Focus: To have our incoming students from grade 5 and their families gain a greater sense of community.
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To support Indigenous student success (academic, social/emotional) by increasing the sense of belonging and connection
Listening to students, staff and community voices on how structural and relational issues at our school continue to foster divisions and reinforce disconnection and disengagement amongst marginalized learners.
Building and promoting spaces that inspire hope/belonging
Our focus this year was to continue re-storying our school narrative and building a positive school culture through the creation of a code of conduct. The purpose of the code of conduct was to create a shared understanding of what it means to be a gryphon and to generate discussion, conversation, and learning about inclusive school culture. Students contributed to the creation of the code of conduct through classroom activities and lessons as well as full school experiences such as learning stations in the library and school wide events such as assemblies.
To support our Indigenous grade 9 students transitioning into high school, and then the grade 12’s transitioning out of high school after graduation.
Cultivating safe learning environments for Indigenous learners through exploring Indigenous pedagogies & engaging in community action.
We explored using a multi-year, academically focused cohort model to see if we could establish a greater sense of belonging and connection to impact transition rates positively
Including local Indigenous elders more strongly at our school.
To cultivate a sense of belonging among our Indigenous students, establish a nurturing network of inspiring role models, and provide guidance as they navigate the transition from elementary to high school.
Using the power of peer mentorship and connection to foster success in transitions from elementary to high school