We will care deeply, act wisely and find joy in each day!
Cross-Curricular Field Study
Golden Secondary Student Conference p. 26
Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.
Our students experience environmental, outdoor and community based learning.
Our students and staff feel safe, connected and valued.
Learning Leadership Report
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.
Aboriginal Grad 2017
Six of our nine aboriginal graduates were able to make it to the First Annual Aboriginal Gathering and Celebration evening on May 25th. It was an exciting evening with a procession of grads and dignitaries, jiggers, fiddlers, speeches, presentations and a delicious dinner of stew, bannock, and a variety of desserts. Thanks to our MC’s, Syenna Mitchell and Jasey Jones, as well as all of the Aboriginal youth, parents, and elders who worked hard to plan and prepare for this event!
Thank you Iris Trask
Windermere Grade 1 Class Making Bannock
Part of the Aboriginal Program here at the Windermere School is to learn about various Aboriginal Foods’. Mrs. Godlien/Mrs. Danyluk’s Grade 1 Class got a chance to participate in making Bannock. They were shown a list of ingredients, how it was prepared and baked. They made one Bannock that contained Raisins and one that was basic. Each student got an option to sample both which was enjoyed with a side of butter, jam and maple syrup.
Thank you Riva Stevens
The Beginning of High Tea in Our Classroom
We have High Tea weekly every Wednesday afternoon.
High Tea is our Health and Career class, where we learn all about goal setting, Social Responsibility including manners and social navigation.
In relation to the new curriculum, we focused on communication skills.
Writing Invitations and thank you cards covers some of the Language Arts curriculum, Fine Arts curriculum, as well as teaching ways of respecting and acknowledging others.
We invited special guests like our principal, Mr. Broderick and our Vice Principal, Mrs. MacDougall, as well as, some PAC members to join us for one of our weekly afternoon teas.
On special occasions, we have had themed teas.
Tea time has grown into a culture in our classroom teaching life skills and leadership.
“It teaches me to be fancy and it taught me proper etiquette”. ~ Abby
“Tea time is teaching me manners and because I have to dress up for hockey (shirt and tie) I can now wear my dress up clothes to tea”.~ Brayden
“We are enjoying the experience of being taught in a new way”.~ Rylee & Emilie
“Tea time has given me the confidence to know how to conduct myself in a public social setting.” ~ Braxton
“How to listen and be quiet”. ~ Bella
“How to dress respectfully for social events.” ~ Adriana
Curriculum Learning – Communication Competency
Connect and engage with others
Acquire, interpret and present information Explain/recount and reflect on experiences and accomplishments
Chateau Lake Louise Field Trip Afternoon High Tea
Field Trip – April 19th, 2017 at Chateau Lake Louise
Students were placed in a public setting and had an opportunity to put into practice all they have learned since September. The skills they demonstrated were appropriate table etiquette and decorum, becoming well-mannered ladies and gentlemen, carrying on polite conversations, respectfully interacting with the servers and eating with the appropriate manners required for afternoon high tea. This was a big day for all the students as many spent extra time in the morning getting ready in their finery.
The menu consisted of fresh seasoned berries with alpine whipped cream, four finger sandwiches, buttermilk scones with Devonshire cream, house preserve, lemon curd, and an assortment of sweet treats.
Lady Grey Elementary
Grade 6 & 7 class
Health & Career High Tea
Afternoon High Tea was enjoyed by all and each student walked away richer from the experience. The chef even catered to one of our students with food allergies, making something equally special so this student could enjoy the experience fully.
Student were asked the question what have you taken away from this experience?
The view was amazing, it was fun exploring the hotel and I could be polite. ~ Grace
Lake Louise was a beautiful place and it was bigger in person, breathtaking. I learned I could be a gentleman. ~ Brayden
Good manners and memories, the view and how nice an experience it was. I would like to go back ~ Katrina
I have manners now, all the great food and people, and I enjoyed the beautiful scenery. ~ Nakita
That the waiters treated us like adults. ~ Abby
How to eat different foods, my partner and table group made this experience enjoyable. The amazing view, how delicious the food was, the tea was amazing. The waiters & waitresses were awesome and polite. I LOVED IT! ~ Emilie
I liked the food and dressing up, I love how nice everyone was. ~ Jordan
This was the first time being in a high class formal place and I really liked it. ~ Ethan
Something that wowed me was the food. I am a really picky eater bcut I liked everything. I learned how to respectfully eat in a formal place. ~ Akaisha
I liked my table group, how I was allowed my independence as I could wander the hotel with a partner and my left-over food. ~ Samantha
Parents Comment about their experience at Chateau Lake Louise and the
impact weekly High Tea has had on the education of their child.
Wonderful, delightful, charming, lovely young boys and girls. You will never regret being so kind. So, proud off you all. It was a pleasure to be a part of the adventure. I think it was a wonderful idea to do the tea time. ~ Daniella Mastroianni
- I found it interesting to watch the kids become so self-aware and conscious of how they and their peers behaved. They really worked together to keep each other in line. High tea is an activity set out with high expectations and all the kids wanted to live up to those expectations. ~ Lori Larwill
- I was so totally impressed with the manners, etiquette and dedication from your students. It was a pleasure to spend time with your class. Thank you. ~ Nina Vincenzi
adventure. I think it was a wonderful idea to do the tea time. ~ Daniella Mastroianni
I found it interesting to watch the kids become so self-aware and conscious of how they and their peers behaved. They really worked together to keep each other in line. High tea is an activity set out with high expectations and all the kids wanted to live up to those expectations. ~ Lori Larwill
I was so totally impressed with the manners, etiquette and dedication from your students. It was a pleasure to spend time with your class. Thank you. ~ Nina Vincenzi
Parent Thank You
A final thanks to the seven parents and one grandparent who came along assisting the students as chaperones and helping to evaluate the students in the following categories: appearance, hygiene, manners, food, conversation, and overall table scores.
A special thanks to our classroom support worker Ms. Hirst, who did her best to make the girls feel comfortable. She sat at the student table and chaperoned a group of four girls. Finally, a very special thank you for the support of the Lady Grey PAC, who contributed $10.00 per student to reduce the cost of this field trip.
Thank you Lisa-Marie Putney
On May 5, 2017 several of Selkirk Secondary’s most ambitious students participated in Leadercast 2017 held at The Prestige in Cranbrook. The presentation was broadcasted live to thousands of host sites and included amazing speakers from many different walks of life. The theme of Leadercast 2017 was “powered by purpose” and many of the positive messages prompted the students to evaluate and seek their purpose now and in the future. Selkirk’s participation in Leadercast 2017 was spearheaded by Lori Joe and the Kimberley Youth Action Network.
Thank you Scott Sharun
SD 6 Student to Swim for Team BC at North American Indigenous Games
Trent Trent Walkley has been selected to swim with TeamBC at the North American Indigenous Games (NAIG) 2017 being held in Toronto, Ontario – July 16th – 23rd.
The North American Indigenous Games (NAIG) is the largest international sporting and cultural gathering of Indigenous people, welcoming more than 5,000 athletes and coaches, 2,000 volunteers, and countless spectators and dignitaries from across North America. Fourteen sports will be featured as part of the 2017 NAIG.
Trent qualified as one of the four male (U14) swimmers from the province of BC. He will be competing against U14 swimmers from all the other Provinces, Territory and States. The competition format is heats and finals. Trent was selected to the Team based upon his 50 fly ranking, but he will have the opportunity to race up to 6 events. These events will be selected in cooperation with Trent along with his home team coach / Jackson Sorensen. The criteria for selection were based on Trent’s performance results from sanctioned swim meets.
Trent will be representing: the Province of BC , Ktunaxa Nation , Aq’am Community, Kimberley Seahorse Swim Club and Kimberley .
Trent is the only BCSSA swimmer in the U14 category the other three swimmers that were selected are from Swim BC.
Thank you Trent's Grandma & Jacinta Marina
Learning First Peoples
Summer Institute for Teachers
August 21-24, 2017
Sheraton Vancouver Airport Hotel
7551 Westminster Highway, Richmond, BC
Aug. 21-22, English First Peoples, Grades 10-12
Aug. 23, Residential Schools and Reconciliation Resource Guide (Elem/Sec)
Aug. 24, Science First Peoples Grades 5-9 First Peoples
The Learning First Peoples Summer Institute is designed to support educators to bring quality, authentic First Peoples teaching and learning into BC classrooms.
Comprised of three different sessions, which can be selected individually, the sessions will introduce resources that focus on themes, issues and topics of importance to First Peoples learning and informed by the First Peoples Principles of Learning. Each session will include print resources, activities and opportunities for professional dialogue and networking.
REGISTRATION & EVENT RESOURCES: www.fnesc.ca/summerinstitute
For questions, please contact Riannon Nahanee toll-free 1-877-422-3672 email@example.com
Presented by the
First Nations Education Steering Committee &
First Nations Schools Association
Leadership Group at Windermere Elementary
Our Leadership group was able to purchase 18 impact rafikis, giving water, food, education, school supplies, opportunity and health care for those in need around the world. Our future goal is to raise enough money so that every student and staff will have their own rafikis. Thank you to our entire WES family for supporting our Me to We fundraisers this year!
Thank you Tanya Hatalcik
Windermere Elementary Field Study
“It’s important that children have the opportunity to bond with the natural world.” ~David Sobel
On Monday, May 8, the Windermere Elementary School Grade 6 & 7 class went on a trek along the Old Coach Trail and the Deja View Trail. This field study, planned by Tara Whittick and Barb Carriere, had many purposes, all of which supported the students’ literacy learning through our school wide “Rock Sequence.”
Taking our learning outdoors was rewarding on so many levels. Here are some of the outcomes of the Place-Based Learning field study:
Thinking like scientists, noticing our surroundings by zooming in on the various features of the landscape.
Exploring and practicing ways to self-regulate, calming our minds, bodies, emotions and spirits.
Relating our experiences in nature with our voices as writers as we developed poetic vocabulary to describe the landscape around us.
Thinking creatively, critically and reflectively as we wrote free verse poetry.
Experiencing, connecting with and interpreting the natural environment.
Collaborating, thinking and communicating to make decisions, and to solve problems.
Exchanging information, experiences and ideas by exploring the world around us.
Thank you Tara Whittick
Sense of Place
Rocky Mountain School District Environmental Education Leadership Clinic Team
Eight of our district educators have just returned from the 2017 Leadership Clinic, and are renewed with energy and momentum. Our team was made up of three educators from the Kimberley zone (Dan Clark, Laurie Neeve, and Natasha Burgess), three from the Windermere zone (Tara Whittick, Hannah Garvie-Ransen, and Alyssan Gauthier), and two from the Golden zone (Sandra Beckett and Caren Nagao). The Leadership Clinic never seems to disappoint, and our team felt so empowered by our planning and networking time. This conference truly does 'walk the talk'! Our Local Chapter of EEPSA, which can now be identified by the title, Rocky Mountain Place-Based Learning Network, wanted to express our gratitude for the support provided by the district. The teachers who attended this clinic commented numerous times on the value of connecting and collaborating in such a beautiful space. Having the gift of time and space to explore ideas about where we want to go was so incredibly valuable, and there were many comments about how wonderful it is to have a group of like-minded educators to share ideas with. For a slideshow of photos from the 2017-18 Leadership Clinic, please use this link: https://animoto.com/play/zlXUQ0hk8SzqlfDBySXfOA. Our team has come away with ideas about a number of amazing professional development opportunities for the 2017-18 school year, so keep an eye out for messages from the Rocky Mountain Place-Based Learning Network! will be .
Thank you Natasha Burgess
Rocky Mountain Place-Based Learning Network
Would like to thank the District for contributing the texts to our 2016/2017 book study!
Invite Teachers to sign out the available copies at the DRC
Testimonials from Teacher Participants:
“Coyote's Guide to Connecting with Nature provided me with the theoretical structure to make learning outdoors purposeful and focused. The hands-on activities section added a myriad of tools to my outdoor and environmental education toolbox.”
"Coyote's Guide is a trickster in itself as it's a huge, intimidating looking book that is actually very easy to read, full of practical ideas, beautiful pictures, and opportunities to jump into new or familiar experiences. It will help tweak your teaching abilities to a smoother delivery that has students looking for more. It will also help you see that you already have valuable experiences and knowledge that you can use to get students outside and learning about the interconnectedness of the world around them. Thank you SD6 for providing these books and the opportunity to learn from them and with other educators!"
"I use my Coyote Mentoring Guide all the time - I love how easy it is to find a quick new idea and activity! "
"This text influenced all areas of my teaching with the reminder of the power in engaging students in their learning. With tips and tricks that seem so evident, when in reality, these common sense ideas have created such meaningful change in my practice. "
Thank you Hannah Garvie-Ransen
Thank you Hannah Garvie-Ransen
Read Making Waves to find out about what is happening in Kootenay-Boundary school districts around Environmental Education and upcoming learning opportunities and grants!
The six School Districts in the Kootenay-Boundary region continue their collaboration to enhance outdoor, experiential, place-based, and place-conscious learning. This circular allows us to share what is happening across our schools, resources, and professional learning opportunities.
Read the Summer Edition of Making Waves
CBEEN May eeNewsletter
7 Local Chapters of the BC Environmental Education Provincial Specialist Association (EEPSA) have emerged from CBEEN's recent Leadership Clinic! School Districts 5,6,8,10,19,20 and 51 have established these teacher-driven organizations which will help local teachers come together to collaborate, network and engage in pro-d around environmental learning. Click here to find out more.
Deeply Connecting with Nature
Those who have a deep connection with nature have many attributes needed to thrive in our rapidly changing world: inner happiness, empathy and respect for nature, a commitment to helping others grow and a clear sense of personal vision. Inspiring children to develop these attributes can be achieved through the artful (and sometimes invisible) practice of “core routines.” Read more...
vFive Minute Field Trips
This session profiles one of our favorite teacher resources, “Five Minute Field Trips:” a kind of ‘greatest hits’ compendium of an experienced environmental educators’ favorite activities. The guide is designed for teachers and classes wishing to do simple and enjoyable outdoor environmental activities on their school campus. In this session we’ll “learn by doing” as many of these activities as possible. Read more...
VISIT CBEEN'S WEBSITE FOR MORE
2,400 Rocky Mountain Students Experience Wild Voices for Kids and Wildsight Programs in 2016-2017
We appreciate the generous support of CBEEN and Wildsight for the programming and opportunities they provide to the students of SD 6. These are experiences that enhance learning across the curriculum and create memories for life for our students!
First Student Conference at GSS
On May 9th, GSS held our first ever Student Conference. It was designed to resemble a teacher professional development day with a key note speaker, breakout sessions and snacks provided. Thanks to our PAC, we had stand-up comedian and inspirational speaker, Ian Tyson, for the morning keynote plus two breakout sessions. Students could choose from a number of sessions for the morning and afternoon, including “Hero Inside”, “Being a Leader”, “What the heck is Mental Health Anyway”, “Leading from the Inside Out”, “Brain Architecture”, and “Safetalk”. All of the sessions were facilitated by community resource people. Feedback from students who attended was very positive. This type of learning fits very nicely with BC’s new curriculum and is something that we will see more of in the future!
Our learning community is
research based and collaborative
Transformative Education Leader Journal
Transformative educational leaders question,
what if, why, and what about?
Then they seek learning and take action.
British Columbia’s transformative educational leaders do this work in classrooms, boardrooms, community forums, out on the land and across agencies. Perhaps most importantly, they do this together across roles. In this journal, transformative educational leaders share how using research in practice impacts learners..
Thank you Angela Stott
Thank you Allison Kostiuk
French Games at Lindsay Park
Grade 10-12 French students from Selkirk trekked up to Lindsay Park last month to lead the Grade 2 and 3 students in games spoken in French. Students loved learning some new French words and getting to play these fun games outside on such a beautiful sunny day! A big thank you to the French students and Mr. Keiver for organizing such a great event!
The District Staff Development Committee awarded a total of $20,000 to support these collaborative projects in 2016-2017:
The Leader in Me Year Three
Outdoor Nature Kindergarten
Cultivating Leadership in Learning Driven by Technology
Interschool Numeracy Initiative
A Focus on Secondary Literacy Capacity Building for Staff and Students Across the Curriculum
Dirty Teaching – Getting students outside learning
Alternate School Curriculum Collaboration
Developing number sense and mental math through Cuisenaire Rods and the work of Carole Fullerton Book Club.
Buddy Class Learning in the Science Curriculum
Selkirk Secondary School Garden Project Kimberley, B.C.
Assessment and the Redesigned Curriculum
Developing Common Assessment Practices for Student Inquiry
We asked for the staff learning and impact on student success of each grant project to be shared in the Learning Leadership Report. We hope you enjoy reading about these projects.
Collaborative Grants support inter-school staff learning collaborations. The funds support the "getting together" for this work embedded professional development:
release time and travel to visit each other's classrooms, and co-teach,
meals to fuel planning and reflecting meetings outside of sthe school day.
Collaborative Grant : Developing Common Assessment Practices for Student Inquiry
Last year, our team [Kim McKinnon, Dylan Dainard, Meriel Fletcher and Alyssan Gauthier (J. Alfred Laird Elementary as well as Carol Zehnder (Eileen Madson Primary)] worked together to create an Inquiry Framework for teachers and one for students, which we used to plan for inquiry work in our classrooms, and gave students to support planning for their own, inquiry work. This year our team [Kim McKinnon, Dylan Dainard, and Alyssan Gauthier (J. Alfred Laird Elementary School) Hannah Garvie-Ransen (Windermere Elementary)] joined to create a student self-assessment of inquiry processes and skills titled: Evidence of Inquiry Processes and Skills. In this self-assessment we have linked the core competencies to the criteria in each phase of the inquiry process. Students will use this assessment to set goals and to evaluate their progress and skills within their own inquiry process. They will also use the assessment to provide evidence of meeting the criteria set.
Our group believes a scaffolded approach to assessing inquiry processes and skills will support students in taking ownership over, and becoming more comfortable with, inquiry-based learning. In addition, creating common language around the assessment process of inquiry will assist students in learning throughout their schooling.
We’ve attached the fruits of our labour of our past two years of working together to share with you! In this report, please find the links to the:
1. Student Inquiry Framework
2. Teacher Inquiry Framework
3. Student Inquiry Thinking Book
4. Student Inquiry Self-Assessment
5. Inquiry Flowchart
How we are using our Inquiry Framework and Student Self-Assessment of Inquiry
Alyssan Gauthier’s grade 4/5 class:
Alyssan’s grade 4/5 class has been using the Student Inquiry Framework and the Student Inquiry Self-Assessment to guide the exploration of native plants in the Valley, learn to why they are important to the environment, and to continue the class’s tradition of learning how to run a business. Having the core competencies linked to the criteria for inquiry has helped students become more familiar with these terms and how these competencies are embedded in everything we do. This year, the class has created a native plant business. Students have ‘adopted’ a native plant species, learned about where the plant grows and how to care for it. Students are now working in five business teams (Merchandise, Promotions, Set-up (for sales), Public Relations, and Bookkeeping) to start and run a native plant business. Susan Clovechok, the Executive Director of the Columbia Valley Chamber of Commerce has worked as our company advisor. Students use the Inquiry Framework to record their inquiry process through the phases of: Engage Learning, Explore Learning, Pursue Learning, Reflect on and Re-Assess Learning, Report on or Act on Learning, and Reflect on Learning. Students are using the inquiry assessment to share evidence of their processes and skills. Students will sell the native plants they’ve grown at school and through local businesses in Invermere. Profit from the business will contribute to the class’ micro-loan project, Building Beginnings, and will be loaned out to a deserving local or global community member.
Kim McKinnon’s Grade 6/7 Class:
Team Leader Merchandise Team
Executive Director, Columbia Valley Chamber of Commerce
Saffian Douglas, Rebecqa Clarke, Bill Warbrick
Planting Native Species
Kim McKinnon’s grade 6/7 class has been using the inquiry framework to build marble rollercoaster runs and understand the relationship between force and motion. As they are working through the inquiry process, they are also assessing their progress using the Evidence of Inquiry Processes and Skills self-assessment. Filling out the Student Inquiry Framework and Evidence of Inquiry Processes self-assessment has helped the students understand where they are at in their inquiry, be more cognitive of their learning, and evaluate the development of their core competencies and the language around them. Kim has used the Teacher Framework of Inquiry and Evidence of Inquiry Process and Skills Framework to assist in guiding her class and to reflect on her roles and responsibilities throughout the process.
Dylan Dainard’s Grade 5/6 Class:
Dylan Dainard’s Grade 5/6 Class:
Last term my class of grade 5/6 students embarked on their first group inquiry projects. We started by forming companies, electing students into company roles, establishing daily pay rates and learning how to record their wages in bank accounts. Creative brainstorming was up next to develop an innovative product that the groups could sketch, design, and eventually develop a working prototype. In order to build the prototypes, companies had to write a letters to local businesses asking for various material required for the job, they also had to develop an advertisement for the final product, and a thank you letter to all of the businesses that donated goods. Many groups faced difficulties on developing and sticking to timelines, meeting deadlines, working through social problems amongst the group, and challenging work habits. Every group worked through their challenges and eventually found great pride in their finished product. We finished up the inquiry by developing a rubric, allowing the groups to contribute, and then presenting their entire inquiry project to the rest of the class. Throughout the project, I had the companies test the “Student Inquiry Thinking Book”, which our PLC group had developed. The thinking book worked very well as a guide for students to follow throughout the inquiry adventure. I plan on testing it further during our next solo inquiry project.
Hannah Garvie-Ransen’s Kindergarten Class:
Hannah has used this opportunity to explore the core competencies in greater depth and more purposefully approach the development of these skills through inquiry in Kindergarten. As this process takes a different shape in early primary, she is looking forward to adapting this self-assessment model for students to reflect on singular competencies within their level of understanding.
Thank you to Rocky Mountain School District 6 for providing us with release time to collaborate, funded by the Collaborative Grant Program!
Thank You Alyssan Gauthier
Collaborative Grant : Inter-school Numeracy Initiative
This year, 4 elementary teachers from LGES and 3 secondary math teachers from GSS worked together in a Collaborative Group to discuss numeracy, with specific attention to the grade 6-8 level. Our main focus was to pinpoint what and how we are teaching our students in order to improve their basic numeracy skills and enjoyment of mathematics. The group met 3 times throughout the year and tackled discussions like “what does it mean to be numerate (at varying grade levels)?”, “what are the biggest challenges we face in developing numeracy?” and “how can we address them?”. As the year progressed, we encountered many new topics of discussion such as “what value/place does the FSA have in our classrooms?” and “how do we bring numeracy more to the fore front?”. The group also saw value in being able to observe others teaching and some of the teachers at GSS were able to co-teach at LGES for two mornings, where teachers could observe how a secondary math teacher would introduce various core ideas and the activities they would use to practice them. We are looking forward to continuing the discussion next year, building on the connections and communication created this year and striving to improve numeracy across the new K-9 curriculum.
This year at Golden Secondary School, part of the LIF was put towards the position of numeracy co-ordinator. The focus was placed on targeting grade 8 numeracy as it was felt this area was the area that would have the greatest impact on the school as a whole. The grade 8’s were given a school-based numeracy skills assessment during the first few weeks of school. The numeracy co-ordinator then met with all grade 8 students to go over the assessment in order to perform a more accurate (both written and oral) assessment of each student’s skill level. The numeracy co-ordinator was then able to provide feedback to the teacher about the strengths and weaknesses of specific students as well as the class as a whole. The hope was this feedback would make the teacher more aware of target areas where pre-teaching or review would benefit the class. We are hoping to continue this program next year and measure the impact that the additional time and support of a numeracy co-ordinator has on students’ numeracy skills.
If you have questions or comments about developing numeracy at any level, please contact Lisa Fawcett at firstname.lastname@example.org.
Thank you Lisa Fawcett
Coding Fair at Lindsay Park
Through a grant from SET-BC to support a coding inquiry project at our school this year, students in grade 1 and 3 have been learning how to code. To celebrate 10 years of the coding program, Scratch, and to show off our coding skills to the rest of the school and our parents, the grade 1’s and 3’s had a Scratch Coding Fair in May!
It was great to see everyone sharing their projects, learning new things, utilizing pair programming, and helping others. Coding can be so much fun!
Visit http://sd6lindsayparkcodinginquiry.edublogs.org/ to learn more about our coding project!
Our learning is
empowered by technology
Visit http://sd6lindsayparkcodinginquiry.edublogs.org/ to learn more about our coding project!
Thank you Allison Kostiuk
Our communication results in common understanding
Read the Learning Leadership Report to find out what is happening across the district with student and professional learning. Contribute to the LL Report to share what you are doing and invite others to connect with you.
Be Connected to Rocky Mountain School District
The link to a new Learning Leadership Report is e-mailed to Trustees, all staff and community partners each month. You can view the report online or download a pdf copy from the link.
Click here to check out the archive of previous issues the Learning Leadership Report
Please feel free to contact Cheryl at 250- 342-4673 if you have any questions.
YOU ARE INVITED TO SHARE
examples of and stories about learning or information about upcoming learning opportunities.
Follow @RMSD6 on Twitter for important announcements including busing and emergency bulletins. Look for and add to #SD6, #SD6learns, #SD6outside,
The public is welcome to attend Board Meetings. They are held on a rotating basis in schools across the district in the fall and spring and by video-conference from the zone offices in the winter. Click here for the schedule.
Please email submissions to tototo:email@example.com
Check the SD6 Website on a regular basis for information about the District: www.sd6.bc.ca
Rocky Mountain School District Learning Leadership Calendar 2016-2017
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.
Jun 1 GSS Music Concert, Art/Metal Show
Jun 2 - KZ Retirement & Recognition event
Jun 6 GZ Admin meeting; GZ School Plan Celebrations
Jun 7 WZ Admin meeting; WZ School Plan Celebrations; SSS Music Concert
Jun 8 KZ Admin meeting; KZ School Plan Celebrations; DTSS Reach Art show opening night at Pynelogs; SSS Sports Banquet; DTSS Athletic awards
Jun 9 - WZ Retirement & Recognition event
Jun 10- GZ Retirement & Recognition event
Jun 13 Board Meeting
Jun 14 - DTSS Jr. Band Concert
Jun 15 - DTSS Awards Ceremony; NES Grade 7 Farewell; SSS Academic Awards; DTSS Sr. Band Concert
Jun 16 - GSS Recognition Assembly
Jun 19 - GSS Awards Ceremony
Jun 21 Aboriginal Day
Jun 23 - SSS Grad March & Prom
Jun 24 - SSS Grad Ceremony
Jun 27 - EES Leaving Ceremony; EMP Leaving Ceremony
Jun 28 - DTSS Grad March and Prom/Dinner; LPE Grade 3 Farewell Assembly; WES Year End Assembly
Jun 29 Last Day for Students; Elem final report card goes home; DTSS Grad Ceremony and Dry Grad; GSS Grad Breakfast; GSS Grad Ceremony
Jun 30 Administrative Day; GSS Last lap, Prom Social & Prom Dinner
Jul 1 - Canada Day
. . . . . Summer Vacation! . . . .
. . . . . Summer Vacation! . . . .
Aug 30 *GZ Staff Start of Year Assembly & Ministry-themed NID
Aug 31 *KZ Staff Start of Year Assembly & Ministry-themed NID
Sep 1 *WZ Staff Start of Year Assembly & Ministry-themed NID
*The two NIDs that are not the staff assembly day for that zone are a day for Professional Development and a day for Curriculum Implementation
Sep 4 Labour Day
Sep 5 First Day for Students
See our one page calendar of instructional and non-instructional days and holidays:
School District 2016-2017 Calendar PDF
See our online calendar of events by month:
School District 6 online calendar of events
We will care deeply, act wisely, and find joy in each day!