School Name: Rock City Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Rachelle Neave, rachelle.neave@sd68.bc.ca; Krista Betts, kbetts@sd68.bc.ca; jamie.shewaga, jamie.shewaga@sd68.bc.ca; Jennifer Schmidt, jschmidt@sd68.bc.ca

Inquiry Team Contact Email: olga.poyner@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Focus Addressed: Literacy

In one sentence, what was your focus for the year? Using UFLI as a foundation, we explored ways to strengthen students’ knowledge of phonics and other reading skills and investigate how this practice can influence spelling and writing capabilities.

III. Spirals of Inquiry Details

Scanning: Last year, the primary teachers started their journey with UFLI as they were finding students were struggling with phonics, and some teachers were new to teaching primary. They found that many students were able to apply the concepts in their reading but not always in their writing, especially for students in the upper primary/lower intermediate grades who are past the ‘invented spelling’ stage. They also noticed that some of these students were ready to move beyond phonics and into morphology and more complex reading comprehension skills. We use the First Peoples Principles of Learning, “Learning is holistic, reflexive, reflective, experiential and relational” in that UFLI was only one small part of their literacy learning and that there were many other pieces.

Focus: UFLI not only provided a structure for teachers to follow but also a predictable routine for students with lessons and activities that met them in their Zone of Proximal Development; however, we wanted to find ways for students to apply this knowledge in other aspects of their learning, particularly in their writing.

Hunch: Our hunch is that students needed more time and practice with reading and writing more voraciously. They also needed explicit instruction with spelling and morphology skills. We also felt that teachers needed more professional development and time to collaborate.

New Professional Learning: We explored the Island Literacy Network Writing Continuum. Our Literacy Coordinator was able to build capacity by demonstrating and helping teachers set up programs such as Reading Rev for Intermediate Spelling, 6 Minute Solution for Fluency, Lexia for online literacy and UFLI.

Taking Action: The new strategies that we implemented this year that supported our literacy goals were:

• Introducing morphology concepts to all students above and beyond UFLI, especially since many of the students who are in upper primary/lower intermediate were ready to move on from being taught specific phonics concepts. We used the UFLI phonics words from the unit taught that week and expanded the word by adding prefixes and suffixes and discussed their meaning and structure. This both challenged their learning and taught them new skills on how to decode longer words
• Spent time investigating vocabulary and phonics concepts to enhance knowledge and comprehension. We did this by working on antonyms, synonyms, and definitions of words.
• We implemented the “6-Minute Reading Solution” after noticing that students’ fluency wasn’t increasing half-way through the year. This involved similar-ability reading partners reading grade-level passages out loud to each other and tracking their Words Correct Per Minute (WCPM) every day, each week.

Checking: We utilized the district’s reading assessments, including the Primary Assessment of Reading Screener (PARS) and the Intermediate Reading Screener, to evaluate students’ reading abilities. PARS focuses on phonics concepts and reading fluency, while the Intermediate Reading Screener assesses oral reading fluency and comprehension through maze tasks.

Our analysis revealed that 90% of students are reading at or above grade level. Importantly, all students demonstrated improvement since the fall assessment period. To monitor spelling progress, we conducted weekly assessments at the conclusion of each UFLI Foundations and morphology unit, typically on Fridays. These assessments indicated notable enhancements in students’ encoding skills. Students who engaged in additional practice at home showed superior results, underscoring the value of consistent exposure and reinforcement in mastering spelling words.

Using the one-minute oral reading fluency assessment at the beginning, middle and end of year, we were able to see their reading fluency levels increase (WCPM, accuracy and prosody). We also noticed that as fluency levels increased, comprehension increased. This was measured and observed through the maze comprehension.

Reflections/Advice: We will continue to use UFLI for our primary grades but would like to expand our professional development in phonics and morphology programs in the intermediate grades or for kids that have moved beyond phonics. We would also like to incorporate more fluency practice throughout the school, as we noticed how much this helped with students’ reading comprehension.

School Name: Brechin Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Olga Poyner, olga.poyner@sd68.bc.ca; Anna Bedard, anna.bedard@sd68.bc.ca; Tony Elliot, telliot@sd68.bc.ca; Courtney Hill, courtney.hill@sd68.bc.ca

Inquiry Team Contact Email: Wendy.Robertson@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:

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation)

In one sentence, what was your focus for the year? Can creating art, specifically Indigenous art, be a vehicle for our most vulnerable Indigenous students and their families to connect with our school communities?

III. Spirals of Inquiry Details

Scanning: We observed that some of our Indigenous learners had inconsistent attendance. We assumed that perhaps students did not feel connected to their school which could stem from the intergenerational trauma of residential schools. As we derived one of our school-goals based on observations of Indigenous students (e.g. poor attendance, lack of motivation, academic performance), it became apparent that many of our students were struggling.

Focus: We recognize the deep connection Indigenous peoples have with their culture, particularly through art. Our goal was to help these students feel a stronger sense of belonging and to see that they could make a meaningful contribution to our school community by working collaboratively on an art project. We also hoped that this experience would encourage more consistent school attendance.

Hunch: In conversations with our Indigenous Student and Cultural Support Worker (ISCSW), we were reminded of the intergenerational trauma from Residential schools and that many families do not feel connected to our schools. In the past, we had used whole-school Indigenous art projects and we saw the most positive student responses when they created art. We decided to use this model with this particular group of students.

New Professional Learning: We relied on our District Indigenous support teachers to guide us in our professional learning. They guided us through Indigenous cultural activities such as talking circles, lacrosse, drumming and building a fire to smoke salmon. We also learned to create cultural art: two of our District Indigenous teachers support staff came to a school-based Pro-D Day, so that each staff member could make their own drum and stick. The next step is to have another session where we will paint the drum. Our district also dedicated a Curriculum Instructional Day where teachers participated in a workshop on weaving and learned to play a drumming song that was gifted to our district. These workshops helped us become more connected with the culture. Having this opportunity to immerse ourselves in Indigenous culture and activities helped us to better understand the deep connection Indigenous peoples have with art.

Taking Action: A few years ago, our intermediate teachers engaged in an inquiry focused on using art as a means of connection with their Indigenous students. As part of this work, they created a collaborative art project using large wooden panels, which are now proudly displayed in our school gym. The project received very positive feedback from students, helping them feel seen and represented within the school.

Inspired by this success, we hoped to continue finding ways to support students who may feel disconnected from our school community and to encourage greater attendance and engagement. Following a meeting with our School-Based Team, the idea of hosting a weekly cultural night emerged. The goal was to create a welcoming space for community members to gather, share food, and participate in cultural activities such as drumming, weaving, and dancing.

Our ICSSW connected with a leader from a local cultural group who had a strong following and was seeking a space to practice drumming and dancing. We were pleased to offer the use of our gym for this purpose. Recognizing the importance of food in building community, we also prioritized shared meals at each event. We received generous donations of deer, elk, and fish from local bands, as well as contributions from grocery stores and nearby high schools. Tony worked alongside some of our Indigenous students to help with food preparation and cooking throughout the week.

We are grateful to the district for waiving the rental fees, which allowed the cultural groups to use the space without requiring staff supervision every week. Nevertheless, many of our staff chose to attend regularly and brought their families, contributing to a strong sense of community and connection

Photo description: The first photo has two photos of our wonderful Indigenous Cultural Student Support Worker, Tony Elliot. In one of them, he is holding a sign created for his room, ‘Lelum’ which means ‘home; in Hul’q’umi’num. The other photo is a gift created by the whole school thanking him for running the cultural nights. The last two photos are from cultural night- weaving and drumming. Click on image to enlarge.

Checking: In total, we hosted seven cultural nights, with most events drawing between 70 and 80 attendees. At times, as many as ten different First Nations bands were represented. These strong attendance numbers served as evidence that families felt welcomed and comfortable coming into the school.

We also gathered anecdotal feedback from our guest book and conversations with attendees. Comments such as “We love cultural night—it feels like being at a Longhouse ceremony,” “Thank you for opening your doors to us,” and “Culture is soothing” highlighted the positive impact these events had on our community.

These events were specifically intended to engage two families whose children either did not attend school or attended irregularly. One family began attending more consistently during the final two months of the school year, while the other student has yet to return. While we are generally satisfied with the outcomes, we recognize there is still work to be done and would like to find a meaningful way to reach out to the family whose child has been absent for most of the year.

Reflections/Advice: We would like to continue hosting cultural nights next year, as we felt they had a very positive impact on strengthening connections between our school and the Indigenous community. This was evident in the high attendance numbers and the positive feedback we received from guests.

We would also like to revisit the art project we originally planned to launch this year but postponed in favour of the cultural nights. We continue to believe this project would provide a meaningful opportunity for our Indigenous students to feel seen and to make a positive contribution to our school community.

School Name: Nanaimo District Secondary School

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Jean Kloppenburg: jkloppenburg@sd68.bc.ca

Inquiry Team Contact Email: aly.bourgoin@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Curricular Areas Addressed: Applied Design, skills & Technology, Arts Education

Focus Addressed: Other: ESL International Students and new students to the art room in a senior class

In one sentence, what was your focus for the year? How can we create a senior inquiry-based curriculum that contains adaptations for our diverse art students while increasing a sense of belonging?

III. Spirals of Inquiry Details

Scanning: Who are our learners this year?
– Increased number of international students enrolling with English as a second language.
– Students who are taking art for the first time.
– Students who have taken many art classes at school and in the community.
– Students who are late enrolling because there is room in the class and/or it is the best option out of a list of classes to take.

Focus: We decided the biggest impact we could make was to create class studies of techniques that are engaging for the experienced art student, but also provide chunked, step by step instruction with images of the process for the beginning art student as well as international students. We selected this area because inquiry learning focuses on student interest, making it difficult to build technical artistic skills.

Hunch: What is leading to this situation? How are we contributing to it?
If we use a YouTube video to present an online fluid acrylic painting paint along technique to our classes, we can chunk the process into guided steps:
~Providing a specific painting palette
~Using video showing colour mixing
~Using video showing process and technique
~Using slides to break steps into chunks of manageable and meaningful steps that students can independently refer to, to stay on task
~ Each meaningful step will provide discipline specific language and vocabulary for all students to help with reflection on their learning
~ Each chunk of instruction will include images to guide the learning process

New Professional Learning: On our professional day, we participated in a fluid acrylic painting workshop. Our goal was to learn how to use a paint along YouTube video to learn painting techniques that we could then use in our classrooms. What we learned from following the video is that following a video takes time and patience!!! It was hard to follow the paint along and we had to stop the video and rewind many, many times to see what was happening.  So… we decided to document our steps in photos and other information that would make the paint along more successful for our students.

Taking Action: We refined how we teach technical artistic skill with an inquiry-based art curriculum in senior art classes so that all students can practice, gain and refine their artistic skills at the level at which they are engaging in the creative process.

We developed a student reflection so that students can reflect on the techniques used and build knowledge and understanding that they can use for their next painting projects.

Checking: The student reflections provided us with the information we needed to validate that students can reflect on the techniques used, building discipline-specific language, as well as long-term knowledge and understanding that they not only used in their next painting projects, but also in their next art classes.

Reflections/Advice: The fluid acrylic study showed students an advanced painting technique that isn’t usually taught until college or university, so our goal was to break the painting technique down into smaller more manageable steps. All art students who participated in the fluid acrylic study gained some experience and understanding of how the technique changes the outcome of a painting. Based on the student’s underpainting study reflections and final art pieces, this teaching collaboration was successful and both of us would use this study again in our future classes.

The second semester art students who participated in the first semester inquiry continued to show understanding of what they learned in the first semester, and many of the art pieces were showcased at the spring Port Theatre art exhibit. One student who was new to an art class had someone offer to buy her painting after seeing it at the Port Theatre.

School Name: Learning Alternatives

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Lacey Daly – lacey.daly@sd68.bc.ca
Trevor McIntyre – trevor.mcintyre@sd68.bc.ca
Brett Hancock – bhancock@sd68.bc.ca

Inquiry Team Contact Email: lacey.daly@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Curricular Areas Addressed: Applied Design, skills & Technology, Physical & Health Education

Focus Addressed: Land, Nature or Place-based learning, Self-regulation

In one sentence, what was your focus for the year? Our inquiry focused on enhancing the learning environment by creating an outdoor classroom and ensuring that it creates a welcoming and comfortable atmosphere.

III. Spirals of Inquiry Details

Scanning: During the scanning phase of the Spiral of Inquiry, our team focused on how students use and respond to different learning spaces, collecting their feedback about where they feel most comfortable and engaged. We asked questions like, “Are our learning spaces inviting and inclusive for everyone?” and “What environments make you feel supported in your learning?” From these conversations and observations, we discovered that students feel more at ease and ready to learn in spaces that are calming, welcoming, and connected to nature. As a result, we chose to prioritize the creation of an outdoor classroom and to improve the overall atmosphere of our school to build a stronger sense of belonging for all students.

Focus: We selected this focus area because we recognized that the physical environment plays a significant role in student well-being, sense of belonging, and engagement in learning. We hope that by creating an outdoor classroom and ensuring all school spaces feel welcoming and comfortable, students will feel more connected, calm, and ready to learn. Ultimately, we aim to create environments that support their academic success while also nurturing their mental, emotional, and cultural needs.

Hunch: Our hunch was that some of our current learning spaces may feel institutional, uninviting, or disconnected from students’ cultural and personal identities, which could be impacting their sense of comfort, safety, and engagement. We suspected that creating more welcoming, flexible, and nature-connected spaces would better support their learning, mental health, and overall well-being. We also believed that intentional design of spaces could foster a stronger sense of belonging for all students, especially those who may feel marginalized within traditional classroom environments.

New Professional Learning: We explored new areas of professional learning focused on designing inclusive and welcoming learning environments, with a particular emphasis on outdoor classrooms and culturally responsive spaces. Resources that were most helpful included The Third Teacher by OWP/P Architects for its practical design ideas, articles from Edutopia.org on learning space transformation, and Indigenous Education frameworks that emphasize connection to land and community. To support our colleagues’ learning, we facilitated collaborative design sessions, shared key readings and videos, and engaged staff in reflective discussions about how physical spaces impact student well-being and engagement.

Taking Action: To take action, our team co-designed the space with both students and teachers, ensuring their voices guided each decision. We began by cleaning and preparing the area to create a blank canvas for our vision. Together with students, we selected furniture and plants that would create a welcoming and comfortable atmosphere, prioritizing their needs and preferences. Finally, students and teachers worked side by side to build the furniture and set up the space, fostering a sense of ownership, community, and pride in the final result.

Photo Descriptions: These photos showcase the final product of our brand-new outdoor classroom. This beautiful and welcoming space was co-created by students and teachers working side by side. Together, they envisioned, planned, and built an environment that fosters connection, learning, and well-being. The space features comfortable Adirondack chairs arranged in a circle, centred around a covered fire table where classes can gather for warmth and conversation. Vibrant planter boxes and potted flowers line the area, bringing life, colour, and a sense of calm. The stunning murals add to the atmosphere, reflecting the land, culture, and creativity of our community. Because this area is fully covered, it can be used for learning, meetings, and gatherings for ten months of the year, rain or shine. It is a testament to what can be accomplished when we come together with a shared vision – creating spaces that support belonging, inspiration, and growth. Click on image to enlarge.

Checking: Because the creation of the space took several months, we only had a few weeks to use it before the school year ended, so it was difficult to fully measure its impact. However, in the short time we had, we observed students choosing to spend time in the space and expressing excitement about having a welcoming and comfortable area to learn and connect. This initial positive feedback is promising, and I am very excited to see its full impact next year when we can integrate it more intentionally into our programs. Overall, I feel satisfied with what we accomplished so far and am looking forward to building on this success.

Reflections/Advice: Through this inquiry, we learned the importance of involving students and staff in designing learning spaces to ensure they truly meet their needs and foster a sense of belonging. Moving forward, we plan to use the space as much as possible throughout the year and explore ways to integrate outdoor learning into all subject areas. Our advice to other schools is to prioritize student voice in the design process, start with small achievable steps, and remember that creating welcoming spaces is an ongoing journey that deeply impacts student well-being and engagement.

School Name: Bayview Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Thea Miscavish: thea.miscavish@sd68.bc.ca, Sue DeRosa: sderosa@sd68.bc.ca,Chelsey Flood: cflood@sd68.bc.ca, Mark Douglas: mark.douglas@sd68.bc.ca, Janice Wilson: janice.wilson@sd68.bc.ca, Jody Glanfield: jody.glanfield@sd68.bc.ca, Samantha Pecht: sam.pecht@sd68.bc.ca, Tracy Sannes: tracy.sannes@sd68.bc.ca

Inquiry Team Contact Email: thea.miscavish@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: Literacy

In one sentence, what was your focus for the year? Our focus is on building emergent, developed, and proficient literacy skills, specifically in phonics, through engagement and connection with our primary students by small-group, hands-on learning.

III. Spirals of Inquiry Details

Scanning: All students from grades 1-3 in four divisions were assessed with a phonics reading screener to determine appropriate leveled groupings for primary Tier 1 intervention and instruction at each child’s instructional level. Students were arranged in instructional leveled groups for hands-on, intentional learning opportunities to learn decoding and encoding skills, along with fluency and fine motor/letter formation instruction.

A portion of Indigenous learners were then asked the Four Key Questions that Matter, outlined through the NOIIE Scanning and Checking framework. Some students could give specific examples of how they learned best, and others struggled, providing simple, often superficial, answers to the questions. A goal of increased metacognitive and understanding of developmental learning stages and approaches will be considered, along with trauma-informed practice and an interest in integrating Indigenous students’ traditions into the inquiry.

Focus: Bayview Elementary is a focus school enriched with diversity and trauma-informed practice. Over the past two years, primary teachers have both introduced and collaborated to provide evidence-based phonics instruction to primary students. To implement, students were placed into fluid, instructional-leveled, multi-aged groupings where they were supported in various locations within our school.

Hunch: Prior to starting with the school-wide primary-UFLI project, it was suspected that students would benefit for multiple reasons:

• Students would be in appropriate groupings where UDL could be implemented for stamina and behaviour, and less for academic progress
• Students would benefit from small-group instruction and a diverse group of teachers
• Students who missed lessons would benefit from the review at the beginning of each lesson
• Students who were at an emerging level (i.e., learning letter names and sounds) would need a substantial amount of time to get through the initial three steps of the program (Lessons 1-41), but once they were fluent in the alphabetic principle, regardless of their grade level, the next step of blending sounds to make words would be a natural and efficient process.

New Professional Learning: Adult participants/instructional leaders were mentored and reflected on skills and comfort while using UFLI (University of Florida Literacy Institute) across the primary grades. Intentional data collection took place three times to determine growth and needs in learning groups, which initiated collaboration within the group.

Taking Action:

• Initial Assessments given – by Literacy Coordinator, Co-Teacher, and IST to determine pre-existing phonics skills using a nonsense word screener which was developed with the scope and sequence of UFLI program.
• Group meetings took place to ensure students were in the right groups, which were fluid for skill development and behaviour/attention.
• Support people were involved to enhance the program and focus learners.
• In January, students were assessed again by the screener. At this time, we shuffled students accordingly and created an additional group of vulnerable grade 3 students to increase focus. This would have been considered Tier 2 intervention.
• Scheduled lessons ended at the beginning of May and follow-up assessment commenced. It was determined that a more thorough assessment was needed to ensure that the application of the program (decoding words within decodable texts through implementation of skills learned) would be valuable. One teacher did the nonsense words assessment, and another did the decodable running records.
• Data was compiled again, and specific observations and strategies were given for each learner, to classroom teachers.

Click here to check out our Bayview UFLI Data PDF. PDF Description: Four classrooms were involved in the program, thirty of which were of Indigenous descent. Indigenous learners’ results were consistent to non-Indigenous learners’ growth. Note: Pink (Sept data), Orange (Dec/Jan data), Yellow (May/June data) – all using nonsense words assessment. Green (below each learner) is June decodable reading data.

Checking: Students grew in fundamental ways. Our greatest population of growth was the students who already had strong knowledge of phonics – knowing the letter/sound connections. Much of their success was attributed to consistent practice with decodable reading materials and explicit instruction. In addition, we noticed that those who had been exposed to more opportunities to practice decoding within the context of the decodables, emerged as readers and were able to read decodable materials beyond the concepts taught in their group.

Reflections/Advice: As a group of keen educators, we drew a few conclusions:

• Pre-assessment and continued re-assessment were vital for appropriate placements of students in their instructional reading levels.
• A fast-paced, fun, predictable approach keeps students engaged.
• Many students can handle learning the material by applying phonics ‘rules’ to their reading and writing.
• Students who miss moderate instructions can be ‘caught up’ because of the repetitiveness of the UFLI program.
• Assessing some students was difficult, primarily those on the Autism spectrum, as the use of decodable nonsense words seemed irrelevant to them.
• Allowing students to ‘play’ with words was important for motivation and stamina.
• Thirty minutes was adequate instructional time; support was provided for TTOCs as needed.
• Booklets were helpful, however each instructor used them in different ways, which allowed for autonomy. They also were useful for guest teachers, quick reading assessments, and flexibility with limited space in the school.
• Implementing a 3-day, non-negotiable 30-minute literacy time was key.
• Having consistent people doing assessments allowed for data to be collected in meaningful ways, with fidelity.
• All students developed skills, regardless of where they started. Many gained confidence and connections with their “UFLI teacher”, which enhanced a positive community throughout the school.

Moving forward to a new school year, we intend to:

• Increase written encoding of words
• Increase parent communication of skills and suggestions for practice
• Support older, vulnerable readers, specifically those who are ELL
• Continue with a minimum of 3x a week; suggest a fourth day, in-class review/running record/play time, to ensure classroom teachers still maintain awareness of student growth and needs.
• Focus data collection on English Language Learners and consider (depending on the instruction team and space available) a Tier Two level program for older emerging readers at a separate time.

School Name: Randerson Ridge Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Linda Baldwin: linda.baldwin@sd68.bc.ca
Derek Snowden: dsnowden@sd68.bc.ca
Megan Barritt-Flatt: Megan.Barritt-Flatt@sd68.bc.ca
Kaylee Robbins kaylee.robbins@sd68.bc.ca
Holly.Shelton Holly.Shelton@sd68.bc.ca
Ingrid Williams iwilliams@sd68.bc.ca

Inquiry Team Contact Email: Linda.Baldwin@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: Applied Design, skills & Technology, Arts Education, Language Arts – Literacy, Language Arts – Oral Language, Physical & Health Education, Science, Social Studies

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Literacy, Land, Nature or Place-based learning

In one sentence, what was your focus for the year? Continue to grow our knowledge and understandings of Indigenous Worldviews & Perspectives and specifically learn more about our local land & Indigenous Nations: Snuneymuxw, Snaw-Naw-As and Stz’uminus Peoples. We want to be able to authentically integrate our knowledge throughout the curriculum in relevant and meaningful ways to promote a growing understanding that will contribute to the development of educated citizens who reflect on and support reconciliation.

III. Spirals of Inquiry Details

Scanning: As part of our scanning process, we surveyed 374 students, asking: “Can you name two adults in this school who believe you will be a success in life?” The fact that 344 students could name two adults gave us encouraging insight into the sense of belonging in our school, while also helping us identify students who may need more support in forming meaningful connections. This data helped guide our school-wide goal of strengthening relationships and also informed our inquiry into learning from the land and incorporating Indigenous Worldviews. We saw a natural link between belonging and place-based learning grounded in community.

Our process was shaped by key OECD Principles of Learning, including:
• Learners at the Centre – student voice guided our direction;
• The Social Nature of Learning – strong relationships are central to meaningful learning;
• Emotions are Integral to Learning – we recognized that connection fosters engagement and well-being.

We also drew on the First Peoples Principles of Learning, especially:
• Learning is holistic and relational – our focus on relationships and land-based learning reflects this;
• Learning supports well-being – we aim to nurture both individual and community wellness;
• Learning requires exploration of identity – connecting with land and Indigenous knowledge supports this journey.

By grounding our scan in these principles, we designed next steps rooted in care, connection, and a deeper sense of place and belonging for all learners.

Focus: We selected this focus to build on the strong foundation of belonging and connection already present in our school and to deepen student engagement with Indigenous knowledge and land-based learning. With the continued presence of Tsumqwatun, our Hul’q’umi’num language and cultural knowledge keeper, we’ve seen high levels of student interest, respect, and curiosity. These authentic experiences have shown us the power of oral storytelling, cultural teachings, and relational learning.

Our goal is to grow our confidence as educators in embedding Indigenous understandings across the curriculum, supported by the Syeyutsus Reconciliation Policy & Framework. We hope to strengthen student identity, cultural responsiveness, and connection to place by expanding land-based learning opportunities—through our developing outdoor classroom, local trails and parks, and a possible school-wide learning day with Elders and knowledge keepers.

Hunch: We continue to believe that authentic, land-based learning experiences are among the most powerful ways to engage students and support meaningful learning. While classroom-based instruction is more familiar and often more manageable, we recognize that it can limit opportunities for experiential learning rooted in Indigenous perspectives. Having Tsumqwatun in our school again this year has reinforced our belief in the importance of relational and cultural learning. His presence has allowed students to regularly engage with the Hul’q’umi’num language, stories, and worldview in a meaningful way.

Our hunch is that by extending this learning onto the land—through our soon to be built outdoor classroom, use of local parks and trails, and potential school-wide experiences with Elders and knowledge keepers—we can deepen student understanding and connection. We’ve seen high levels of engagement and respect when students interact with Indigenous knowledge in authentic contexts, and we believe that creating more of these experiences will help students build stronger identities, a greater sense of belonging, and the foundations to become advocates for Truth and Reconciliation and caretakers of the land.

New Professional Learning: This year, our professional learning focused on deepening our understanding of Indigenous perspectives, local land-based knowledge, and our role in supporting reconciliation. A significant part of this growth came from learning alongside our students, guided by the teachings of local Knowledge Keepers—especially our school’s culture and language teacher. Through these relationships, we strengthened our understanding of local stories, language, and cultural practices.
Members of our team participated in professional learning opportunities such as Curriculum Implementation Day and engaged actively in a district planning committee dedicated to deepening understanding of the Syeyutsus Reconciliation Policy & Framework and local Learning Principles. This work informed and guided our approaches to planning, instruction, and relationship-building.

We used a range of professional and classroom resources to support this learning:
– Hul’q’umi’num language materials, including handouts and “word of the week” posters with QR codes, which helped integrate oral language learning across classrooms.
– The Pearson Inquiring Minds series (Our Ancestors, Our Families; The Land is Our Home; Our Words, Our Stories; Honouring Our Ways), which supported teacher and student inquiry into Indigenous knowledge, family structures, and worldviews.
– Indigenous-themed children’s picture books and professional resources that expanded literacy practices to include stories centered on land, identity, and Indigenous ways of knowing.
– The Qualicum First Nations Culture Kits, providing hands-on, experiential learning about cultural artifacts, art forms, and traditional knowledge.
– Local land-based stories and traditional place names, including Mount Benson, Departure Bay, and the Nanaimo Estuary. The resource “Sacred Gathering of Freshwater and Saltwater” deepened our awareness of the cultural and ecological significance of these places.

Professional learning also took place through collaboration and co-teaching, where team members explored interdisciplinary approaches to embedding Indigenous perspectives in science, social studies, and literacy. Workshops on Métis finger weaving, Coast Salish art (such as spindle whorls), and learning songs like the Equality Song by Patrick Aleck offered meaningful ways to connect with Indigenous traditions through music and the arts.

Overall, our professional learning was rooted in community, collaboration, and a shared commitment to integrating Indigenous knowledge with care and respect. We recognize this as an ongoing journey and remain committed to continuing this work together.

Taking Action: This year, our team focused on deepening land-based learning and integrating Indigenous perspectives in meaningful, authentic ways across grade levels. Grounded in the First Peoples Principles of Learning—particularly the importance of relational, holistic, and place-based learning—we aimed to connect students more deeply to land, community, and culture, while also building our own confidence in weaving Indigenous worldviews into everyday practice.

A key part of this work was our ongoing partnership with Tsumqwatun, our Hul’q’umi’num language and cultural knowledge keeper. Through regular sessions, students engaged in storytelling, drumming, dancing, and language learning. To support classroom integration, we introduced a “word of the week” with QR codes for pronunciation, making the oral language more accessible across grades and helping to strengthen connections to local language and culture.

We also prioritized outdoor learning, regularly visiting local parks, forests, and beaches such as Morrell Sanctuary, Linley Valley, and Departure Bay. These excursions allowed students to explore seasonal changes, observe local plants and animals, and learn about traditional ecological knowledge. Using tools like the Coast Salish Plant Cards, students discovered the historical and healing uses of local plants and reflected on our responsibilities to care for these natural spaces.

To further support cultural learning, classes explored First Nations Culture Kits from Qualicum First Nation. These kits provided hands-on opportunities to learn about bentwood boxes, petroglyphs, and the coastal environment. Visits from Indigenous community members helped students connect deeply with stories, artifacts, and traditional practices.

In classrooms, a wide range of resources supported learning, including Indigenous picture books, literature, and the Equality Song by Patrick Aleck. Students explored Coast Salish art forms such as spindle whorls and learned Métis finger weaving. These experiences offered important windows into Indigenous traditions, creativity, and resilience.

One teaching team led a year-long inquiry titled “How does where we live impact how we live?” Through this lens, students explored the physical regions of Canada and how land shapes ecosystems and Indigenous ways of life. They connected this national learning to local stories, place names, and landmarks like Mount Benson and Departure Bay, as well as public art murals at the Beban Social Centre. Viewing the documentary Totem: The Return of the G’psgolox Pole helped students engage in deeper discussions around land, cultural identity, and the impacts of colonization.

Together, these strategies reflect a school-wide commitment to creating culturally respectful, land-connected learning experiences that honour Indigenous knowledge systems. By learning alongside our students, we are building a stronger foundation for understanding, reconciliation, and stewardship.

Checking: While we had hoped to organize a school-wide day of learning with Elders and knowledge keepers, we were not able to bring this event to life this year. Despite our best intentions, time and capacity were challenges, especially with the absence of our Indigenous support worker at various points during the year. This impacted our ability to coordinate such a large-scale event. However, we do feel that meaningful progress was made. Through the work of the teachers involved in our NOIIE inquiry, both staff and students engaged in a wide range of authentic, land-based, and culturally responsive learning experiences. We noticed strong student engagement, genuine curiosity, and increased respect when interacting with Indigenous perspectives and place-based learning.

As educators, we feel that our own knowledge and confidence in integrating Indigenous worldviews has grown. We shared our learning at staff meetings and on school-based curriculum days, which sparked curiosity among colleagues and helped build momentum across the school. These conversations emphasized that it’s not just what we teach, but how we teach—that designing learning experiences grounded in Indigenous pedagogy is just as important as the content itself.

Although our original goal wasn’t fully realized, we feel satisfied with the direction of our work and excited by the foundation we’ve laid. Our hope is to continue this journey—deepening our understanding, supporting one another, and creating more space for Indigenous voices, stories, and ways of knowing in our school.

Reflections/Advice: This inquiry affirmed for us the power of authentic, land-based, and culturally grounded learning. We saw firsthand how deeply students connect when learning is relational, experiential, and rooted in place and story. Working with our knowledge keeper, exploring local landforms and ecosystems, incorporating Indigenous language and oral traditions, and embedding these experiences meaningfully across subject areas helped bring Indigenous worldviews to life in our classrooms.

One key learning was the importance of how we design and deliver these experiences—not just focusing on content, but on pedagogy that reflects Indigenous ways of knowing. We found that when learning is guided by values such as respect, relationality, and curiosity, it becomes more meaningful for everyone involved. We also realized that staff need time and space to grow confidence in this work. Sharing our learning at staff meetings and on school-based curriculum days helped spark curiosity and build capacity across the team.

Looking ahead, we are excited to continue deepening our connection to place-based learning and Indigenous understandings. We look forward to using our new outdoor classroom, currently under construction on our school grounds, as a dedicated space for land-based learning. While we weren’t able to organize the school-wide learning day with Elders and knowledge keepers this year, it remains a goal for the future—one we believe can further enrich our learning community.

Our advice to other schools would be: start small, stay grounded in relationships, and be patient. Build with what you already have—local parks, stories, language, books, and community members. Look for opportunities to learn alongside your students, and don’t wait to feel like an expert. This work is ongoing, layered, and deeply rewarding. Progress comes not only through big events, but through consistent, thoughtful, and respectful practice.

School Name: Dufferin Learning Centre

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Laura Jacobs: Laura.Jacobs@sd68.bc.ca, Sara Stone: SStone@sd68.bc.ca, Melody Barta: Melody.Barta@sd68.bc.ca, April Hilland: April.Hilland@sd68.bc.ca, Liz Betteridge: liz.betteridge@sd68.bc.ca, Jessica Dewarle: Jessica.Dewarle@sd68.bc.ca, Stephen Walsh: Stephen.Walsh@sd68.bc.ca, Ashley Roth: Ashley.Roth@sd68.bc.ca, Wendy Robertson: Wendy.Robertson@sd68.bc.ca

Inquiry Team Contact Email: jenn.patternregier@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:

Focus Addressed: Literacy, Self-regulation

In one sentence, what was your focus for the year? We were curious if students felt safe and supported in our school library.

III. Spirals of Inquiry Details

Scanning: We began our inquiry by asking students how they felt in our Library Learning Commons (LLC), using the NOIIE key question: “Can you name two adults in this school who believe you will be a success in life?” Out of 495 students surveyed, 259 students gave the highest score for feeling safe and supported in the library, 52 felt that stories in the library reflected their own lives, and 255 saw characters different from themselves. These responses highlighted both strengths and gaps, especially the low number of students who felt their own stories were represented. This led us to ask: Whose stories are missing, and how can we build a more culturally safe and inclusive library space? We also incorporated the First Peoples Principles of Learning, especially the ideas that learning is holistic, reflexive, and relational, and that learning requires exploration of one’s identity.

Focus: We selected this focus because libraries should be places where all students feel a sense of safety, belonging, and representation. We hoped to create more inclusive library environments by amplifying student voice and increasing the cultural responsiveness of both our collections and spaces. Our ultimate goal was to strengthen students’ sense of identity and safety in the school through their experience in the LLC.

Hunch: Our hunch was that library collections and spaces had not been reviewed consistently through an equity or culturally responsive lens. We suspected that despite our best intentions, students from diverse backgrounds may not be seeing themselves represented in books or may not feel a strong connection to the space. Additionally, we felt that library design and programming might unintentionally be favouring certain learners over others.

New Professional Learning: We explored inclusive library design, culturally responsive pedagogy, and student-led inquiry. Our learning was centered around collaboration:

1. “Meet and Eat” sessions to analyze student data and share practice.

2. Library Walks and Design Labs, rotating meetings across school libraries to see real-time environments.

3. A second Library Bus Tour to visit and learn from strong library spaces across the district.

4. Collaborative design labs, where TLs prototyped changes to their LLCs.

Regular student voice surveys to identify what physical, relational, or resource changes would support belonging.

Taking Action: We co-designed and distributed a student perception survey district-wide to assess feelings of safety, representation, and inclusion.

We revised library collections with a focus on increasing representation—especially texts reflecting diverse cultures, languages, genders, and abilities.

Participating TLs redesigned spaces based on student feedback, including areas for quiet reflection, art displays from diverse cultures, and signage in multiple languages.

We hosted district-wide library visits to see, reflect on, and iterate design practices.

We supported TLs to curate inclusive book sets, including wordless picture books and narrative nonfiction with diverse characters.

Checking: Yes, we began to see meaningful shifts. Survey data showed an increase in the number of students who felt seen and safe in the LLC. While only 52 students initially said they saw their own stories in the library, early indicators from follow-up surveys show that number improving after inclusive curation efforts. TLs reported an increase in student engagement and use of new culturally relevant materials. We are encouraged, but recognize this is ongoing work.

Photo Description: Library Bus Tour

Reflections/Advice: We learned that listening deeply to student voices, especially through structured feedback tools, can lead to real transformation in educational spaces. Representation isn’t just about books, it’s about space, relationships and community. We plan to deepen this work by continuing our design labs, co-developing more student-led library programming, and mentoring new TLs in this inquiry. For others: start small, ask your students, and be ready to be surprised and inspired by what they share.

School Name: Frank J Ney

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Terra Hooyberg: terra.hooyberg@sd68.bc.ca, Cathy Wicks: cwicks@sd68.bc.ca, Tahia Adams Wilson: Tahia.Adamswilson@sd68.bc.ca, Tanya Whiting: Tanya.Whting@sd68.bc.ca & Quinn Olson: Quinn.Olson@sd68.bc.ca

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

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Curricular Areas Addressed:

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Literacy, Core competencies (for example, critical thinking, communication, problem solving), Land, Nature or Place-based learning, Self-regulation

In one sentence, what was your focus for the year? By continuing with our previous inquiry from last year, we wondered, if our students would truly develop and grow an appreciation for, and a better understanding of, others, nature, and themselves.

III. Spirals of Inquiry Details

Scanning: We noticed in our previous inquiry, that if students were given the time, space, and opportunity they need in our outdoor learning spaces, that their natural curiosity to explore, learn, and discover kicked in, which enabled them to further develop their creative and critical thinking skills. We also noticed that their ecological literacy, as well as an appreciation for nature, began to grow and blossom. However, we still saw significant gaps in our students’ social emotional and self-regulation skills. This lead us to realize that we still had work to do, especially on creating situations and specifically teaching these important life skills.

Focus:
“Nature will teach us many lessons if we take the time to visit her classroom.” ~ Donald L. Hicks.
“Let Nature be your teacher.” ~ William Wordsworth
As the first quote was one of our guiding factors last year, we also embraced the additional quote from William Wordsworth (stated above). With these two quotes firmly embedded into the culture of our outdoor learning times, we continued to assess if our regular scheduled Outdoor Education would have a noticeable effect on our students’ Social Emotional Learning (SEL). We knew that learning in our outdoor classrooms encourages and equips the students to: make choices, take risks, and learn from their experiences, as well as foster self-reliance and self-regulation. Specifically, we wanted to know if outdoor education would have a positive impact on their: self-management skills, their social skills, their relationship skills, and their responsible decision-making skills. We also hoped to see our students use and grow their problem-solving skills and their love and respect for nature.

Hunch: Our hunch was that by continuing to offer our students weekly scheduled outdoor learning experiences, that our students would grow their self-regulation skills in varying degrees. We know that Outdoor Education continues to be some of our students’ favourite time of the week, and by capitalizing on that we hoped to be able to foster and grow their self-regulation skills. Additionally, we believe that outdoor learning offers a unique environment that allows for some of our students to thrive in ways that a ‘traditional’ classroom does not. We also hoped that being in nature will in and of itself bring out some of the calming influences that our students need to help grow their self-regulation skills.

New Professional Learning: We learned, and are continuing to learn, about the value of using outdoor education as the vehicle to address/teach social-emotional and self-regulation skills to our students. Some of us continued to utilize the “Open Parachute Project”, a new opportunity made available by our school district. We also continued to work with our local Nanaimo Food Share and their School and Community Garden Programs. Additionally, we explored the idea of bringing ‘mindfulness’ books/cards such as: “Breathe Like a Bear” by Kira Willey, “Alphabreaths: the ABCs of Mindful Breathing” by Christopher Willard and Daniel Rechtschaffen, and “The Monkey Mind Meditation Deck” by Carolyn Kanjuro & Alexander Vidal, into our outdoor learning spaces and classrooms. Through the use of tools like these books and card decks, we were able to not only captivate our students, but more importantly we were able to teach them the valuable and regulating practices of calming and focusing our minds and breath. In addition, we also attended many virtual workshops offered by “Take Me Outside”.

Taking Action: This year our action was twofold, first and foremost, there was the actual invaluable, physical/hands-on teaching and learning that we did in our outdoor classroom spaces. Secondly, some of us also utilized our ‘traditional’ classrooms to further teach and make connections around our social-emotional learnings.

Continuing with our standard practice for outdoor learning, we embraced our ‘opening circle time’ and our ‘senses walk’, where the teacher would calmly encourage the students to listen, smell, feel, acknowledge, and be grateful for something that they noticed or sensed in nature. For example, the students might have been asked to do the “5-4-3-2-1” strategy where the students would be asked to notice 5 things, listen for 4 different sounds, to feel 3 different sensations, to smell 2 different scents, and think of 1 thing that they are grateful for. These small ‘noticings’ were often enough to help slow the students’ minds and focus on nature or the lesson that would follow.

Additionally, the use of ‘sit spots’ (a place where students sit quietly on their own and observe nature) or nature journaling continued to offer students quiet sustained reflective moments that further helped to ground themselves and enable them to better focus on the learnings and opportunities that followed. We continued, as always, to end our outdoor classroom learning with ‘circle’ time where we all come together and respectfully acknowledge the land and our First Nations ancestors, as well as what the students individually were grateful for in nature that day. This routine again reinforces that the students have to be ‘present’, mindful, reflective, and thankful, which are all the aspects we are trying to teach them as they continue to grow their self-regulation skills.

Realizing that the social and emotional learning of our students is vital in equipping our students for the skills that they will need to navigate the complexities of life, such as: building healthy relationships, developing self-awareness, managing their emotions, understanding others, and making responsible decisions. We also knew that we could not begin to fully realize our intended inquiry question unless we also gave more teaching and learning time to the students to achieve this. To that end, some of us continued to teach the S.E.L. skills during some of our classroom times using a variety of picture books and/or the Open Parachute online program, to further grow their understanding and skills around self-regulation and social responsibility.

Checking: To be able to summarize the differences we made would be impossible to document, because as with all learning it is the infinitesimal nuances and ‘small steps’ that we all take that make our learning visible, memorable, and hopefully impactful. Some of the measurable learning/differences we did make include:

• recognizing and adjusting our teaching to fit the outdoors – taking the time to model what is expected in our learning space and how to interact within it
• caring for our outdoor learning space and the forest animals that visit/live in it
• classifying/identifying & naming some native plants, insects, animals
• respecting, honouring and giving thanks to our Indigenous Peoples and Ancestors for allowing us to learn, play, explore, and grow on their traditional lands
• giving time and space to the students to engage and embrace the teachings from nature
• how to transfer our learning from one (outdoor) learning space to another
• how to better self-regulate our bodies and co-operate with our friends
• how to better express and communicate our needs in more appropriate ways
• the importance of being quiet in a space and allowing nature to share its secrets with us

Reflections/Advice: We think that all of our comments above demonstrate the heartfelt thanks and appreciation we had for this inquiry project and how it helped us to grow as teachers. Our inquiry has made some visible, and subtle changes within our students, our classrooms, and our teaching practices. We, as educators, have seen the value of dedicating specific blocks of time on a regular weekly basis to learn outside with nature as our guide and at times inside with other resources. We look forward to building on our students’ and our learning as we continue to incorporate outdoor education and all of its benefits into our personal teaching practices.

Our advice:

• Can be reflected in this simple quote from Leonardo da Vinci ~ “Nature is the source of all true knowledge..”
• Get out there and learn from and with nature – she is a patient and gracious teacher. Additionally, teaching outdoor education offers your students:
  • experiential learning/hands on learning
  • acquires vital social emotional skills & learning (such as: self-awareness, self-management, relationship skills, critical thinking and problem-solving skills, negotiation skills)
  • environmental stewardship/awareness
  • deep connection, appreciation and a love of nature
  • cultural awareness
  • physical competency in fine and gross motor skills
  and so much more!

“Restore balance. Most kids have technology, school and extracurricular activities covered. It’s time to add a pinch of adventure, a sprinkle of sunshine and a big handful of outdoor play.” ~ Penny Whitehouse

Thank you for this amazing opportunity, we are appreciative and grateful.

School Name: Quarterway Elementary

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Dominique Sullivan: dominique.sullivan@sd68.bc.ca, Danica Fontaine: danica.fontaine@sd68.bc.ca

Inquiry Team Contact Email: dominique.sullivan@sd68.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Curricular Areas Addressed:

Focus Addressed: Indigenous Focus (for example, Traditional Knowledge, oral history, reconciliation), Literacy

In one sentence, what was your focus for the year? Loose parts for storytelling and connections to the land.

III. Spirals of Inquiry Details

Scanning: Before starting loose parts at Quarterway, we asked students in Grade 1 and K to tell us a story using a variety of objects.
Students struggled to make (beginning, middle and end).

Focus: We are hoping students will feel comfortable making an oral story in French.

Hunch: Students love to play. Loose parts allow students to play and to talk about their “mind movies”. We wish students to be more fluent in French.

New Professional Learning:

• Attended Loose parts workshop
• Borrowed district early years kits. We saw how much the students enjoyed the loose parts.

Taking Action:

• Staff got together and looked at various kits.
• We wanted kits to match the nature of the Pacific west coast and support Indigenous in primary
• Other kits were purchased as inclusive and collaborative kits for storytelling.

Checking: We created 9 kits. All kits were immediately put to use. Some items where stolen (pirate toy chest) – high interest items). K teachers LOVED the loose parts kits and requested more for the following year.

Reflections/Advice:

• Loose parts were a big hit- All primary agreed to support
• Staff want more kits to be shared with primary that we rotate through
• French District kits are being created
• North Oyster has many loose part kits
• Quarterway has 9 kits – More will be purchased in 2026

School Name: John Barsby Community School

School District: SD#68 Nanaimo-Ladysmith

Inquiry Team Members: Suki Davis: suki.davis@sd68.bc.ca
Christoph Schaub: christoph.schaub@sd68.bc.ca

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

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

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

Curricular Areas Addressed:

Focus Addressed: Literacy, Numeracy, Core competencies (for example, critical thinking, communication, problem solving)

In one sentence, what was your focus for the year? We focused on easing transitions for students: into, through and out of high school.

III. Spirals of Inquiry Details

Scanning: At Barsby, we are responsive to our learners but we found that we had insufficient knowledge and subsequent planning to significantly support transitions into, through and out of high school. By proactively planning, gathering data and collaborating in advance of the transitions, we can know what is going on for our learners and connect them, especially our priority populations to support. This keeps us learner-centred. We can recognize individual differences and challenge all students by understanding them more. Ultimately, this approach supports the well-being of the self, the family and the community. Collaboration with teachers builds teacher capacity to further support our learners. By increasing our focus on meaningful feedback for learning, both with colleagues and students, we can support learning experiences that are holistic, reflexive, reflective, experiential, and relational.

Focus: We noticed, as the first semester progressed that with many new staff and administration, we lacked cohesion to offer students confidence in their high school transitions. We felt by working and learning together as staff, we could help to build stronger connections to school and a more successful academic experience as a result.

Hunch: Our hunch was that collectively, we needed to pay attention to the stress that transitions caused our learners (and their families). We know that “chance favours the prepared mind” (Pasteur), so our shared conversations, data gathering and distribution between stakeholders will allow for planning and program roll-out rather than scattered individual efforts.

New Professional Learning: First, we read and studied. I took the UBC Assessment for Equity course and attended NOIIE. This opened a path for professional learning through Lunch and Learns, as well as school-based sessions on assessment for learning and increasing the quality of engagement through student choice and voice. I participated in the District Writing Continuum Project to bring this new learning to our school in a Lunch and Learn with fellow Humanities teachers.

We also did the following:

• NDTA Mentorship with experienced Learning Leader focusing on Humanities
• Met with district-level staff regarding Grade 8 transitions, gathering data, aligned expectations, E-assess and other systems of data collection, Secondary School RTI support, literacy coordinators at secondary schools
• PD sessions with Myron Dueck
• Learning series on ADHD with Julie Brock PhD.
• Books read: The Disengaged Teen (Rebecca Winthrop), Why Do We Have to Read This? (Cris Tovani), That Workshop Book (Samantha Bennett), Making Your School Something Special (Rushton Hurley), Crow Mary (Kathleen Grissom), The Berry Pickers (Amanda Peters), Stamped: Racism, Antiracism, and You: A Remix of the National Book Award-winning Stamped from the Beginning (Jason Reynolds), Wayi Wah (Jo Chrona), Teach Like A Champion 2.0 (Doug Lemov), Making Classroom Assessment Work (Anne Davies) You Can’t Teach Until Everyone Is Listening (Marilyn L. Page) FASD Relationships: What I Have learned About Fetal Alcohol Spectrum (Rod Densmore) The PD Book: 7 Habits that Transform Professional Development Paperback (Elena Aguilar, Lori Cohen) Protocols for Professional Learning Conversations: Cultivating the Art and Discipline (Catherine Glaude)

Taking Action:

1. Gathering data: This year, developing a numeracy ‘placemat’ test for incoming 8’s, accessing Tier 2 and 3 literacy data, and building relationships with our colleagues in feeder schools for more literacy and numeracy data, we can now mindfully plan for Tier 1,2, and 3 supports for incoming Grade 8 learners. By increasing staff capacity in assessment practices, modeling proficiency scale and self-assessment for senior grades and aligning grade level writing expectations, we can collectively build literacy and numeracy routines and practices that support increased engagement and academic success.

We also:

• Administered fluency assessment and reassessment for Grade 8’s. Data shared with S1 and S2 Grade 8 English and SS teachers.
• Implemented Grade Wide Write for Humanities Gr. 8’s and 9’s and led a group marking session to standardize expectations
• Analyzed provincial student survey and added questions to survey
• Based on student interviews, we wrote interest specific BAA Grade 12 Careers courses to support students’ transitions out of high school and wrote BAA for the Indigenous Technology course to increase credit and learning opportunities for students.

2. Staff capacity building:

• Mentored incoming Humanities teachers in UDL and adaptations, classroom culture and behaviour expectations, resources, assessment
• Increased collaboration with Access/Outreach colleagues: shared resources, student considerations
• Developed John Barsby English Resources Google Classroom includes templates for family communication, resources for literacy routines, rubric samples, paragraph and essay organizers, writing framework, English writing samples from across grades, scope and sequence for all grades, resource specific to Grade 8’s: the first 20 days resource, grammar review curriculum, extension activities to support congruent expectations and standards in same Grade level classes. (Created documents to break down the content and depth of coverage to support a plan of scaffolded skills.)
• Initiated Antiracism PLC and organized Antiracism Book Club with funds from NDTA
• Developed Antiracism Google Classroom includes resource lists, Inclusivity teacher Guide, resources and racism response information
• Presented at staff meeting for increased staff awareness of priority population needs
• Developed Grade aligned labs for junior science
• Contributed to the Grade 5-9 District Committee to develop Writing Continuum
• Led 2 PLC’s: one supporting Science and Math department to maintain consistent expectations and learning focuses through the grades and another to support Junior Humanities teachers to align expectations and build more rigorous literacy routines.

Checking: This year was a preparation year. By collecting data and mindfully planning, we expect that we can positively change the experience of our learners and our teachers. Increased sense of belonging, increased attendance, more consistent academic expectations and effective targeted interventions are possible with this pre-planning and yearlong anticipation.

Reflections/Advice: We learned that, as the First Peoples Principles of Learning state: learning involves patience and time. We think that collecting data, increasing the quality of our relationships with feeder schools and within our staff, we have embarked on a successful project. Still, next year, we will need resources and time to accomplish the actions: superior numeracy and literacy interventions, highlight student voice, increased home/school communication, better and more student-centered assessment etc. We look forward to continuing the journey and increasing our community and support for our students to achieve academic success. Embarking on a project to support successful transition for students is a long commitment.