards, Kahoot, Prodigy, Mathletics, Estimation 180) allowed teachers to differentiate, and keep levels of engagement high. We have also begun to create grade-based assessments for number sense and computation. These assessments should help to encourage conversations with same grade teachers much in the same way as the school-wide write provides opportunities for discussions and planning.

Checking: We are still in the learning phase for inclusive math practices. As we grow this knowledge, there will be more specific examples that can be used and shared to build capacity across the staff. We do believe that strategies implemented are making a difference. We are building capacity and there is a sense of momentum and excitement amongst some staff. We don’t, however, have a solid knowledge/understanding of how this teacher engagement is impacting our student’s growth. Our assessment practices are not yet coordinated across the school, except for FSA data at the Grade 4 & 7 level. From individual teachers, we see that students have a richer sense of number and more fluency to be able to apply to problem solving. We are providing more collaborative opportunities for problem solving and application of knowledge which also gives us a better idea of students’ ability to communicate their thinking using mathematical vocabulary. We believe that in some classrooms, this practice gives students confidence to share metacognition, but we need to grow these experiences across the school, especially at the intermediate level. We need to share specific examples of this so that all staff members can see the value in this reflection and its alignment to student achievement.

Reflections/Advice: In reflection, we know we need to spend some more time looking at a scope and sequence for mathematical concepts. It is important that with our range of learners, we are knowledgeable of prerequisite skills and where to go next. Each learner is at a different place and we need to value that and move them forward so that all learners can experience success and growth. We need to utilize formative assessments to be sure that students are learning in their “just right” zone and gaining the skills necessary for application of these concepts. We need to broaden our assessment strategies so that we have a clear idea of where each student is at with the competencies and not just the content. We want to continue to gain strategies that are engaging, hands-on and collaborative, because we know that these have the most effect for student learning. If we don’t have the structures within the classroom that are flexible and enable various supports, then these strategies will not be successful. Self-regulation and explicit teaching of the strategies and expectations will enable success. We continue to believe that for us to meet the needs of our students, we need to design our math units from a differentiated lens at the onset and plan cooperative strategies that align with the competencies & have assessments to match.

School Name: Ecole Ballenas Secondary School

School District: SD#69 Qualicum

Inquiry Team Members: Mindy Holman: mholman@sd69.bc.ca
Roman Wyllie: rwyllie@sd69.bc.ca
Paisley Hendricks: phendricks@sd69.bc.ca
Star Richardson: srichardson@sd69.bc.ca
Cheryl Beler: cbeler@sd69.bc.ca
Jessylee Spence: jspence@sd69.bc.ca
Kathryn Lindahl: klindahl@sd69.bc.ca

Inquiry Team Contact Email: tcathrine@sd69.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving), Flexible learning, Inclusion and inclusive instructional strategies, Social and emotional learning, Transitions, Universal design for learning

In one sentence, what was your focus for the year? Our focus was specifically on the characteristics of spaces/adults that were elicited from our student interviews and responses – key question/theme: How do we build/promote spaces that inspire hope/belonging?

III. Spirals of Inquiry Details

Scanning: We interviewed all of our students with an Indigenous background. A theme that came up repeatedly was connection – connection to spaces and connection to adults/peers/community. We realize that we are still in a time where connection to school, community, and with others is still rebuilding.

Focus: We have also been engaged in an Equity Scan as a district and as a school. Something that emerged from that work was an opportunity to focus on Learning Environments. We saw this being connected to our scanning – specifically learners’ connection to the school and spaces.

Hunch: Our hunch is that there may be specific practices that could be enhanced. Profiles will be a focus for the upcoming school year. The voices of our students need to be shared more intentionally and broadly.

New Professional Learning:

• Time together through NOIIE Group Book Study: Wayi Wah!
• Next year: books groups through collaboration (titles TBD)

Taking Action: This will be the work for next year – now that we have our question and data from responses. We need to share with staff and decide what action we will take, collectively.

Checking: There is more to come here – now that we have our focus area and we’ve elicited a lot of qualitative data re:characteristics of spaces/adults – after we begin to implement some of the suggestions (or as decided by staff) we will be able to be more thorough in our checking.

What are we checking for? How will we know? How is this supporting transitions?

Reflections/Advice: We will share this list with our staff as we begin a bigger inquiry on engagement. It took us a while, through scanning, to find this focus area.

School Name: Chase River Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Jennifer Addison: jennifer.addison@sd68.bc.ca
Susan Schlitz: sschlitz@sd68.bc.ca
Clare James: cjames@sd68.bc.ca
Nicole Phelan: Nicole.phelan@sd68.bc.ca
Trisha Armour: tarmour@sd68.bc.ca

Inquiry Team Contact Email: alex.quistberg@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3)

Curricular Areas Addressed: Language Arts – Literacy

Focus Addressed: Inclusion and inclusive instructional strategies

In one sentence, what was your focus for the year? Exploring how collaborating on literacy instruction across grade groups can help build school community and support student learning.

III. Spirals of Inquiry Details

Scanning: During our scanning process, we engaged in a comprehensive examination of the experiences and needs of our learners in relation to literacy instruction. We collected and analyzed literacy data to identify patterns and trends across grade levels, paying close attention to the experiences of students in the emerging and developing literacy columns. Through this process, we noticed several important aspects that guided our inquiry.

First and foremost, we observed a widening gap in literacy proficiency as students progressed through the grade levels. Many students remained in the emerging and developing columns, indicating a need for additional support to bridge the gaps and foster their literacy growth. This finding emphasized the significance of early intervention and the importance of building strong foundational literacy skills.

Furthermore, we recognized the diverse needs of our learners, requiring differentiated approaches to reading instruction. We acknowledged that a “one size fits all” approach was not effective and that we needed to explore strategies and techniques that would address the unique strengths and challenges of each student. This observation underscored the need for personalized and responsive teaching practices.

In our scanning process, we also considered the OECD principles of learning and the First Peoples Principles of Learning as guiding frameworks. These helped us ensure that our literacy instruction was meaningful and connected to the students’ lives and interests. We aimed to make our teaching relevant by incorporating real-world examples and engaging activities that sparked students’ curiosity and motivation.

Focus: We selected the area of exploring collaborative literacy instruction across grade groups because we noticed that many students in our school were struggling with literacy skills, and the gaps were widening as they progressed through the grade levels. We wanted to address this issue and support our most vulnerable learners by implementing a collaborative approach that would build a stronger sense of school community and provide targeted support for their literacy development. Our goal was to see improvements in our students’ literacy proficiency, engagement, and overall sense of belonging in the school community.

Hunch: Our hunch was that by implementing collaborative literacy instruction across grade groups, we could positively impact the experiences of our learners and mitigate potential challenges they might face. We recognized that students who did not have strong foundational skills in reading by grade 4 were at risk of continuing to struggle throughout their educational journey. This realization drove our determination to intervene and provide targeted support to ensure that all students had the necessary literacy skills to thrive academically.

Moreover, we understood the social and societal impacts of low literacy skills. Students who struggle with reading often experience diminished self-confidence and a sense of exclusion, as they may find it difficult to fully participate in classroom activities and engage with their peers. This can lead to feelings of frustration, disengagement, a negative attitude towards school, and limiting future opportunities.

By addressing these concerns and focusing on developing strong foundational literacy skills through collaborative instruction, we aimed to break this cycle of struggle and empower our students for future success. We believed that by providing the necessary support and a sense of belonging, we could positively impact their academic trajectory, enhance their self-esteem, and contribute to their overall well-being and future societal contributions.

New Professional Learning: Our team embarked on a journey of collaborative professional learning to enhance our literacy instruction across grade groups, with a particular focus on developing phonics skills to support all learners. We recognized the importance of collaboration across grade levels, from Kindergarten to Grade 4, to ensure consistency in our approaches and create a strong foundation for our students’ literacy development.

To begin our professional learning, we delved into the UFLI (University of Florida Literacy Institute) program through professional development sessions and Pro-D opportunities. We engaged in workshops and training sessions that provided us with a deep understanding of best practices in phonics instruction and how to integrate them effectively into our teaching practices. We explored various strategies and techniques within the UFLI program and adapted them to meet the unique needs and dynamics of our students.

In addition to formal professional development, we also engaged in classroom observations and shared our experiences and reflections with one another. This allowed us to learn from each other’s practice and gain insights into the implementation of the UFLI program in different classroom contexts. We discussed the strategies and techniques we had tried, sharing both successes and challenges, and engaged in collaborative dialogue to refine our approaches.

Taking Action: As a team, we made a collective decision to utilize our professional development time to work together and deepen our understanding and implementation of the UFLI program. We used this time to collaborate, plan, and develop instructional materials that aligned with our students’ needs and the goals of the inquiry project. By working together, we were able to support and learn from one another, creating a collaborative and empowering environment.

During our professional dialogue sessions, we shared the strategies and techniques we had tried in our classrooms. We realized that while the UFLI program provided a strong foundation, it was important to make adaptations that were responsive to our students and ourselves as teachers. We encouraged creativity and flexibility, allowing each teacher to modify and personalize the program to meet the specific needs of their students. By sharing these adaptations, we expanded our repertoire of effective instructional approaches and fostered a culture of continuous improvement.

In order to seek mentorship and training beyond our own school, we reached out to colleagues from different schools in our district. This initiative led to the formation of new connections and partnerships. We engaged in dialogue with experienced educators who had successfully implemented collaborative literacy instruction. Through these connections, we gained valuable insights, learned from their experiences, and adapted their approaches to suit our own context. This external support enriched our professional learning and contributed to the success of our collaborative literacy instruction efforts.

Checking: Through our collaborative efforts and the implementation of the UFLI program, we have observed significant differences in our students’ literacy development. Initially, we were concerned that some of the new strategies might not engage the students or become monotonous. However, to our delight, the students showed enthusiasm and excitement for the strategies used to develop their decoding and encoding skills. They were actively involved in their own learning and demonstrated noticeable improvements in their reading and writing abilities.

Regular collection of reading assessment data allowed us to track students’ progress and identify their individual needs. The gains made by the students were evident, and this progress not only motivated the students but also inspired the teachers. One particular student, an English Language Learner, showed remarkable progress, highlighting the effectiveness of the collaborative and differentiated approach we adopted.

Reflections/Advice: Throughout this inquiry, we have learned the power of teacher collaboration and the importance of sharing both successes and challenges. We realized the need to make instructional programs our own, adapting strategies to meet the specific needs of our students. Observing other educators in action provided us with valuable insights and helped us envision what effective instruction looks like in practice.

Looking ahead, we intend to continue our collaborative journey in the coming year and invite more primary teachers from our school to join and collaborate with us. By fostering a shared language, structures, techniques, and strategies for explicit phonics instruction, we aim to bridge the gap in reading skills that currently exists in our school. Our ultimate goal is to create more equitable and inclusive classrooms where all students can thrive.

We would advise other teams embarking on similar collaborative literacy instruction initiatives to prioritize communication, seek external support for professional growth, and remain open to adapting programs and strategies to meet the needs of their students. Collaborative dialogue and sharing of experiences are key to driving improvement and creating positive change in the teaching and learning of literacy.

School Name: George Greenaway Elementary

School District: SD#38 Richmond

Inquiry Team Members: Angela McIvor (mcivor_a@surreyschools.ca)

Inquiry Team Contact Email: picken_a@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Primary (K-3), Intermediate (4-7)

Curricular Areas Addressed: Science, Social Studies

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Experiential learning, First Peoples Principles of Learning, Inquiry-based learning, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? The focus of this inquiry was 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.

III. Spirals of Inquiry Details

Scanning: We used the Spiral of Inquiry playbook to better understand putting the learners at the centre. We made student learning the driving force of this inquiry and ensured that collaboration was accomplished when creating our outdoor space. This allowed students to take ownership, voice their opinions and plan out what they wanted for our school grounds. This allowed them to feel deeply connected to the land.

Focus: The focus of this inquiry was 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. We wanted students to feel like they had a voice in this inquiry and were able to independently and cooperatively make decisions around place and how they connected to the land that they learn on.

Hunch: There was a lack of understanding about place and the importance of connecting to it. Students created their own Land Acknowledgement to better understand its importance and better understand why the place they learn and live on is important. They also took ownership of their learning to feel more of a part of it.

New Professional Learning:
-Outdoor Learning Virtual Workshops (e.g. Accessibility in Outdoor Learning, Teaching Green in The Elementary years, and Outdoor Learning series by Brittany Roshea and Linda Radford)
-Collaborating with Nat’s Nursery to gain knowledge and receive Indigenous plant species for our school’s courtyard
-Educational Resources: Learning from the Land Website, Green Learning Website, and Outdoor Learning Store Resources
-Participated in: Spuds and Tubs Program and Planting a Promise
-Podcast: Mentoring Nature Connections and the Walking Curriculum by Jillian Judson
-Reading “The Art of Land-Based Early Learning” by Sophie Anne Edwards and Heather Thomas

Taking Action: The goal was to have students connect to the land by creating their own Land Acknowledgement and giving back to the land by planting Indigenous plant species for the whole school to enjoy. Students took ownership of their learning by researching Indigenous plants that are native to B.C and explored how Indigenous Peoples used them. We were then able to purchase said plants, and had the students plant them around our school grounds.

Checking: Our school grounds were very sparse and had little to nothing for outdoor learning. Now with all the Indigenous plant species around, more classes are able to enjoy this new learning space. Many students and teachers have made comments about how happy they were to see our garden space come to life. We are satisfied with this outcome.

Reflections/Advice: When students understand the importance of place, they are more connected to the land in which they learn and play on. After this, students were able to show us that they valued the land by being more willing to take care of it, showed an understanding that the land needs to be maintained by us and that these connections can go beyond our school grounds. It made learning more meaningful to our students and our teaching practice.

School Name: Smithers Secondary School

School District: SD#54 Bulkley Valley

Inquiry Team Members: Julie Krall – jkrall@sd54.bc.ca
Shirley White – swhite@sd54.bc.ca
Helen Erickson – helen.erickson@sd54.bc.ca

Inquiry Team Contact Email: jkrall@sd54.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Social and emotional learning, Transitions

In one sentence, what was your focus for the year? We celebrated and shared our school learning about Truth and Reconciliation, by creating artifacts to be placed in a Bentwood Box Time Capsule.

III. Spirals of Inquiry Details

Scanning: We continued our project by conducting a school-wide survey, as well as personal student interviews, in June 2022. In September, our staff worked together to review and analyze the data collected in the previous school year. This analysis informed our focus and next steps for this school year.

Focus: We decided on our focus based on our understanding of the importance of a positive meso narrative. We hope that our current students, as well as students new to SSS, will arrive with a sense of belonging and a belief in their success. We hope they will see their personal and cultural identity reflected in their school in a positive way.

Hunch: We wondered if the work that we had been doing personally, professionally, as a staff and as a school, was not being heard/noticed by our communities. As a result, the historical narrative and perception about our school continued to be shared in our community. The hard work being done within the school to learn about Truth and Reconciliation, and to respond to the TRC Calls of Action, was not yet transmitted out to our surrounding communities.

New Professional Learning: We worked collaboratively with our pro d committee to organize staff-wide collaboration days. During these days, we reviewed the student data that we collected and identified priorities and developed action plans. One example was, we organized a book club and several staff members read Wayi Wah! By Jo Chrona. We organized 3 school-wide presentations and 4 presentations for families, from the White Hatter. These presentations helped build a better understanding of how to leverage social media in a positive manner, as well as an understanding of the implications and responsibility attached to posts on social media.

Taking Action: We began our work this year by attending to student voice. We used the information shared by students to guide our planning and actions for this year. We worked in collaboration with our school pro d committee and connected our project to our school goals.
Based on students’ feedback, we organized SafeTeen workshops for students in grade 8/9, as well as implemented the Preventure program. We hosted events at our school for Truth and Reconciliation Week, Red Dress Day, and Moose Hide Campaign.

In June 2022, we opened our school time capsule from 20 years ago, which provided a unique opportunity to see glimpses of life and school in our community. As a part of the celebration of the time capsule opening, a teacher in our district spoke and apologized for her colonial actions and approach 20 years ago. In addition, an Indigenous Support worker spoke about the changes that she has seen in our school district in the last 20 years. This review helped us to gain a better understanding and perspective about how far our school has come and how our narrative has/is transforming.

Throughout the year, students worked independently and with their classes to generate a body of work that will be encased in the time capsule, and that will reflect our current school culture. In addition, teachers and students are sharing their work publicly to help share our story with our community. Some examples of items that will be in the time capsule include a red dress quilt, truth and reconciliation podcasts, a student composed book of messages with advice to future gryphons, collections of poetry, and students wrote letters to their future selves.

Photo description: The 3 photos above are of artifacts that were created to be put in the time capsule that will be opened in 20 years.

Some additional actions in our school included all students in grades 10-12 taking an English First Peoples course, our science classes regularly engage in TEK, and we have a 9-12 Interdisciplinary Studies class that focuses on learning through an Indigenous Worldview.

Checking: At this point, our project is still in progress. We are closing the time capsule on June 21st 2023 with amazing results, and we are conducting personal interviews with students. During these interviews we are asking the 4 NOIIE questions, as well as 4 additional questions to inquire about students’ sense of belonging at SSS.

Our initial impressions are that students are noticing the actions we are taking and the changes occurring within our school and community. We are optimistic because we are seeing and hearing formal and informal evidence that our school narrative is positively changing. We are seeing students and families embracing an identity as a gryphon and speaking about positivity, kindness and social responsibility. We are excited that students are speaking up and taking action to be change-makers.

Reflections/Advice: From this inquiry we have learned that it takes everyone, and that to create positive change we need our whole staff. The time capsule served as our focus and was a unifying and common goal. We realized the importance of beginning with student voice and keeping students involved. Connecting our work to our school goals allowed this project to be a part of the fabric of our school and included everyone: SEAs, secretaries, custodians, etc. We also made an active effort to reach out to our parents and families through newsletters and social media, to share and include community members in our journey towards Truth and Reconciliation. This project was not an extra, but a part of the work that we do. This project helped us to appreciate the importance of an organized and repeated structure, so that staff members (returning and new) can keep up with the project and the project stays alive.

School Name: Nakusp Elementary School

School District: SD#10 Arrow Lakes

Inquiry Team Members: Andrea Volansky: andrea.volansky@sd10.bc.ca
Michele Jackson: michele.jackson@sd10.bc.ca

Inquiry Team Contact Email: andrea.volansky@sd10.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7)

Curricular Areas Addressed: Language Arts – Reading

Focus Addressed: Universal design for learning

In one sentence, what was your focus for the year? To create a learning framework to help build student success in written reading responses.

III. Spirals of Inquiry Details

Scanning: Assessment for learning highlighted student difficulty in independently responding to texts in writing. Students struggled to maintain stamina when responding to multiple text choices and various levels of questioning. When given the option to scribe for students who were overwhelmed, they were able to give more complete answers orally than they would have been able to in written form. When students were asked what was hard for them they often did not understand what a summary was and how to approach it, especially with non-fiction text. Their responses indicated difficulty with identifying the main idea or theme of the text.

Focus: We selected this area because students had difficulty formulating written responses to text. We were hoping to build stamina through comprehension strategies and multiple opportunities to practice. We wanted to set up a literacy routine where students were exposed to a variety of comprehension practices and where they could demonstrate curiosity about text while self-selecting passages to read. The end goal was to increase student confidence in their reading ability, to boast interest and encourage deeper thinking.

Hunch: During the early years there were instructional interruptions due to COVID and we felt that students lost confidence in reading due to reduced practice and more screen time. This also resulted in limited exposure to text analysis.

New Professional Learning: The basis of our inquiry stemmed from the article, “Literary Analysis and Writing: An Integrated Instructional Routine by Patrick C. Manyak, Ann-Margaret Manyak. We also used the Diagnostic Reading Assessment (DRA) comprehension questions and rubric to inform instruction. Through colleague collaboration, we created a four-square graphic organizer for students to use when reading.

Taking Action: We selected a variety of texts with a common theme around immigration and presented students with artifacts and short excerpts from the books without seeing the cover or knowing the title. Students then selected their top 3 choices, teachers collaborated to put students within their top three book selections, and then students began reading orally in small reading groups. At the start of book club students co-created and signed a reading contract outlining reading expectations and goals to create a culture that encouraged growth as readers. Students used the aforementioned graphic organizer to record reading responses and guide oral discussions during lit circles. The four squares were titled as follows: Quotes (explaining why they chose it); Thoughts and Questions; Feelings (their own and/or that of the characters); Connections. In addition, graphic organizers were created for character development and setting. They were user friendly – responses were in note form to easily capture ideas during our after-reading.

Checking: Student engagement in reading increased as did their confidence. Using the simple graphic organizer across the curriculum positively impacted their ability to think deeper, and students used their notes to elaborate in their writing. The format of the graphic organizer could be applied to any text or media. As students answered their four questions, they reflected on their analysis of text and their new learning.

Reflections/Advice: As the students were given opportunities to choose formal texts (not graphic novels) to explore their thinking, their ability to dig deeper into their analysis of text was strengthened. Moving forward we want to create a rubric so students have a clear understanding of what is expected and teachers have a consistent and relevant tool for assessment. In addition, we would like to introduce the graphic organizers early in the school year so students can use this tool when writing the Foundational Skills Assessment (FSA) in the fall.