SD#60 Peace River North

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: By developing Tier 2 vocabulary and sentence fluency with ELL students both orally and in writing, can we enhance a sense of belonging and confidence for those students?

Focus: How we support behaviour at school and consider ways to incorporate understanding of the role of lagging skills, in the ways students respond to demands and expectations, and increasing student voice specific to Functional Behaviour Assessments (FBAs) and Behaviour Intervention Plans (BIPs).

Focus: Our focus was to assist students in finding a deeper connection to what they were learning in school, while building relationships with their peers, Indigenous Transition Coach, and their future Careers Coordinator at their upcoming high school.

Focus: If we teach children calming strategies like yoga and deep breathing, will they be more able to demonstrate personal awareness and responsibility?

Focus: Enhance transition from middle school to high school through increased connection with the high school transition team at the middle school level.

Focus: To help Grade 9 Indigenous students find a deeper connection between what they are learning in school and their future, that included an adult from their current middle school and future high school.

Focus: To enhance transition success through more extensive connection with the high school transition team at the middle school level.

Focus: Utilizing Yoga 12 to enhance personal, emotional, and inquiry-based reflection on the mental health, physical health, and overall understanding of well-being for students ages 16/17/18.

Focus: On examining the pathway “culture, family, traditions and knowledge”, from the Communication and Literacies section of the Early Learning Framework, in both Early Learning settings and K/3 classrooms.

Focus: We focused on enhancing communication skills and confidence, in communicating students’ thinking in math.

Focus: How transforming math lessons or units to an experience, or experiences, could lead students to conceptual understanding.

Focus: To continue to develop our grade 9 ELL transitions, from our middle school to high school campuses.

Focus: On improving the 4 language strands (speaking, listening, reading and writing) in academics for English Language learners in middle and high-school across content areas.

Focus: To look at how self understanding, yoga, and wellness should be integrated into the classroom.

Focus: Inclusive social emotional learning that involves community and encourages growth mindset, critical thinking, communication and self regulation.

Focus: To continue to implement the Four Questions so that learners are able to use them to self-reflect on their learning and move forward with their learning journey, and to expand the Four Questions beyond the Indigenous student population and introduce the questions into a classroom setting.

Focus: Building student math muscles through group work on vertical non-permanent surfaces.

Focus: For learners to use the Four Questions to self-reflect on their learning and move forward with their learning journey.