Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.
WZ Retirement & Service Recognition p.10
Welcome Back Messages p. 3
Revised Professional Standards for BC Educators p. 15
We will care deeply, act wisely and find joy in each day!
Starting the Year with Place-based Indigenous Professional Learning
Rocky Mountain School District
Learning Leadership Report
Read archived editions of the Learning Leadership Report on our website www.sd6.bc.ca (Look under About Us)
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.
Learning Leadership Report
With great pleasure, we extend greetings to all staff, students and parents, and a warm welcome to everyone who is new to our Rocky Mountain School District Community. If you are new to us, please take the time to familiarize yourself with the District and School websites at www.sd6.bc.ca. Scrolling down the main page brings you to our Mission, Vision and Guiding Principles, and you will also see calendar items, a twitter feed and other news items posted from time to time. Board of Education information is under the “About Us” menu where you will find a regular monthly update on their activities. Under the same menu, you will also see our Enhancing Learning Framework, which includes links to our School Success Plans (2019-20 plans will be posted in mid-October). In our District, we have a strong collaborative culture focused on the needs of every student, as we continuously strive to “care deeply, act wisely, and find joy in each day!”
We have new staff members in District positions this year. In the Central Office, we welcome Dave Vernon in CUPE Payroll, and our District Psychologist, Amy Bourbeau, returns from leave. We have new Principals Margo Reinders (Nicholson) and Michelle Iacobucci (Lindsay Park), and Vice Principal Kelsey Doolaar (Golden Secondary). Some staff in District positions are taking on new responsibilities in the coming year. Steve Wyer moves from Alexander Park to be the new Principal of Golden Secondary, Bob Wilson moves from Nicholson to Alexander Park, and Crystal MacLeod moves from Lindsay Park to be Vice Principal at Selkirk Secondary. Lisa Tenta becomes Acting Principal of our Distributed Learning Program and continues to serve as Vice Principal at David Thompson Secondary. Congratulations to all these staff members and we wish them the best in their new roles!
Improving outcomes for all our students continues to be our focus in Rocky Mountain. This involves reflecting the hopes and dreams of our communities through our District Directions, in being strategic about improving literacy and numeracy, working together to ensure regular attendance at school, ensuring equity for all, weaving indigenous perspectives into curricula, and more. In the Provincial picture, we continue implementation of the new Grade 10-12 Graduation Program. For more information, please follow this link: http://www.sd6.bc.ca/Parents/Parent%20Notices/Pages/default.aspx
On behalf of the Board of Education and the Senior Staff of the District, we thank you for everything you do to support our students.
Have a great year!
Board & Superintendent
Welcome to the 2019-2020 School Year
Amber Byklum Paul Carriere
Chairperson, Board of Education Superintendent of Schools
On behalf of the SD#6 District Parent Advisory Council, welcome to the 2019/2020 school year!
We hope everyone found time to enjoy the beautiful summer we’ve had all through the East Kootenay’s, and we are excited to see what this next year brings for our school communities.
For those who may be unfamiliar, the SD#6 DPAC is made up of representatives from PACs throughout our district who work in partnership and collaboration with district administration, our Board of Education and our larger local PAC and provincial PAC communities. We bring a parent/caregiver perspective to inform on decisions that impact our children’s education and well-being in our schools. One of our goals is to maintain clear lines of communication to and from our parent/caregiver communities on everything from local topics to district-wide issues and those that concern our Ministry of Education.
For more information on the DPAC purpose and objectives, please visit https://www.sd6.bc.ca/Parents/DPAC
If your school PAC does not currently have DPAC representation, we would love to hear from you! Due to our district geography, we meet via conference call, video conference, or email. Please contact our DPAC chair, Coralie Hockly at DPAC@sd6.bc.ca for more information.
See you at school!
Rocky Mountain District Parent Advisory Council
SD6, Rocky Mountain
District Parent Advisory
As another year gets underway in B.C.’s K-12 schools, I welcome all of B.C.’s dedicated teachers back after what I hope has been a safe and enjoyable summer. This is an exciting time for education in B.C., and together, we are approaching this school year with a continued focus on student success.
B.C. is a world leader in education, and we are focused on continuing to improve outcomes for all students.
Students are now graduating at the highest rate ever, and it has been encouraging to see outcomes for Indigenous students and students with special needs continuing to improve over recent years. These great results come from the hard work being done in our education system by students, support staff, parents and above all – teachers. The work you do is vitally important to a student’s ability to reach their full potential and succeed.
I’m excited that for the first time this year, all students in the province will be learning from B.C.’s innovative new curriculum and working towards completing the new Graduation Program and assessments, with the K12 curriculum redesign process now complete. Many of you have been using the new curriculum for some time now, and have played a pivotal role in its development and successful implementation. We can all be proud that B.C.’s new curriculum is now providing more flexibility to teachers, and more opportunities for students to explore their passions through inquiries and hands-on learning while developing their foundational knowledge, skills and competencies. We’ve heard teachers’ requests for more support on Indigenous perspectives and Health Education topics in the new curriculum – resource development work is underway in both those areas, and materials will be available during the upcoming school year.
Our government is committed to creating an equitable education system that supports all students to succeed, and we can only do that through true and lasting reconciliation with Indigenous Peoples. We are leading the way as the only jurisdiction in Canada with a tripartite agreement that ensures an equitable education for all First Nations students, no matter where they choose to go to school. We successfully negotiated a five-year B.C. Tripartite Education Agreement with the federal government and the First Nations Education Steering Committee, on behalf of Indigenous rightsholders, securing a $100-million federal investment to support Indigenous language and culture, adult education and transportation in First Nations schools.
Many of you will notice construction underway at your schools this year, thanks to 10,000 new student spaces approved for fast-growing B.C. communities, and seismic projects that are upgrading more than 22,000 student seats to protect students, teachers and staff in an earthquake. Over the past two years our government has approved over $1.5 billion in school capital projects, and we will continue to invest in school buildings through a $2.7-billion capital budget to ensure students and teachers learn and work in safe, modern and comfortable environments.
This year, total education funding grows to $6.6 billion – $1 billion more than there was in 2016-17. We’re allocating 23% more funding to ensure school districts can support students with special needs in the classroom. Here in B.C., we will continue to support and invest in public education, in contrast to some other Canadian provinces. We understand that there is always room to improve, and we are working hard every day to better support student success.
I look forward to another year of working together to make improvements in our education system to support all students as they strive to reach their goals, and I wish every B.C. teacher the best for the year ahead.
Minister of Education
BC Ministry of Education
Back to School 2019 - A Message From the Minister
SD6 is a safe, caring, and healthy place to work and learn
SD6 develops academic and practical skills for lifelong success
SD6 is a research-based, collaborative learning community
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?
The Board has set District Directions for 2018-2023. We organize the Learning Leadership Report around these directions to share how we are bringing them to life across the district.
SD6 grows thinking, communication, personal and social competencies
SD6 supports learning that is place-based, outdoors, and focused on environmental stewardship
Our District Directions 2023 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 6 key themes to guide our work and shape our culture.
SD6 honours diversity and inclusion
How to make a dream
come true: Don’t focus on the dream, or it will always remain a dream. Instead, focus on the first action you can take to bring that dream a little closer. Then take it. Now focus on the next action, and the next , and take that . Each step brings the dream closer to becoming reality. Why? Our elders teach that the dream world and the real world operate on the same energy. You link them through the power of choice. Choose action and the dream moves ever closer to the real.
Embers by Richard Wagamese, 2016, Douglas and McIntyre. Reprinted with permission from the publisher.
Learning Services Plan
Human Resources Strategy
Redesigned Curriculum Implementation
Technology Road map
Rocky Mountain School District: Is a safe, caring, and healthy place to work and learn ● Honours diversity and inclusion ● Is a research based, collaborative learning community ● Develops academic and practical skills for lifelong success ● Supports learning that is place-based, outdoors, and focused on environmental stewardship ● Grows thinking, communication, personal and social competencies
Community Partnership Growth
The purpose of the British Columbia school system is to enable learners to develop their individual potential and to acquire the knowledge, skills and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy.
Health & Safety Framework
Aboriginal Enhancement Agreement
Social Emotional Development Support
Staff Development Plans
Safety & Wellness Support
Rocky Mountain School District Plan for
We will care deeply, act wisely, and find joy in each day.
School Plans for Student Success
We have a tradition of celebrating service milestones and retirements of Rocky Mountain School District staff with each zone community. The Board of Education, CUPE Local 440, and the Rocky Mountain Teachers Association partner to host events each June in Kimberley, Golden, and Invermere that reflect the culture of those communities and allow colleagues, family, and friends of honourees to attend. We extend a big thank you to Executive Assistant Robin Myers for all her hard work and special touches to make these events possible and memorable. We reported on the Kimberley and Golden events in June and now we are pleased to share the Windermere Zone celebration.
The Windermere zone celebration was held on Thursday, June 13 at Copper Point Resort beginning at 6:00 pm. Superintendent Paul Carriere opened by acknowledging the shared traditional territory of Ktunaxa and Shuswap people on which we live and work and spoke to the importance of this opportunity to honour the exceptional people that comprise the Rocky Mountain School District staff. Jane Thurgood-Sagal brought greetings on behalf of the Board, Doug Murrary for the Windermere Teachers Association, and Robbi Jenks for CUPE local 440. 5 year, 10 year, 20 year, 25 year, and 30 year service awards were presented by Paul Carriere, and Jane Thurgood-Sagal. We heard from invited speakers and retirees themselves about their lives, careers, experiences in, and contributions to Rocky Mountain School District. The event highlighted long, meaningful, and valued service by staff across sites and roles in Windermere Zone.
SD6 is a safe, caring, and healthy place to work and learn
Retirement & Service Recognition
in Rocky Mountain School District
Windermere Zone Honourees
15 Years Service
25 Years Service
10 Years Service
20 Years Service
5 Years Service
Becky Blakley ■ Penny Brown ■ Harry Cherney ■ Kim Kascak ■ Anne Newhouse ■ Barb Stewart-Frank
30 Years Service
David Thompson Secondary School
Welcomes a New Year
Thank You Lizzie Midyette and Darren Danyluk
DTSS launched a new school year, a new polished look, and a new timetable with a spirit rally and an enthusiastic welcome to 18 international visitors from countries far and away!!
Accessible Playground for Martin Morigeau Elementary
Thank You Alyssan Gauthier
We LOVE our new accessible playground at Martin Morigeau Elementary School! Thanks to our P.A.C., the community of Canal Flats, Rocky Mountain School District #6, and the B.C. Ministry of Education for this amazing transformation of our playground!
HOSPICE SOCIETY OF THE COLUMBIA VALLEY
Is pleased to host a free workshop on
HELPING CHILDREN & ADOLESCENTS COPE WITH GRIEF
You are cordially invited to join us on
Monday, September 16th
From 3:30 until 5:30 pm in the
Boardroom of the School District Office
620-4th Street, Invermere
Topics covered will be:
Definitions of “Bereavement”
Understanding Child/Teen Broader Framework of loss
Understanding treatment versus companioning
The six reconciliation needs of child/teen mourning
Potential ghosts of child/teen grief
Dimensions of response and helping roles
There are limited seats available. Please RSVP to Michèle Neider at email@example.com or call at 778-526-5143 to confirm your attendance by 12:00 on September 11th, 2019
The BC Teachers Council is pleased to share the Professional Standards for BC Educators, which are now in effect. They replace the Standards for the Education, Competence and Professional Conduct of Educators in BC. These revised Standards were informed by a two-year consultation process that included considerable feedback from certificate holders (educators), education partners, teacher education programs and the public.
The Professional Standards serve both as ideals to which educators aspire and expectations to which certificate holders can be reasonably held.
Standards 1 to 8 have been updated to reflect current terminology and further enhance concepts of diversity and inclusion in BC‘s classrooms. Standard 9 is new and honours the Truth and Reconciliation Calls to Action and the United Nations Declaration on the Rights of Indigenous Peoples. This new Standard carries with it the aspiration and expectation that BC educators strive towards truth, reconciliation and healing, acknowledging the history and contributions of First Nations, Inuit and Métis in Canada, and confirms educators‘ commitment to the success of First Nations, Inuit and Métis students.
SD6 honours diversity and inclusion
New Professional Standard for BC Educators
Revised Professional Standards for BC Educators
9. Educators respect and value the history of First Nations, Inuit and Métis in Canada and the impact of the past on the present and the future. Educators contribute towards truth, reconciliation and healing. Educators foster a deeper understanding of ways of knowing and being, histories, and cultures of First Nations, Inuit and Métis.
Educators critically examine their own biases, attitudes, beliefs, values and practices to facilitate change. Educators value and respect the languages, heritages, cultures, and ways of knowing and being of First Nations, Inuit and Métis. Educators understand the power of focusing on connectedness and relationships to oneself, family, community and the natural world. Educators integrate First Nations, Inuit and Métis worldviews and perspectives into learning environments.
Rocky Mountain International Student Program (RMISP) hosted students from Annaka, Kimberley's sister-city in Japan. This summer exchange has been taking place since since 2007. Visiting students get to experience Canadian life by staying with a host family in the community. They have daily English As a Second Language instruction as well as participate in local place-based activities. Activities include a trip to Fort Steele, the Cranbrook Rodeo, a chance to meet the Mayor of Kimberley, indoor wall climbing, and a river float. This year the program had a very special visitor, an RCMP constable in full serge uniform; it was amazing to see the visiting students' eyes light up when he came to class! many of the families are returning participants from previous years in the program. Annaka will reciprocate in July 2020 hosting School District 6 students.
Thank You Lori Sluth
RMISP Annaka Program
Thank You Amy Shoup
Every year the British Columbia Council for International Education (BCCIE) awards scholarships to qualifying graduating and newly arriving international students in BC. This year Rocky Mountain International Student Program (RMIS) applied on behalf of 3 of our graduating students (Akira Okamura from Japan, Thomas Lee from Taiwan, and his twin brother, Joe Lee, also from Taiwan). We also applied on behalf of 7 scholarship students that we received from Spain to study for the 2019/20 school year. We are happy to report that all 10 of our applicants received a $1,250 scholarship! Congratulations to our students and thank you to BCCIE for supporting our students and program in this way.
RMISP International Students Receive Scholarships
Emotions are integral to learning
Our teaching and learning is guided by these principles
Learners at the centre
The OECD 7 Principles of Learning
The social nature of learning
SD6 is a research-based, collaborative learning community
Assessment for learning
Kimberley Zone Professional Learning on Embedding Indigenous Principles
Thank you Michelle Iacabucci
SD6 grows thinking, communication, personal and social competencies
Kimberley teams exploring Six Cedars and connections to First Peoples Principles of Learning and Core competencies and where to go in our classrooms and schools.
Thank You Scott Sharun
Kimberley Staff Focus on Indigenous Learning
Members of Kimberley Zone took part professional development in August, prior to the start of school.
The focus of the session led by Esther Sylvestre (Aboriginal Education Worker, Selkirk Secondary) demonstrated how the First Peoples Principles of Learning, OECD’s 7 Principles of Learning, the Circle of Courage and the Core Competencies are interconnected by focusing on community, self-reflection and horizontal connections in our learning. The outdoor classroom space at Lindsay Park Elementary School was a perfect location for place-based outdoor educational activities.
SD6 is a research -based, collaborative learning community
BC's Education System: By the Numbers
Did you know there are 1,578 B.C. public schools, serving 545,805 full-time students? Explore the latest education numbers – from enrolment to investments in learning.
Read the latest BC Education By the Numbers report
Gr. 10 Graduation Literacy Assessment Fact Sheet
Beginning this November, Grade 10 students will be required to complete the new Grade 10 Graduation Literacy Assessment (GLA 10) as one of their requirements for graduation.
See this GLA 10 fact sheet to learn more
Read Learn online
Exploring the Redesigned Grades 11/12 Curriculum
BC students entering Grades 11 and 12 this September have more choice than ever before – with new course offerings and personalized learning opportunities.
See the summary of the changes and new resources for teachers
District Wide Write 2019-2020
This year we will be offering two District Wide Write Training sessions. One for Primary (Grades 1-3) and one for Intermediate/Secondary (Grades 4-8). We invite any new teachers or anyone who may wish to have a refresher on the protocol to attend.
The primary session will be presented by Barb Carriere, Kristal Godlien and Krista Horn on Tuesday, September 17th at the Invermere Board Office from 9:00-3:00.
The intermediate/secondary session will be presented by Barb Carriere, Crystal Woodworth and Erryn Turcon on Thursday, September 19th at the Invermere Board Office from 9:00-3:00.
We will be asking each school to also identify a DWW Facilitator who is very familiar with the DWW protocol and with the anchor marking process. These facilitators do not necessarily need to attend the training session (but are most welcome to if they wish) as we will hold a quick video conference on Monday, September 23rd from 4:00-4:45 at the board/zone offices.
Reading Benchmark Assessments 2019-2020
PM Benchmarks (Primary) &
Fountas & Pinnell Benchmarks (Intermediate)
This year we will be holding two training sessions about our district protocol practices with reading benchmark assessments.
PM Benchmarks Protocol Training for Primary (Grades 1-3) will be held on Tuesday, September 24th at the Invermere Board Office from 9:00-3:00.
Fountas and Pinnell Benchmark Protocol Training for Intermediate (Grades 4-7) will be held on Wednesday, September 25th at the Invermere Board Office from 9:00-3:00.
We will be going over our district protocols and have updated our primary protocol with important changes. From each school, we would like to have one administrator and one full time classroom teacher attend these sessions.
Kindergarten Literacy & Growing Into Grade One: Joyful Literacy 2019-2020
We are very pleased to announce that we will have our first Joyful Literacy meeting on Monday, September 30th from 9:00-3:00 at the Invermere Board Office. We have two ladies coming from SD #23 (Central Okanagan) to conduct a training session on their Early Literacy Essential Skills Package and Profile.
In their introduction they state the following:
When children are viewed as full of potential and eager to learn, and teachers are viewed as researchers and learners alongside children, it is imperative that there are tools to guide assessment, observation and documentation to support the design of curriculum that meets children where they are at currently along their own language and literacy development.
The Early Literacy Essential Skills Profile (2017) is such a tool to guide assessment to inform responsive instruction that honors where children are at and where our teaching might next guide them.
Our Joyful Literacy group felt that we would like to learn more about this tool and feel that our primary teachers may find it very valuable.
We are, therefore, making September 30th our first Joyful Literacy meeting date which will be held from 9:00-3:00 at the Invermere Board Office. We are encouraging all of our Joyful Literacy members to submit their LOA’s as soon as possible as we are going to then open an invitation (September 16th) to other Primary teachers (K-3) schools would like to support to attend.
A few weeks ago, we attended a workshop hosted by ERAC called Building Your District’s Toolkit.
At this session we had the opportunity to:
browse and interact with many of ERAC’s digital resources
gain experience and strategies for teaching computational thinking
examine and critique curricular-connected materials and licensed/evaluated materials
discuss Aboriginal worldviews and perspectives through digital means/resources
hear from other Districts regarding their use of technology and using the school library platform as an access point to digital materials
After discussing our session, we realized that we could provide our District with some suggestions to improve the current access, and availability of our centralized digital subscriptions and resources.
These suggestions include:
Teacher-librarians can offer resources through the library platform (via library computers and IPADs) as the new library program Destiny can be integrated to include digital options. Rather than searching for links and struggling to access resources from home, the Destiny platform should increase access and usage.
Teacher-librarians can also provide teachers with support to align digital resources with curriculum and oversee and manage access, usage, and any technical issues with digital materials.
Teacher-librarians can curate the digital options to ensure they are age-appropriate and suitable for student use while also reflecting school values, visions, and priorities.
Teacher-librarians can work more closely with the District Resource Centre to ensure students and staff can access digital materials and also by providing input as to which subscriptions or licenses we purchase or need to purchase.
While teacher-librarians will not be able to oversee or manage all the digital resources schools utilize, we can provide some support and ensure that our District is moving forward with technology access, and implementation while also strengthening cross-provincial networks.
Building Our District's Toolkit
Thank you Bridget Anakin, Jen Tagg, Barb Carriere
Whether you are a beginning or experienced teacher, this course will support you in choosing appropriate resources for your classroom.
This course provides a Learning Resource Selection Model designed to support you in:
Making informed and thoughtful choices
Being aware of selection criteria and social considerations
Enter your ERAC login or create an account using your district email address.
Teachers wishing to work together on this are invited to connect through Teams or meet face to face and request support for refreshments to fuel their learning!
It could also go with a collaborative grant application involving working with the DRC resources!
Learning Resource Selection for K-12 Teachers Course
Funds are available to support collaboration across schools for staff development to enhance student learning . The grant can provide release, travel, and food to support the “getting together.”
Project team will share their learning and the evidence of impact on student learning next spring.
Applications for 2019-2020 due September 30
Click here to download application form.
Our students experience environmental, outdoor and community based learning.
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.
The District Staff Development Committee is accepting applications for 2019-2020 collaborative grants!
Invitation to District Resource Centre (DRC) Open House
Tuesday, September 17, 2019
*may extend if participants are traveling and request it.
Drop in to connect with colleagues, have some appetizers, and explore resources to support learning in your classroom including:
Literacy & Numeracy
Please RSVP to firstname.lastname@example.org to assist planning for refreshments and to request in advance to have any particular type of resource to look at.
We would like to do what we can to make this accessible to GZ and KZ teachers. The primary District Wide Write training group will already be at the Board office this date. We will work with schools to help support other KZ and GZ teachers attend with potential release, adjustment of end-time as needed for teachers traveling after school, and support for mileage for carpooling. Conversations at your school will help us know what will be helpful.
We hope to see you there!
IMPORTANT INFORMATION FOR SCHOOL STAFF
On June 11, students and staff at David Thompson Secondary School celebrated our second annual “The Outsiders Day!” We were delighted by the number of students and staff members who chose to dress up as either greasers or socs. Cook training teacher Andrea Salzbrenner and her students prepared a 60’s diner themed lunch, which included burgers, fries, milkshakes and Ponyboy chocolate cake! The Outsiders day is organized to celebrate the unofficial grade 8 English novel, and to create buy-in for the novel’s themes and context. A big thank you to our enthusiastic staff, who demonstrated how fun it can be to “stay gold” together.
Thank You Elena Merrill
DTSS Students and Staff Celebrate Novel Together with Outsiders Day
SD6 develops academic and practical skills for lifelong success
Collaborative Grant Project: e-Portfolios & Scholantis Portal
Collaborative Group #1:
A question and answer about our experience with e-Portfolios and the Scholantis Portal
Thanks to a collaborative grant from SD6, Dylan and I got together and discussed a lot about our e-portfolio experiences and how we’ve changed our ideas over the last couple of years. Here’s a synthesis of some of our conversations. If you have any questions or comments to add, please get in touch! Find the ePortfolio Sharing Group in the SD6 Portal or email Rebecka.Riddell-McKay@sd6.bc.ca or Dylan.Dainard@sd6.bc.ca
Why use e-portfolios?
To share student learning with parents
To track growth of student skills
To encourage student self-reflection and metacognition
Way back in the good old days, as many others did, we used binders full of student-selected projects, tests, assignments. Several years ago, we moved to digital collections of student-created artifacts. The Scholantis portal allows us to post what we have done (in Portfolios) and what we are working on (in Assignments). The class page allows for efficient sharing of what’s going on in class with parents, or students who are absent. In Rebecka’s class, it has replaced the homework agendas.
During our collaborative group time, we looked for research dealing with e-portfolios, and found the majority of it relates to e-portfolios in the post-secondary context. One study conducted in Canada in a middle school asserted that the advantages of using digital portfolios include:
Digital portfolios provide an effective means for cataloguing and organizing learning materials, better illustrating the process of learner development.
Students can easily integrate multimedia materials, allowing them to use a variety of tools to demonstrate and develop understanding. (This may be especially advantageous for at-risk children whose competencies may be better reflected through these authentic tasks.)
Students can develop their Information and Communication Technology (ICT) skills through the creation of multimedia work and use of the tool.
Student work becomes easy to share with peers, teachers, parents and others, and lets students and others provide feedback through a single electronic container.
Digital portfolios provide remote access to work for students to complete homework or when otherwise learning at a distance from school.
Digital portfolios provide remote access to student work for teachers for review and assessment purposes.
Digital portfolios provide an opportunity for greater and improved communication with parents.
Wade et al. https://www.cjlt.ca/index.php/cjlt/article/view/26489/19671
How well did it work this year?
We have some beautiful samples of student projects and students seem to be quite proud of their work when they go back through their portfolios. However, parent use of the e-portfolios at the intermediate grades has been less than enthusiastic. There are several parents who consistently check for updates, look at the calendar, or make comments on student work, but the vast majority have not bought in.
How do we increase parent buy-in?
An increase in teacher use of the Portal would get parents used to the process, as would more parent support / training at the beginning of the year. Several teachers across the district use the e-portfolios as a tool which enriches parent-student-teacher conferencing. The previously cited study states:
First, the use of portfolios should be a school-based or board- (district-) based initiative. Both students and teachers should believe that the change to portfolios is widespread and a regular part of the school routine. Second, the use of portfolios should begin early in students’ educational experience and not be short-lived. The processes of self-regulation and approaches to pedagogy which portfolios support require time for younger students to learn and effort for older students to make the transition from traditional, teacher-directed methods. Third, teachers need to develop facility with portfolio processes and they should be supported with appropriate professional development. Fourth, electronic portfolios may provide additional means to scaffold teachers and students in the portfolio process and better encourage self-regulation.
Wade et al. https://www.cjlt.ca/index.php/cjlt/article/view/26489/19671
Is it OK if all parents don’t buy in?
We still think that the use of e-portfolios is extremely valuable because it is a tangible way for students to track their growth. It allows them to see how they were writing, reading, communicating, completing numeracy tasks, or thinking earlier in the year and how they are doing the same now. With adequate instruction and time, students can thoroughly demonstrate metacognition and are able to self-assess. Their comments, and teacher feedback, are not lost in the bottom of a backpack or thrown in the recycling. This has been a shift in our thinking: Previously we may have been putting in extra time & effort in order to share student learning through the e-portfolios, now we are using them as tools to increase student self-awareness and ability to self-assess.
How do e-portfolios help with formative assessment?
Another shift in our way of using e-portfolios has been from summative assessment tool to formative assessment tool. The distinction between these two types of assessment is essential to keep in mind, and whereas previously we had mainly been concerned about documenting the final product, we are now all about documenting the process too. According to Dylan Wiliam, the following 5 assessment strategies are most beneficial to student learning:
1. Clarifying, sharing, and understanding learning intentions and criteria for success – getting the students to really understand what their classroom experience will be and how their success will be measured.
2. Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning – developing effective classroom instructional strategies that allow for the measurement of success.
3. Providing feedback that moves learning forward – working with students to provide them the information they need to better understand problems and solutions.
4. Activating learners as instructional resources for one another – getting students involved with each other in discussions and working groups can help improve student learning.
5. Activating learners as owners of their own learning – teaching students to monitor and regulate their learning increases their rate of learning.
When we use e-portfolios, we are able to clearly lay out the task, success criteria, rubric (if appropriate), and students are able to quickly add snapshots of their learning and their progress as they go. Teachers can give feedback that is more than just a “mark,” and students can measure their success. All of these strategies are doable in a classroom that does not involve the Portal or e-portfolios, but never has the evidence of student learning been so clearly laid out for them to see.
Take, for example, the students’ District Wide Write. In Rebecka’s class, the students’ writing prompts, writing goal, specific success criteria, and rubric are posted to the Assignments page (all of which has been worked on together in class). Part way through the planning process, students take a quick picture of their planning page and insert it into their Assignment. Then they can choose to write on the laptops or on paper, and attach their final draft to the Assignment. They have the opportunity to look at their planning page, success criteria, goals, etc. and then do their reflection in the comment section online. When their teacher reads their writing, she comments with two stars and a wish, which the students then need to read and reply to.
Another example is Dylan’s students’ Thinking Videos in numeracy. After students work on their rich numeracy tasks on the whiteboards, he turns on the video recorder and says “Explain your thinking.” What better way to assess what needs to be taught next?
What do we wish for down the road?
We wish e-portfolios could be used more as a reporting feature. We would like to use the rich portfolio work that students have built upon throughout the year as evidence of their learning. Selecting specific evidence from the portfolio and printing it, along with teacher feedback, would be helpful when reporting. We don’t have an easy way to do this through Scholantis, but it’s on our radar. Some districts are experimenting with portfolio-based reporting, so we are watching how this does or does not meet the requirements of the new reporting order.
We also wish for more uptake of the Portal and e-portfolios among teachers. As stated before, this will require more professional development and a supportive learning environment. To this end, we will continue to be open to conversations and problem solving – just ask!
Thank you Rebecka Riddell-McKay and Dylan Dainard
Check out their amazing project here!
Join students and educators across the country by partnering with Girls Who Code to bring computer science opportunities to girls in your school! Girls Who Code Clubs are FREE programs intended to get girls ages 11-18 excited about coding and computer science. Clubs can run before, during or after-school, on weekends or over the summer. In Clubs, girls engage in fun online coding tutorials, build community through interactive activities, learn about inspiring role models in tech, and work together to design solutions to real-world problems facing their communities. Clubs are designed to be run by anyone, regardless of their experience with computer science. This flyer tells you everything you need to know about starting a Club.
Learn more by signing up for an upcoming Girls Who Code webinar. If you’re unable to attend one of the live webinar sessions you can access the Girls Who Code webinar recording and presentation deck.
Ready to join the movement? Complete a Clubs application here. This step-by-step guide shows just how easy it is to start a Club! If you have any questions about the application process, please take a look at our Application Walkthrough Video. It only takes 10 minutes to apply!
Have questions? Contact Girls Who Code at email@example.com!
Start a Girls Who Code Club Today!
Martin Morigeau Elementary hosts a
Girls Who Code club.
SD6 supports learning that is place-based, outdoors, and focused on environmental stewardship
A day of impactful learning from both Ktunaxa and Secwepemc Elders on the land that guides our focus for instruction. I felt a true spirit of collaboration among a number of stakeholders, with a common goal of improving understanding, connection and education.”
Windermere Zone Educators Learning on the Land From Elders
Thank you Jill Jensen
Indigenous Learning for Windermere Zone Staff
Rocky Mountain School District will cover the cost of registration for classroom teachers attending this learning event!
On June 17, 2019, a group of like-minded individuals from The College of the Rockies, Community Colleges of Spokane, Selkirk College, School District 5 & 6 and members of CBEEN, got together at St. Eugene’s Mission and Resort to explore the sense of place and community as it relates to the environment and education. After the opening and keynote we broke off into two concurrent sessions.
I had the opportunity to hear from several people including, key note speaker Dave Quinn. Dave is a wildlife biologist, educator, author and photographer. He spoke of how participating in Place Based education allows people to create their own stories, allows for a feeling of connection and experience to be part of the land. How the story and place then grow and evolve from year to year as the earth changes, the people change and the seasons change.
Bonnie Harvey is Lands and Resources Stewardship Assistant with the Ktunaxa Nation. Bonnie told us a piece of the Ktunaxa creation story. She was engaging and spirited. I feel like I can speak for everyone in the room when I say that it was a privilege to have this story shared with us.
Jessica Morin and Christopher Horsethief shared with us their research project, Exploring Reconciliation through Community College Education. Their main research question is “How does community college respectfully engage in reconciliation?” This presentation could have been days of discussion: talking about the undoing of First Nations Culture, using new tools to allow voices to rise and creating programming at the college level about First Nations for First Nations people.
We then had the opportunity to come back together in a World Café format to share knowledge and ideas as they relate to Education and Place.
The day finished with a walk up Wycliffe Butte to explore the history and landscape of our location.
My only wish is that this symposium was two days, so we all could have had a chance to hear from all of the amazing experts in attendance.
The Learning Region Symposium: The Learning of Place: Land, People and Communities
SD 6 Aboriginal Education Support Workers and Teachers participate in regional place-based learning symposium
Thank You CBEEN for Inviting us to attend this fantastic learning opportunity!
Thank You Alexis Barrett
Karen Smith and Jo Ann Smith from College of the Rockies
Staff contemplating the different definitions of Reconciliation.
Golden Educators Engage in Local Indigenous Learning
On Thursday, August 29, the Golden Zone staff participated in three informative and engaging sessions, including a Table Talk with Reconciliation as a focus – guided by resources from https://reconciliationcanada.ca/ . We had presenters from the College of the Rockies that spoke about “Incorporating Indigenous Content in BC’s Curriculum”, and finally, a visit to the Golden Museum where we learned about some of the early settlers of Golden, and the Columbia Valley.
Karen Smith and Jo Ann Smith from the College of the Rockies delivered three different presentations. We were fortunate to hear them speak and lead discussions about “Preparing for Knowledge Holders and Elders in the Classroom”, “Reconciliation 101”, and “Mythbusters – Let’s Talk” which explored a variety of topics.
Elder, Paul Ricard, a descendant of Baptiste Morigeau, shared his family history
Thank You Blaine Broderick
Elder, Tom Jobin, talking about some of the artifacts from his private collection currently on loan to the Golden Museum
Thank You Michelle Iacabucci
Outside For Learning at Lindsay Park Elementary
These primary students at Lindsay Park Elementary started the year with an outdoor lesson about number sense.
Kootenay-Boundary Environmental Education
6 school districts working together to
support students' understanding of their local environment and empowering thoughtful action through learning that is
outdoor ● experiential ● place-based ● place-conscious
The work of Kootenay Boundary Environmental Education (KBEE) has begun to influence the work of educators from coast to coast to coast! Take Me Outside Canada has picked up on our lead, and is now piloting a 'Take Me Outside for Learning Challenge' for the 2019-2020 school year. It is very similar to our initiative. Teachers registering for our KBEE challenge will have the option to also register for the Canadian Challenge at the same time. Through this, our teachers will have access to broader resources, and a broader network of educators from across the country. As we saw at the EECOM conference, we expect our educators to be a huge inspiration for teachers across Canada!
BOOK EARLY TO RECEIVE A COMPLIMENTARY PROGRAM
Book A Wild Voices Experience for Your Class Now
Agriculture in the classroom
Animal survival instincts
Backcountry food preparation
Endangered mountain caribou
Aboriginal impact and involvement in the fur trade
Grizzlies in the Kootenays
Metis culture and history
Metis jigging, and outdoor careers in the Kootenays
More Wildvoices programs coming!
Teachers please check out the out the Wild Voices program database to find complimentary programming to support the curriculum and our District Direction to support learning that is place-based, outdoors, and focused on environmental education. Your class can access presentations and field trips with community educators on topics including:
Stacy Decosse, Principal of McKim Middle School introduced the Jam Club that was informally created with three students in her first year as Principal. It started with her playing guitar on the steps in the foyer of McKim Middle School and has grown to thirty students with the help of teacher Jacob Bowes. Mr. Bowes and the students played two songs for the Board. The first song was “Stitches” by Shawn Mendes and the second was “Radioactive” by Imagine Dragons.
STRATEGIC AND POLICY ISSUES
Mr. Carriere presented Policy 5100 – Student Safety for the Board’s consideration, for third and final reading. Mr. Carriere informed the Board that the recent changes to the policy could be found on the second page of the proposed policy. The Board approved the proposed policy at third and final reading.
Mr. Carriere presented Policy 5810 – Diversity and Inclusion for the Board’s consideration, for second reading. Mr. Carriere informed the Board that the Policy Committee received no feedback on the policy since first reading. The Board approved the proposed policy at second reading.
Mr. Carriere presented Policy 5110 – Physical Restraint and Seclusion in School Settings for the Board’s consideration, at second reading. Mr. Carriere indicated that the Policy Committee received one piece of feedback, which helped sections on page two of the proposed policy flow better. The Board approved the proposed policy at second reading.
Mr. Culler reported on the May Budget Utilization Summary for the Board’s information. Mr. Culler reviewed the forecast for the various functions and indicated that the budget changes discussed at previous Board meetings have been implemented and that expenses for the emergency management plan will be incurred in June.
Mr. Culler presented the 2019 – 2020 Annual Budget for the Board’s approval. Mr. Culler explained that the Finance and Audit committee met to review and provide input into the budget and is recommending that the Board consider approval of the 2019 - 2020 Annual Budget at this meeting for submission to the Ministry by June 30, 2019. Mr. Culler responded to questions and the Board approved all three readings of the budget bylaw at this meeting.
Mr. Jackson presented the Five Year Capital Plan for Board approval. Mr. Jackson reviewed the proposed projects and highlighted a proposed expansion and renovation to Eileen Madson Primary School. The Board passed a motion to approve the Five Year Capital Plan at this meeting.
Mr. Culler presented the Property Disposition Bylaw relating to Field Elementary School. Mr. Culler reported that he received Ministerial approval for the disposal of Field Elementary. Mr. Culler indicated that this was the final step that is required of the Board to prepare the transfer of the school to Parks Canada. The Board approved all three readings of the Property Disposition Bylaw at this meeting.
Ms. Lenardon presented three Board/Authority Authorized Courses for Board consideration: Outdoor Education and Recreation 12, Hockey 11 and Hockey 12. All three of these proposed courses are being requested by David Thompson Secondary School, but they could be put in use throughout the District.
Ms. Lenardon reviewed the Outdoor Education and Recreation 12 course, indicating that this course offers multiple opportunities for students to experience and learn about the outdoors. The learning outcomes for the course are grouped under the following curriculum organizers:
environmental respect and conservation; and
outdoor recreational activities.
Ms. Lenardon then reviewed the Hockey 11 course and explained that it is similar to Hockey 10, but allows older students a chance to mentor younger ones and provides leadership opportunities during class. This class has been developed to offer student hockey players, both male and female, an opportunity to improve their skills. Participants will develop individual hockey skills, individual and team tactics, and do off-ice training specific to hockey. Additional topics include nutritional information, training of specific energy systems, and life-long participation in sport. Ms. Lenardon finalized her presentation with a review of Hockey 12 explaining that it is similar to the Hockey 11 program, but allows older students a chance to mentor younger ones, and offers coaching, officiating, and leadership opportunities during class.
The Board approved all three Board/Authority Authorized Courses presented at this meeting.
Ms. Lenardon reported on some of the highlights from the Learning Leadership Report. The report is available on the SD6 website main page, either as a scrolling news item or under the “about us” menu.
Vice-Chairperson Fearing indicated that she had nothing to report from Provincial Council; however, she is on an aboriginal committee and stated that she is just starting to understand what her role is and that she will bring information forward to the directors of BCSTA. She also indicated that she attended a Metis Nation AGM in Golden and found that it was a great opportunity to listen and learn.
Chairperson Byklum reminded the trustees that the BCSTA KBB AGM will be hosted by our district in September. More information will be sent out to trustees as the organization and planning for the event is finalized.
Vice-Chairperson Smaill provided the trustees with a brief synopsis of how bargaining is progressing.
The June and September Calendars are available here.
Board of Education
SCHOOL DISTRICT NO. 6 (ROCKY MOUNTAIN)
SD6 Board-Community Update on the activities of the Board of Education from the most recent Regular Meeting
Board Meetings schedule
LEARNING LEADERSHIP REPORT
Read archived copies
Contribute your stories & information about learning to learning.leadership @sd6.bc.ca
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check out our website!
Rocky Mountain School District Learning Leadership Calendar 2016-2017
2- Labour Day
3 - First Day Back for Students
10-Board Meeting - Eileen Madson Primary School
17 -District Wide Write Training - Primary
19 -District Wide Write Training - Int/Sec
24- Primary Reading Benchmarks Training
25 -Intermediate Reading Benchmarks Training
30 - Early Literacy Assessment Training
27-29- BCSTA Kootenay-Boundary Chapter Meeting hosted n SD 6
30- Orange Shirt Day
1- GZ School Success Plan presentations
2- WZ School Success Plan presentations
3- KZ School Success Plan presentations
8 - Board Meeting - Nicholson Elementary
9-11 Kootenay-Boundary BC School Superintendent Association Meetings (Invermere)
25 - Non-Instructional Day
11- Remembrance Day
12 - Board Meeting - Lindsay Park Elementary
21-22 - BC School Superintendents Association Fall Conference
10 - Board Meeting - Video Conferences from Zone Offices
23- Winter break begins
6 - Back to school after break
14- Board Meeting -Video Conferences from Zone Offices
11 - Board Meeting -Video Conferences from Zone Offices
10 - Board Meeting -Video Conferences from Zone Offices
16-27 - Spring Break
14 - Board Meeting - Selkirk Secondary
17- BC School Superintendents Spring Forum
12 - Board Meeting - Lady Grey Elementary
2- GZ School Success Plan Celebration
3- WZ School Success Plan Celebration
4- KZ School Success Plan Celebration
9 - Board Meeting - Edgewater Elementary
25- Last Day for Students
26- Admin 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 2019-2020 Calendar PDF
See our online calendar of events by month: School District 6 online calendar of events