SD 6 Graduation success reaches new high p. 4
We will care deeply, act wisely and find joy in each day!
Spotlight on Winter Walk Day p. 19
Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.
Family Day is a great opportunity for all of us to recognize and celebrate our families. It’s also an opportunity to appreciate that our families are where learning starts and is supported, where our sense of belonging is nurtured, where we can play and have fun together, and where we take refuge from the difficulties we all face sometimes. On behalf of all of us in Rocky Mountain, best wishes for a happy BC Family Day!
Learning Leadership Report
We learn in Rocky Mountain School District. All of us. We learn so that our students grow and experience greater success every day.
We learn the Core Competencies of Thinking, Communication, and Social and Personal competencies. Students develop curricular competencies in literacy and numeracy and the big ideas of content areas; educators continuously learn to improve pedagogy.
We learn so that each day in Rocky Mountain School District brings us closer to every student graduating with dignity, purpose, and options.
The Learning Leadership Report is a celebration of that learning. We hope you enjoy reading it and invite you to contribute your stories, ideas, and upcoming events and opportunities as a member of the learning community of Rocky Mountain School District.
Rocky Mountain School District
Our students experience environmental, outdoor and community based learning.
Our students and staff feel safe, connected and valued.
The Board has set District Directions for 2013-2018. We will organize the Learning Leadership Report this year around these directions to share how we are bringing them to life across the district.
Our District Directions 2018 represent the hopes, dreams, and ideas
of many staff, parents, community members, and students who contributed to a Thoughtstream process, multi-partner dialogue, and Board review to uncover these 5 key themes to guide our work and shape our culture.
Our communication results in common understanding.
Our learning community is research based and collaborative.
What are the ways you are already engaged in the work captured by these directions?
What are the possibilities for future work inspired by these directions?
We care deeply, act wisely and find joy in each day.
Our learning is empowered by technology.
Our Improvement Story: Graduation Success
The Ministry of Education has published the 6 Year Grad Rates for districts and the province for June 2017. We are pleased to share and explain the results for Rocky Mountain .
What is the 6 Year Grad rate?
The 6 Year Grad rate is a measure that begins with all the students registered in the system in a given year at the start of Grade 8 and calculates the percentage of that group that achieves a Dogwood Diploma within 6 years.
How is it Calculated?
Students who come to the district from anywhere else over that period are added in to the group. Students who move to another district in BC during that period are removed from their original district's group and added to their new district's cohort. Students who leave but do not show up again in another BC district are counted as non-completing; they may have dropped out of school or may have moved outside of BC and therefore are not able to be tracked by our Ministry. The Ministry applies a formula to estimate the outmigration and makes an adjustment to the result.
6 Year Graduation Rates in Rocky Mountain
We are not confident that the outmigration estimate reflects the out of province movement for districts near the Alberta border and wonder if this has a negative impact on our results.
We noticed that despite improving results in several leading indicators the 6 Year Grad rate in Rocky Mountain was declining. We realized that the growth of the International Program meant increasing numbers of students coming for a single year experience with no intention of graduating in BC were creating a false increase in non-completers. When we asked for our data to be disaggregated for BC residents only (which excludes the visiting International students) the results were quite different.
Results for Rocky Mountain Residents Only
When we account for the International Students differently we have a very good news story of improving graduation success in Rocky Mountain School District. The success rate of 92% for our resident students at June 2017 was at the top of a 5 year improvement trend for us and an all-time high for Rocky Mountain.
Results for Aboriginal Students
The 6 Year success rate for Aboriginal students is 82%. While this is also the top of a five year trend and well above the average results of the middle 50% of districts in BC it still represents a gap between the success of Aboriginal students and all students in SD 6. We continue to strive for the closure of this gap. Please visit our website to find out more about our school Aboriginal Education Service Plans and District Enhancement Agreement focusing our efforts and resources and guiding our work.
Results for Students with Special Needs
This is another area where we are at the top of our five year trend and doing well relative to provincial results. It is important to note that while the specific subset of students with Special Needs included in this group by the Ministry would be expected to have positive graduation results there are also other students with Special Needs who successfully graduate with a Dogwood diploma and are not reflected here. We advocate for the achievement of *Evergreen Certificates to be counted as a category of successful completion.
*Program completion by students with certain Special Needs indicating an individualized program to prepare for transition to community after secondary school.
Learn More About Our Improvement Efforts
We invite you to explore our website to learn more about our planning to enhance learning and student success:.
This information comes from the BC Public School System Report: http://www.bced.gov.bc.ca/
We look forward to sharing and discussing other data sets from this report in future LL Reports.
6 Year Graduation Rates
*For this report Special Needs is defined by the Ministry to include Visual Impairment, Deaf or Hard of Hearing, Learning Disability, Intensive Behaviour, Intervention/Serious Mental Illness,Moderate Behaviour Support/Mental Illness
On January 30th students from Ms. Taggart, Mrs. Leibel, Ms. Kinsey and Ms. Kraljic’s classes connected via Skype with athletes from Canada’s Freestyle Mogul Skiing 2018 Olympic team. The team is in Penticton training at their PreOlympic Camp and generously took time out of their schedule to connect with our students. In preparation for our call, students researched the different components of Freestyle Mogul Skiing as well as researched the athletes that we’d be talking with.In addition, each day for a week prior to the call the Moguls Team sent a video of their latest practice session so our students were already familiar with who the athletes were and what freestyle mogul skiing entails. On the call, our students spent approximately 25 minutes asking individual athletes specific questions that we had created in advance and that were particular to the athlete with whom we were speaking.
The athletes that spoke with us were: Marc-Antonine Gagnon (Placed 4th in Moguls at Sochi 2014) ; Mikael Kingsbury (Silver Medalist in Moguls at Sochi 2014); Philippe Marquis (9thin Moguls at Sochi 2014); Audrey Robichaud (Placed 8th in Moguls at Turin 2006, Placed 10th in Moguls at Sochi 2014); Laurent Dumais (PyeongChang 2018 will be his first Olympics) as well as their training camp coach, Adrian Taggart.
After our students had asked all our questions of the athletes, each athlete was asked to give our students a piece of advice. Their words of wisdom were:
Audrey Robichaud: Work hard, dream big!
Marc-Antonine Gagnon: Have fun and do your sport with the people you like spending time with.
Mikael Kingsbury: The key to my success is my teammates; help each other to get better!
Philippe Marquis: Do something you love and don’t be afraid to fail.
Laurent Dumais: Have fun; do things with your friends; follow your dreams.
Adrian Taggart: You can do anything you set your mind to. Work hard and work towards your goal; it’s your choice.
Our students loved the experience and the athletes and coach were kind, funny and so very respectful; what an incredible opportunity!
Marysville and Lindsay Park Students Connect with Canadian Olympic Athletes
Thank You Jen Quigley
Golden Secondary School Shares Information About the Importance of Attendance for School Success
The attendance rate is important because students are more likely to succeed in academics when they attend school consistently. It’s difficult for the teacher and the class to build their skills and progress if a large number of students are frequently absent. In addition to falling behind in academics, students who are not in school on a regular basis are more likely to get into trouble with the law and cause problems in their communities.
Excerpt from: https://www.greatschools.org/gk/articles/school-attendance-issues/
The importance of school attendance!
Encouraging regular school attendance is one of the most powerful ways you can prepare your child for success—both in school and in life. When you make school attendance a priority, you help your child get better grades, develop healthy life habits, avoid dangerous behavior and have a better chance of graduating from high school.
When students are absent for fewer days, their grades and reading skills often improve—even among those students who are struggling in school. Students who attend school regularly also feel more connected to their community, develop important social skills and friendships, and are significantly more likely to graduate from high school, setting them up for a strong future.
But when kids are absent for an average of just two days of school per month—even when the absences are excused– it can have a negative impact. These absences can affect kids as early as Kindergarten.
Excerpt from: http://absencesaddup.org/importance-of-school-attendance/
School Attendance: A Key to Success
One of the most important things your child can do to achieve academic success is also one of the most basic: going to school every day. In fact, research has shown that your child's attendance record may be the biggest factor influencing her academic success.By attending class regularly, your child is more likely to keep up with the daily lessons and assignments, and take quizzes and tests on time. There are other benefits as well:
Achievement: San Diego Unified School District found that students who attended school regularly were more likely to pass reading and math assessments than students who didn't attend school regularly.
Opportunity: For older students, being in school every day gives them a chance to learn more about college and scholarship opportunities, and to take the important exams they need to build a successful academic record.
Exposure to the English language: Regular school attendance can also help students who are learning English by giving them the chance to master the skills and information they need more quickly and accurately — even in other subjects!
Being part of the school community: Just by being present at school, your child is learning how to be a good citizen by participating in the school community, learning valuable social skills, and developing a broader world view.
The importance of education: Your commitment to school attendance will also send a message to your child that education is a priority for your family, going to school every day is a critical part of educational success, and that it's important to take your responsibilities seriously — including going to school.
Thank You Iris Trask
Lady Grey held one of our much anticipated Leader Hours on January 15th. Students from grades 4 to 7 led 20 different sessions on a variety of topics including: jam session, spheros, lip balm making, gymnastics, circus arts and reptiles. These sessions fit very well into our Leader in Me philosophy and strengthen our community while celebrating student strengths and passions. Another session is anticipated in the spring.
Lady Grey Student-Led Leader Hour
Thank you Laurie MacDougall
Former Grads Share their Post-Secondary Experiences with DTSS Grade 12s
The early start in January created an opportunity for some of last year’s grads from David Thompson Secondary School to return to DTSS and speak with current students about what to expect next year at college or university. Past grads represented spost-secondary chools from across the county and even the Netherlands. Topics ranged from what do in your grade 12 year (finish Grad Transitions early, keep your Chemistry 12 notes) to life in residence (make friends for studying and different ones for socializing) to what kind of laptop you need (PC over Mac). Our current students were engaged and appreciative for the insights. Thanks to Andrea Dunlop for organizing the event. We will do it again next year.
Thank you Glen Sage
Traumatic Events Systems Model Training
for SD 6 Educators
Thank you Jennifer Turner
January 25th– 26that the Kimberley Conference and Athlete Training Centre School District 6, in collaboration with Safer Schools Together and the Ministry of Education, hosted the 6 districts across the Kootenay Boundary Region for two day skill-based training program for school and community Crisis and Trauma Responders in the ‘Traumatic Events Systems Model (TES). This work is in support of our District Directions that all of “our students and staff feel safe, connected, and valued”.
Thank you Clint Dolgopol
Grade 11 Selkirk student Ta Hay Tha showcases his wood project! Congratulations to Ta Hay for doing such great work and thanks to Mr. Treber for incorporating various skills into his program including cross-curricular artistic skills and creativity.
Student Cross-Curricular Project Showcased
Please help tell the story of how Indigenous learning is coming to life for all students in SD 6. Share what is happening in your school at learning.leadership.bc.ca
The First People’s Principles of Learning are an excellent resource to integrate Aboriginal ways of knowing into the classroom and school environment, as they reflect a respectful and holistic approach to teaching and learning. These learning principles were articulated by the BC Ministry of Education and the First Nations Education Steering Committee in 2007 in an effort to enable educators to focus more authentically on Aboriginal experiences, values, and beliefs.
In the redesigned BC curriculum, aboriginal content is embedded at every grade level in a number of subject matters. Educators can use the First Peoples Principles of Learning to address these aspects of the new curriculum as well as the core competencies, such as the Personal and Social core competency, and specifically the Positive Personal and Cultural Identity competency.
Click here to access the First People’s Principles of Learning and click here to access additional First People’s learning resources.
First People's Principles of Learning in All SD 6 Classrooms
Our seasons in Canada provide lots of interesting variety to view in nature, and a great variety of outdoor play opportunities.
It has been reported by pediatricians that the health benefits of staying physically active outweigh the risk of cold exposure. You need to get outside and be active just as much during winter time! The number one thing to do to ensure FUN? Dress warmly!
These Winter Boots Were Made for Walking
Sense of Place
In Rocky Mountain School District it doesn't take a special day to get our kids outside for learning. but many classes did recognize and head out for Winter Walk Day. on February 7.
Thank you Jennifer Hubrecht
Hello! Our Grade 4/5 students had a wonderful morning outside to enjoy all the beauty winter has to offer. We took part in a few different Coyote Games including quite time alone to absorb the sights (and then with eyes closed) the sounds of Mother Nature. Then we tried the game where the Fire keeper has to try and identify someone coming to take a stick from under his/her nose. We then tried a blindfold activity and student were guided by partners (only when necessary) and otherwise had to follow their instincts toward the call of their leader. Lastly, we played a great round of Camouflage before making the trek back up hill to school. The weather was perfect, I felt bonded with the students and all were rejuvenated after our Winter Walk.
J.A. Laird Gr 4/5 Winter Walk
Thank you Kim Daniele
J.A. Laird Gr 6/7 Winter Walk
We had a great time celebrating. Winter Walk Day. . We walked to a forest and looked at previously cut trees to explain and understand how trees tell a story of climate change..
Ice Crackin’ Fun!
Winter Fun at Martin Morigeau Elementary
Thank you Deanna Powell
We found a squirrel’s “storage bin” for winter snacks and another dinner table.
Need some inspiration?
Check out our 3 newly updated place-based learning videos!
Take Me Outside for Learning
Connecting to Place
Stewardship & Sustainability
Or ideas from other teachers?
Check out 52 Tips & Tricks from other teachers who are participating in this Challenge...one for every week of the year!
We have 52 teachers in SD 6 committed to take their classes
outside for learning on at least one day per week
for the whole school year!
Our learning community is
research based and collaborative
DTSS Chef Training Hosts Primary Students
This December, the David Thompson Secondary Secondary School Chef Training students hosted our friends from Ms. Dearin’s Grade One class at Eileen Madson Primary School for a pleasant afternoon of foodie festivities. We spent our afternoon surrounded in good conversation, while decorating sugar cookies and learning about making traditional Jewish and German style braided breads like Challah and Zopf.
Our little friends arrived bundled up head to toe and were quickly changed into an apron, and assigned a big buddy from the cooking class. Hands were washed, then time was spent having some fun decorating sugar cookies with carefulness not to snack on any decorations while they were being applied. We then ventured into the commercial kitchen for a tour of the Chef Training student workspace. Students stopped right in front of the demo table, where Chef Assistant Fritz Reisle dazzled his wide-eyed audience with bread braids of all sorts including some that looked like turtles and lizards!
An enjoyable afternoon was had by all, with tasty presents to take home to families. Our Chef Training students always remark at how much fun they have helping their tiny friends, and comment that “we need to do this again!” This was our second time hosting our friends from EMP and it surely will not be our last.
Thank you so much to Ms. Dearin and her grade one class for walking all the way up to DTSS for a fun filled afternoon of holiday spirit and great food too of course!
Thank You Andrea Salzbrenner
The community event was held on Saturday, February 10 and raised funds for the Westside Legacy Trail. On Friday, February 9 Grade 4-7 students from Martin Morigeau, Edgewater, Windermere, and J.A. Laird schools were treated to a selection of short films at David Thompson Secondary. They viewed Lost in Light which featured spectacular images of the night sky in locations with varying levels of light pollution, Winter the Grommet telling the story of a nine year old activist helping children around the world access clean water, Zain's Summer: From Refugee to American Boy, the story of a young Pakistani refugee transitioning to his new life, Dawn to Dusk showing the incredible skill of Colorado downhill longboarders, Tatum Monod 2016 following this amazing female athlete, Hey Deer an imaginative animation on perspective, Ascend , the story of Jon Wilson who lost his leg to cancer but continues to pursue his passion for mountain biking, and Owl Dance-Off Part 2, the follow-up to wildlife photographer Megan Lorenz’s award-winning internet sensation Owl Dance-Off.
There was a second screening for students in Grades 8-12 at DTSS with a different playlist of powerful films which included Ascend and Tatum Monod 2016 as well as The Perfect Flight a profile of an unlikely falconer, Adaptation Bangladesh: Sea Level Rise highlighting brilliant innovation in the face of climate change, Osama & Ayman's 4th of July, a glimpse into the life and reflections of two young practicing Muslims in a challenging cultural climate, The Seed Vault: Preserving Crop Diversity, Forever, about the threat of disappearing crop diversity and the race to protect our food supply,
Telluride presenter Marissa Mattys guided the student audiences through the programs and provided insight on the films, filmmakers, and subjects. Mountainfilm provided links to the schools to educational resources to accompany many of the films and the films' themes illustrate Core Competencies and inter-disciplinary topics such as climate change which are part of the redesigned BC curriculum.
Student Mountainfilm Screening in Invermere
Mountainfilm on Tour came to Invermere for the first time and presented a screening for students as part of the program. The tour brings a selection of culturally rich, adventure-packed and incredibly inspiring documentary films curated from the Mountainfilm festival held every Memorial Day weekend in Telluride, Colorado.
We extend sincere thanks to
organizer Bill Johnston and the many local festival sponsors who made this learning opportunity possible for our students, and to
David Thompson Secondary for graciously hosting the area elementary schools.
President’s Choice Grants Available for Schools
PC®Children’s Charity school grants provide funding to educate and empower communities to deliver school-based student nutrition programs across Canada, helping children and youth realize their full potential in life.
There are two grant opportunities for Canadian Schools:
1.School Nutrition Grants may be used to purchase food and consumable supplies. This grant intended to supplement the funding of existing programs, allowing for higher quality, more sustainable programing.The 2018 School Nutrition Grant application period runs from April 1 to 30
2. School Equipment Grants may be used to purchase the equipment needed to prepare food and adhere to safe food handling requirements. Equipment purchases may be restricted by application frequency. You will be notified of any applicable restrictions in correspondence specific to your application.Open year round, launching March 1. For more information see: President’s Choice School Grants.
Farm to Cafeteria Grants, 2018
Farm to Cafeteria Canada is offering grants of up to $10,000 each. These grants are designed to establish or enhance efforts to bring more local harvest into schools where it is featured in asalad barmeal service.It is anticipated that about 25 grants of up to $10,000 each will be awarded during this grant cycle. Grant Application Guidelines
March 31, 2018 Proposals are due.
April 30, 2018 Grant recipients are notified.
Spring or fall, 2018 Grant recipient orientation and training session is held.
June 30, 2020 All program deliverables are completed
December finished off with Mrs. Chaluck’s grade 4/5’s reading their Indigenous story boards to a few classes at APES. Students explained their process of writing and illustrating their own stories.
News from the Tillikum Room at Lady Grey
Ms. Divall’s grade 4/5 class did a unit in Social Studies on Canada’s residential school system by reading Fatty Legs.This is a unique and enlightening glimpse into the residential school experience and, most importantly, one little girl’s triumph over her oppressors. Students then showed their learning through the art shown above.
Thank You Margot
Thank you Margot McMullan
Our Youth Take Charge group, supported by Ms. McMullan and Ms. Divall is working on an art piece for Lady Grey Elementary with local artist and educator Dawna-Lea. The piece will show the foot wear of the First Peoples of this land, telling a story of vibrancy and pride. The challenges faced by First Peoples with the arrival of Europeans and their growing needs, demands and oppressive ways will also be represented. Mostly, the art piece will show the resilience, strength and hope as our First Peoples rekindle the flames of pride. At the end of February some of our youth in this club will join Ms. M and Ms. D. in Toronto for the ‘Canada We Want’ conference. Stay tuned for more next month.
Thank you Riva Stevens and Joe Baron
A Special Presentation for the Windermere Elementary
Grade 5/6 Class
Students in the Grade 5/6 class starting a new novel study called “Fatty Legs”.It takes a look a characters experiences in a residential school and some of the unfair treatment that had happened during her time there.To provide some greater context, WES AB Ed Support Worker Ms. Stevens joined our class to provide some information to our students on the topic of residential schools.
The novel Fatty Legs is just one of the many resources available at the District Resource Centre (DRC). to support Indigenous Learning
Teachers Christa Stimming and Kim Daniele recently spent a day at the District Resource Centre (DRC) reorganizing the Science Kits to reflect the changes in the Curriculum. Resources were matched to their correct grade levels in the curriculum. Materials that were no longer a good fit were distributed to schools for non-fiction reading for interest and consumable supplies were also sent out for use in schools. Check out the refreshed kits at the DRC!
A Big Thank You
Thank you Kim Culler
Edgewater Elementary Cupcake War
As part of our fiction unit, Mrs. Culler's Grade 5/6 class studied fairy tails. At the completion of this unit, students chose a fairy tale that they wanted to represent in the first "EES Cupcake War". They had to research a cupcake and icing recipe that included a "secret" ingredient. They worked together using their literacy, art and applied skills design skills to come up with a recipe and display. Together they collaborated to bake and decorate 12 great cupcakes and a display to be judged. on the final day judges that the students chose; one each from community, school, and district, came to make the difficult decision.
Youth Leadership Summit takes place in Kimberley this May
(Columbia Basin) – Youth aged 14 to 18 from around the Columbia Basin are invited to apply to attend the Leadership Summit in Kimberley on May 4 to 6, 2018 where they will strengthen their abilities, learn about themselves and their communities, and have fun!
“An event like this is an exciting way to connect Basin youth, tap into their leadership potential and help them grow and make a difference,” said Aimee Ambrosone, Director, Delivery of Benefits, Columbia Basin Trust. “They’ll be developing the skills—including decision making, networking, collaborating and public speaking—that will carry them into their futures and give them the foundation for effectively engaging in their communities.”
During the weekend, youth will interact with new people, try new experiences and get their brains and bodies moving in a fast-paced environment. They’ll learn about community planning and collaboration, practice public speaking and stage presence, and take part in entertaining skill-building workshops.
Learn more about the Summit and apply online by February 27, 2018 at ourtrust.org/youthsummit.Successful applicants will be subsidized to attend this event for free.
Shawna Lukowski is the Youth Program Coordinator of the Salmo Valley Youth Network. “It is fun to see the youth come together as strangers and leave with a bunch of new friends,” she said. “It presents an opportunity for youth to learn further community engagement, and above all community cooperation to achieve goals. The thing that sticks out most for me is how the Summit holds space for youth to step outside of their comfort zones to accomplish something they may not have ever dreamed of trying before.”
Joni Laberge, Coordinator of Youth Action Sparwood, attended the last summit in May 2016.“The Summit was a fun, inspiring event—for me and the teens,” she said. “I was amazed by how quickly the facilitators took down barriers and built connections. Our teens had a great time and evolved as young leaders, and chaperoning at this fantastic event is what inspired me to pursue youth work as a career.”
Mike Kent coordinates the Basin Youth Network. “The Trust launched the network in 2016 in response to the changing needs of youth and communities. Since then, it has directly impacted the lives of many youth—giving them places to go and things to do, and increasing their senses of self-worth and connection to community. The upcoming Summit takes our local successes and brings them together. Plus it’ll be fun! I encourage all youth to apply.”
The Trust’s Basin Youth Network helps communities increase local activities and opportunities for youth, enabling them to learn skills like leadership and engage more with each other and their communities. To date, the Trust has supported 28 local youth networks. Learn more at ourtrust.org/youthnetwork.
Columbia Basin Trust supports the ideas and efforts of the people in the Columbia Basin. To learn more about the Trust’s programs and initiatives, and how it helps deliver social, economic and environmental benefits to the Basin, visit ourtrust.org or call 1.800.505.8998.
YOUTH: APPLY NOW FOR FREE LEADERSHIP EVENT
Rocky Mountain School District is Proud to be a partner in EECOM 2018 Classrooms to Communities Conference
to be held this fall at St. Eugene in Cranbrook. There will be a number of sessions that will be of interest to teachers on the PSA Day on October 19, 2018. Teachers are able to register for that single day if not able to attend the full weekend event. Watch for upcoming registration information - this is sure to fill up early!
Learn more :https://www.facebook.com/events/137683120232987/
Keeping in mind the tenants of Universal Design For Learning, the team at Alexander Park has begun a professional learning project with Stacey Wakabayashi and the team from Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD). Once a month for six months the team at Alexander Park interacts with the POPFASD team using SmartBoard technology and Adobe Connect Software. Each meeting advances our learning along a trajectory of themes - each one building on the learning of the previous meeting and the interventions implemented in the interim.
The team at Alexander Park determined that our learning focus staff meetings could become more meaningful if they were structure on a continuum of learning about a topic that challenged us on a daily basis. When the team chose to approach POPFASD, they did so not purely in the interest of diagnosed students with FASD, but rather from the perspective that what we implement to improve success for students with FASD will also benefit all students with challenges in multiple learning domains.
We began our project by meeting with Stacey and sharing the learning domains and behaviours that routinely challenge our teaching practice. We broke these down into thematic areas and a progressive continuum for learning. We began with an overview of the challenges facing students exposed to alcohol prenatally. We have since moved into a focus on executive function: defining it and identifying how behaviours we notice in our classes each day are linked to specific aspects of executive function.
Additionally, throughout the project we stay connected by using an interactive page on the POPFASD web site to share the ideas and feedback we implement between meetings. In addition to sharing with our own team, the team at POPFASD are able to offer assistance and keep in step with the successes of the team at Alexander Park.After our first meeting the team shared many interventions (pictures, stories, and feedback) related to environment and external structures in their classrooms.
This has been an excited learning project so far! It has brought a cohesiveness to our team’s learning as well as connected us with resources outside of Golden. Hopefully, in addition to optimized achievement for our students, we will be able to offer POPFASD feedback allowing their team to offer these sessions to many other professionals in education.
Alexander Park Team in Professional Learning Project with POPFASD
Our learning is
empowered by technology
Thank you Steve Wyer
Overview of Competencies
PERSONAL & SOCIAL
Positive Personal & Cultural Identity
Personal Awareness & Responsibility
SD 6 Guidelines for Reporting Student Self-Assessment of Competencies
Our communication results in common understanding
In our implementation of the new curriculum a change that has had a significant learning curve is the introduction of the Core Competencies. We see the leadership role as NAMING, NAVIGATING, NOTICING, NURTURING, and NUDGING the Core Competencies in our schools. The role of teachers with the students involves the same elements.
We have noticed the emphasis in many schools on communicating to all what the Core Competencies are and in using the language from the curriculum across their activities and assessments.
The District Resource centre has seen a proliferation of laminating for posters for classrooms for recording and collecting examples of the Core Competencies in action that students will be able to reference when they reflect at the end of the year on their own growth in the competencies.
We invite schools and educators to share how they are communicating about the Core Competencies with one another, students, and parents.
Send your examples, pictures, ideas, and stories to email@example.com
Ministry of Education Updates
Career Life Education:
As of July 2018, Career Life Education (CLE) will begin implementation along with an all new grade 10 curriculum. To support flexible scheduling and delivery of this four credit course, three course codes have been included in the course registry. This will enable delivery of this course as either two, two credit courses or one four credit course. Click these links for an overview of career education, including the draft CLE and draft Career Life Connections (CLC) curriculum. Final versions of CLE curriculum will be available April 30th, 2018, and CLC by June 30th, 2018.
Olympic Journal for Students
The PyeongChang 2018 Olympic Winter Games are here and the Canadian Olympic Committee education team is excited to launch the My Olympic Journal to serve as a journal for your classroom to follow our Team Canada athletes during their Olympic journey in Korea. Click here for more information.
Designation of Non-Instructional Periods and Non-Instructional Day for 2018-19
In response to requests from our education partners and in order to continue to support curriculum implementation, the Minister has made changes to the School Calendar Regulation that will be in effect for the 2018-19 school year.
The hours of instruction for the 2016-17 and 2017-18 school years were reduced in 2016 by five hours to the following:
•848 hours for students in kindergarten
•873 hours for students in grades 1 to 7
•947 hours for students in grades 8 to 12
This reduction of instructional hours is extended to the 2018-19 school year.
Boards of education will be required to schedule non-instructional periods totalling five hours for teachers to participate in discussions and activities that develop evidence-based approaches to curriculum implementation. For the greatest flexibility, the five hours may be scheduled on different days, in increments or all together.
The Minister is also designating the purpose of one existing non-instructional day in 2018-19. In addition to the five hours of non-instructional time, boards are to focus one non-instructional day on discussions and activities that, in the board’s opinion, develop evidence-based approaches to one or more of the following current education priorities: curriculum implementation, Indigenous education, Sexual Orientation and Gender Identity (SOGI), and student mental health.
The School Calendar Regulation may be viewed online at the following link: https://www2.gov.bc.
Q & A re: Graduation Program Curriculum Implementation Schedule
when the new curriculum will be implemented
differences between 2004 and 2018 Grad Programs
revisions to Board Authority Authorized (BAA) Courses
impact on students already in the 2004 Grad Program
Read the Q & A
Request to be on the LL Report Mailing List
Read archived copies
Contribute your stories & information about learning to learning.leadership @sd6.bc.ca
Board Meetings schedule
@RMSD6 #SD6, #SD6learns, #SD6outside
check out our new website!
Be Connected to Rocky Mountain School District
LEARNING LEADERSHIP REPORT
Rocky Mountain School District Learning Leadership Calendar 2016-2017
Feb 12 - Family Day
Feb 19 - Non-Instructional Day
Feb 19-23 - Winter Take Me Outside Week
Feb 20 -District admin pro-d session
Feb 21- District admin meeting
Feb 28 - District Parent Advisory (DPAC) video meeting
Mar 15 - Teacher Preference Forms due
Mar 19-30 - Spring Break
Apr 2- Easter Monday
Apr 3 - Back to School
Apr 10 - Board Meeting
Apr 16 - Non-Instructional Day (Regional Specialist Day)
Apr 17 - District admin video meeting
Apr 23-27 - Spring Take Me Outside Week
Apr 25- District Parent Advisory (DPAC) video meeting
May 8 - Board Meeting
May 15 -District admin pro-d session
May 16- District admin meeting
May 21 - Victoria Day
May 30 - District Parent Advisory (DPAC)
Jun 5- WZ admin meeting
Jun 6 - GZ admin meeting
Jun 7 - KZ admin meeting
Jun 28 - Last Day for students
Jun 29 - Admin Day
July 1 - Canada Day
Rocky Mountain School District is a busy place.
We do many things in threes by zones, we all travel for events held in one zone or another, and we also connect for some things by video conference.
We will care deeply, act wisely, and find joy in each day!
See our one page calendar of instructional and non-instructional days and holidays: School District 2017-2018 Calendar PDF
See our online calendar of events by month: School District 6 online calendar of events
Calendars for 2018-2020 are expected to be adopted at the Februay 13, 2018 Board Meeting