ENGAGING students through
inclusion, innovation AND transformation
Purpose • Passion • Persistence
SD5 encourages innovation in all our endeavours
Redesigned Curriculum Enquiry
Collaborative Inquiry Projects
There are eleven collaborative inquiry projects happening in the district this year. A few of the project questions are:
Will a wrap around approach to applying the new Applied Math 10-12 curriculum lead to higher levels of student satisfaction and better grades?
Does engagement of students in a cross-curricular unit on habitat culminating in the building of a project help to make the learning more relevant?
Does anchoring familiar cultural concepts such as number, to Ktunaxa ways of knowing and language deepen the students understanding of First Nations role in the community, past and present?
The Sharing Fair held last May was amazing as you can see from the pictures! We look forward to this year's Fair on May 31st!
Technology Plan Roll Out
Proposed Roll Out - We will have a better idea of the roll out dates moving forward once we have completed the first few schools and have a sense of the implementation time line. We will meet with each school prior to their roll out to discuss the particular needs of each school.
SD5 seeks constant evolution in our practices
Classrooms to Community
Computational Thinking and Technology
Creative Spaces and Commons Areas at Parkland Middle School
Shelley Moore believes inclusion has evolved to teaching to diversity. Diversity comes in all forms – learning, physical, language, social skills, race, religion and sexual orientation. Shelley believes teaching to diversity is the only way to approach the individuals we each have in your classrooms. We need to consider inclusiveness of place, choice and supports. Check out Shelley - Click here!
Jennie Fento of New South Wales, believes diversity is natural to the human population and diversity is what makes us strong, interesting and vital. Jennie goes in-depth about inclusion, belonging and the disability revolution in her TedTalk. Click here!
Inclusion as Belonging
Belonging is the basis of our psychological needs as humans. Maslow articulated this in his Hierarchy of Needs. Belonging is as important to students with disabilities or diff-ability as those with “average” ability.
SD5 provides access to education for ALL students
Circus training at Laurie Middle School continues to be taking on momentum. The teachers trained through Ecole Nationale de Cirque during the summer are carrying on with their newly discovered passion and enthusiasm for developing their craft with circus skills and the anticipated benefits for kids. Some teachers are implementing aspects of the circus craft into the PE classes while others are blending components into the dramatic and movement arts.
The school has purchased four unicycles and a plethora of circus equipment; juggling balls are being made under the direction of Bethany Turcon, COTR students are joining us to spring board the skills into their knowledge base and one of the COTR practicum students who participated in the summer training will be joining our team to complete a practicum where we hope to see more great offerings shared with the students.
A circus performance is in the works for the spring and in the meantime, there continues to be a lot of good things going on behind the scenes.
SD5 Physical Literacy Team Members:
Diane Casault Barb Kaufman Tristan Taylor
Michelle Sartorel Michael Kelly
There is a proposal currently going through Columbia Basin Trust
in terms of the future direction of physical literacy in our district.
Computational Thinking and Technology
Each musician designed and built their own instrument, each class decided on their class band name and posed for their album cover. Then the entire school played as one with the RMES cheer.
Students across SD5 participated in our first ever district wide maker challenge at the beginning of October. This maker space design challenge encouraged students to “think outside of the box” in order to create a product, device, or experience using high or low tech tools. The new Applied Design, Skills, and Technologies (ADST) curriculum is part of the revamped BC curriculum. It was a hands-on program of learning through design and creation with a maker mindset. There is a high degree of student choice in how to solve a particular design challenge, and also choice in the tools they use throughout the process.
Our challenge encouraged students to create a musical experience with instruments made from recycled materials brought from home. With their classmates (or with another class), they designed and constructed an actual instrument that was played and used in the classroom or school. Part of the challenge was also to create a unique song, soundscape, or mimic a popular song using their instrument(s).
To inspire, share and collaborate, teachers uploaded videos on our SD5 Stomp channel in Office 365 “Stream” go to: bit.ly/sd5stomp. To learn more about the new ADST curriculum, please click here.
Rocky Mountain Elementary
For the second round of Train-the–Trainer workshops, we plan to introduce participants to computational thinking, coding and ADST content with an emphasis on hands-on experiences, peer-to-peer practices, and small group projects with defined goals. Our workshops are designed to empower participants so they feel confident in utilizing new tools to enrich practices in their classrooms and districts, and to equip participants to successfully train other teachers.
The first round of workshops centered on an introduction to computational thinking, the ADST curriculum, and basic coding as well as the student learning modules and teacher training packages. Focus was placed on removing intimidation factors, creating a baseline of knowledge and gaining an understanding of the regional, district and teachers district’s needs. While the focus of round I was on the “what” and the “why”, round II will focus on the “how”.
In addition to training strategies, the second round of workshops will introduce participants to additional aspects of the student learning modules and teacher training package, as well as offering more advance coding topics and activities around the topic of assessment. Assessment is a key issue in the context of the new ADST. We will cover it extensively through two activities in Day One and continue to reflect on it in further activities in Day Two.
The workshops will allow participants to connect with their peers in meaningful learner-driven ways.This will be done through a number of activities including: an unconference session on Day Two, where participants choose the topic that they would like to discuss; and a playground activity where participants choose a coding platform from a selection of vetted resources. These activities will put participants in the driver’s seat and strengthen their Train-the-Trainer skills.
Through these workshops, we aim to build confidence in risk-taking and exploration. We hope to encourage participants to tinker, create, and explore with code so participants gain the confidence to encourage other teachers and students to do the same.
Helping Teachers- Attended the Second round of
Train-the-Trainer Workshops in October
We are pleased to have joined the provincial SOGI Educator Network. This network is a province-wide initiative to embed policy, inclusive environments and curriculum resources for LGBTQ students, staff and community.
Sharlene Charest from Sparwood Secondary has graciously taken on the official role of District Lead. Jason Tichauer is the District Administrator for this program. Sharlene’s work will centre on recruiting and identifying leads in individual schools, and to co-ordinate district-wide initiatives with Jason.
Work has already begun on identifying School Leads and formalizing the forming of GSAs (Gay/Straight Alliances) in many of our schools. If you would like to join your school up for the Educator Network, or would like to become the School Lead yourself, please don’t hesitate to contact Sharlene or Jason.
For more information, please visit the SOGI 123 website: Click Here
Sexual Orientation/Gender Identity
With the necessity of embedding Aboriginal worldviews and perspectives in each classroom, there is a need for staff to have access to relevant and appropriate resources. One foundational document that outlines strategies for this is the 'Moving Forward' document. This document was created by the Ministry of Education in conjunction with a number of school districts. Our school district was lucky enough to be involved in the creation of this excellent resource. If you are wondering about strategies relating to embedding worldview and perspective in your classrooms, I would encourage you to check out this document .
CHEQ (Childhood Experiences Questionnaire)
The CHEQ is an innovative way to capture and report on children’s experiences in their early environments – from birth to Kindergarten. The questionnaire focuses on experiences in specific areas of development that are strongly linked to children’s health and well-being, education and social outcomes.The information from the CHEQ helps us understand how children are doing so that teachers, school districts and communities can provide better support and services to families and their children.
Language & Cognition
Social & Emotional Well-being
Early Learning & Care
Community & Context
EDI (Early Development Instrument)
EDI is a questionnaire developed by Dr. Dan Offord and Dr. Magdalena Janus at the Offord Centre for Child Studies at McMaster University.
The questionnaire has 104 questions and measures 5 core areas of early child development that are known to be good predictors of adult health, education and social outcomes:
Physical Health & Well-Being
Language & Cognitive Development
Communication Skills & General Knowledge
How do the CHEQ & EDI work together?
Parents of Kindergarten children from participating schools across British Columbia complete the CHEQ in September. Teachers complete the Early Development Instrument (EDI) the following February. The information from the EDI can be linked to the CHEQ from that school year and then used to help us understand how the experiences children are having in the early years are related to skills and competencies measured on the EDI.
Parents completed the CHEQ in September and we are now able to access reports for those results.
Kindergarten teachers will complete the EDI questionnaires during the month of February 2018.
Farewell . . . to Amy Woodland's StrongStart facilitator, Kirsten Johnson. Kirsten has done an amazing job welcoming children & parents in to her Centre and we wish her all the best in her new endeavors!
Welcome . . . to Sareena Dabner, who will be replacing Kirsten. We look forward to working with you as you settle in to your new role.
The FJMES StrongStart paid a visit to the Fire Hall and also spent some time outdoors with Mrs. Sauerborn's Kindergarten class.
Steeples Strong Start went to Fort Steele for a field trip on Wednesday October 18th, 2017. There were 15 children and 9 adults who joined us for a morning of fun and exploration.
The highlights of the field trip include the bus ride on a school bus to and from Fort Steele for the children over three. The children got to experience the dinosaur display and visit the farm animals.
Many families are still talking about how much fun their children had. It was the highlight of the week for sure.
Mrs. Henderson's Grade 1/2 class from TMRES learned about slope by performing experiments with their pumpkins and cardboard out in the school yard after reading the story Runaway pumpkin the day before. They were challenged to build ramps and see if they could make a pumpkin roll, comparing speeds with a ball.They watched a science video on ramps and planned their ramps. Students brought boxes and other items for their building challenge. It was interesting to watch students play with the pitch and alter their designs. The best part was how they worked together and shared the materials.
Check out the Autumn edition of the regional seasonal circular of the Kootenay-Boundary Environmental Education initiative. Click Here
Le Canadian Parents for French (CPF) a organisé un bingo bilingue à l'Halloween! Les élèves et les parents avaient la possibilité de s'habiller et de jouer au bingo avec la communauté de notre école. Les étudiants en immersion française ont appelé les chiffres en anglais et en français. L'argent amassé est utilisé pour apporter des spectacles culturels français aux écoles d'immersion française dans notre district.
The Canadian Parents for French (CPF) hosted a bilingual, Halloween bingo at! Students and parents had the option to dress up and play bingo with our school's community. French Immersion students called out the numbers in both English and French. Money raised is used to bring in French cultural performances to French Immersion schools in our District.
(T.M. Roberts Elementary)
Bonhomme was bringing cheer to everyone on the Canadian Parents for French float in the Santa Claus parade last month in Cranbrook!
Pro-d for French Teachers Come Spring!
The BCLCA (BC Language Coor- dination Association) is in the early stages of planning a conference in Nelson on May 4, 2018 for French educators. We already have many teachers who are have expressed an interest to attend this amazing opportunity. Stay tune for more information!
Mardelle takes her Kinder- gartens outside regularly and reminds them to “dress like Canadians” the day before so they are ready to be outside.
Enjoy the natural beauty of the outdoors immediately around us and remember, to little ones it is the most important place they know.
To use his own words, David is an advancer of place-based learning. He uses the motto “Being outside is ‘In’”. We learned from David that recent studies have identified that children and youth in the United States spend a normative amount of 8 hours per day in front of the screen and only 30 minutes outdoors. He figures this is slightly better in Canada, but not by much. The trend is, for some reason, the importance of stuff around us has less importance than stuff 50 kilometers away. We plan outings to go long distances by bus to see attractions and go on field trips. This creates less time in the outdoors. David feels we should be building a student’s knowledge of the nearest things first, especially in the primary years, when their concept of the earth is that it is small and their concept of the town is that it is big. To primary students their immediate surroundings hold a lot to explore. The understanding correct size relationship of town and earth starts to form in the minds of Grade 3 and 4 students. David advocates that we take our primary students outside every day no matter the weather.
We heard from Maureen Dockendorf, play is the lead activity in the early years. She was referencing children from age 4 to 8. David stressed the importance of outdoor experiences and place-based learning to help create smoother preschool to kindergarten transitions. This common practice of exploring our immediate outdoors allows students to continue to visit and explore the same or similar outdoor places they do in their pre-school setting and in their neighborhood schools. Discussions carried on around transition experiences, barriers in the way of those experiences and a cursory plan on what each sector and community may start to do to in order to offer these experiences. The most common commitment was to invite educators and their students/children into each other’s spaces. He taught all of us a little ditty to which he incorporated a hand-eye activity. Mardelle Sauerborn helped David demonstrate this.
Place-Based Learning with David Sobel
Whether the weather be fine
Or whether the weather be not,
Whether the weather be cold
Or whether the weather be hot,
We'll weather the weather
Whatever the weather,
Whether we like it or not.
Idlewild Restoration Project
Close to 2000 school students visited the site and took part in a day of activities, lessons and of course planting the riparian area around the lake. The students, teachers and parents have all been very positive about the event and they are very excited that the lake is being redeveloped. By the time we are complete next week we will have educated over 2500 students and planted approximately 3500 shrubs, grasses and plugs. The areas will also all be hydro-seeded with a variety of site specific seed blends.
The community day was on Saturday November 4th, 1:00 - 3:00 p.m. Community members took part in some tours of the site and talked about the project, the park development work with the City and the overall Joseph Creek project as a whole.
Mrs. Gibson's Gr.7 French Immersion class (bottom) and her Gr. 9 Leadership class (top) from FSS take their lessons to the outdoors!
Mrs. Sauerborn's Kindergarten class from FJMES exploring nature!
Classes from FSS integrating math into nature!
Jaffray students enjoying the beautiful fall weather while 'measuring trees'!
Results from School Year Challenge
Seventy five of SD5 teachers will have a new
'Take Me Outside' t-shirt!
Habitat Conservation Trust Foundation Website
Health Promoting Schools
What Have We Been Up To!
It has been a busy start to the year! So far most schools have expressed an interest in developing their current health programing. At this point the work has mainly focused on networking with community partners and brainstorming what programs can be implemented across the district.
Healthy Schools Website
Seen our Portal Page? Click here!
This is a place to find information, pick up resources and connect with our Health Promoting Schools Team. Contact Barb if there are resources you would like to see here. There are resources available for teachers, administrators, parents and students
We are currently working on a framework to better help staff, parents and students interpret the dimensions of 'well-being' as mentioned in BC’s new curriculum. This is still in the development process - feedback is needed. Check out the portal site for more information.
Public Health Nurses from Interior Health
School District 5 has had a long standing relationship with Interior Health. After meeting with all the Public Health Nurses working in our school a few key points stand out.
Desire is there to set up a monthly incentive from Interior Health in each school during the 2018 school year to cover a brood rage of health topics.
Nurses would love to be more involved in school programing.
Stay tuned, we will be looking for a Bulletin Board to use in each school!
Food Sales and Food Literacy
School District 5 is still working on compliance and is actively participating in the Food & Beverage Guidelines for BC schools. The goal is to provide healthy food items in our schools (less salt, sugar and fat). Guidelines can be found on our portal site.
In addition to providing healthy choices we believe in promoting Food Literacy to empower students to make informed choices. We are looking for ways to provide food education in a way that's fun, approachable, and practical.
School Guidelines for Mental Health
UBC has recently made a MOOC (massive open on-line course) 'Bringing Mental Health to Schools' to discuss the implementation of the Mental Health & Curriculum Guide. A session occurred on Dec.4 with a few teachers and administrators. This provided an opportunity for staff to have discussions and ask for clarification, while obtaining their certification.
Contact Barb Kaufman for more information.
Cook It Try It Like It
The district is currently purchasing a Cook It Try It Like It kit. This program, designed by Interior Health, is aimed at developing Food Literacy Skills in Grade 5/6 students. We will be running this program in schools beginning in 2018 with the goal of making the kit available throughout the district for next year.
43 Annual Crosscurrents 2018 (Teachers of Inclusive Education)
February 22 & 23, 2018
Kim Barthel, our keynote speaker, will be talking about working with students who have experienced trauma. We have several returning speakers, including Colleen Pollitano and Leyton Schnellert, and a wide variety of breakout sessions on topics such as Behaviours & Relationships, Self-regulation, Neuroscience, ADST & Technology, Sensory Processing, Learning Strategies and Growth Mindset. There should be something for everyone who is passionate about inclusive education!
Information on the conference can be found in our on-line brochure at: Brochure
Early Years Conference
Strengthening Resilience in Today’s World - Leading with Kindness and Understanding
January 25-27, 2018
This conference will explore the complex factors impacting children’s development, recognizing the essential aspect of nurturing relationships within families and in our professional roles as the cornerstone of strengthening children’s resilience. The conference will highlight many of the considerations and practices in work with young children and their families, particularly as we adapt to our rapidly changing society.
Go to Early Years 2018 Brochure
2018 Summer Institute - Creating the Future - Partnerships for Inclusive Learning
August 20-22, 2018
For more information: BC Inclusive Learning
The Mindset Revolution: Teaching Mathematics for a Growth Mindset
February 23, 2018
BCAMT welcomes Jo Boaler, the world renowned Professor of Mathematics Education at Standford University and co-founder of youcubed, to Richmond, BC. Joe Boaler, expert on teaching and learning, has studied why students don't like math and often fail in math class. She's followed thousands of students through middle and high schools to study how they learn and to find the most effective ways to unleash the mathematician in all learners.
Register at : www.bcamt.ca/boaler
Pro-d Day District Resource Centre is open today!
Dec 22 - Jan 5
EDI Training (Cranbrook)\
EDI Training (Elk Valley)
Fernie Learning Centre
Jan 25 & 26
Traumatic Event S Training
BC Family Day (Stat)
Fernie Learning Centre
Mar 8 & 9
EK Regional Science Fair
March 19 - 29
Good Friday Stat
Easter Monday Stat
Victoria Day (Stat)
District Resource Centre is open today!