Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.
Term 1 Elementary Results p.6
District Calendars for 2020-2021 and 2021-2022 p. 41
We will care deeply, act wisely and find joy in each day!
SD 6 Educators attend First Nations Education Steering Committee Conference p. 18
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
Celebrating Learning in Rocky Mountain School District
Welcome to the January 2020 edition of the Learning Leadership Report. Enjoy having a look at some of our early student achievement results this year, and reading about the many activities and initiatives that are ongoing here in Rocky Mountain, aimed at supporting the best education possible for our students. French teachers in Golden deepening their collaborative practice, Kimberley Alternate School showcasing innovative programming, research connections between College of the Rockies Biology students and McKim Grade 4s, photography field study at David Thompson, a unique project at Selkirk providing insight into the residential school legacy, and much more! I continue to be amazed of the richness of educational experiences in our learning community. Hats off to the contributors to this fine issue.
Rocky Mountain School District
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
In Rocky Mountain School District we plan and make decisions based on evidence and we monitor the impact of our actions in orderto adjust as needed for success. Report card and daily attendance information is valuable as one way to monitor students’ progress toward future graduation.
The On Track score is a locally developed measure using three research-based predictors of graduation to identify students who may need additional support or intervention to be successful. Students who are meeting grade-level expectations in Language Arts/English, and Math, and attending greater than 80% of the time are considered to be on track for future graduation. A student’s On Track score indicates attainment of zero, one, two, or all three criteria. This is a useful screen at a system level as it uses information available for all students across all schools at regular intervals throughout students’ school lives.
School teams began meeting after report cards were issued to review the resulting information about the progress of their students. School-level information is provided in a format to allow sorting and filtering by a number of factors and allows teams to see the individual students represented in the data. This is one set of many sources of evidence of student progress that school-teams review, reflect on, and act on to enhance learning over the school year.
We look at both the degree (number of criteria being met) and which areas (literacy, numeracy, attendance) students aren’t meeting in to focus our attention and then go deeper to understand specific reasons, gaps, strengths to build on, and needs involved in an effective response. School and district-level interventions can be put in place for cohorts, specific groups, or individual students who may need more intensive or different approaches or supports to make adequate progress over time to lead to graduation success.
Term 1 Elementary Report Card Information
Monitoring Student Success
Data Cycle for School Planning
See an example of a school communication to parents about their Term 1 report card information.
Thank You Josie Romeo
SD6 is a safe, caring, and healthy place to work and learn
Marysville Elementary School students sang and acted in A Penguin Christmas - A Musical in two performances. The students also did al the behind the scenes work such as lights, audio, hair and makeup! They raised $620 for the food bank along with two large boxes of food!
Marysville Penguin Musical
A school is often a focal point or a hub of small communities. Edgewater Elementary has seen some recent growth in our school population as it has seen over a 50% increase in population in the last handful of years. This growth and resurgence of the school mirrors the town as there are many programs, renovation projects, some new building, and energy within the community. And, at Christmas time, EES is visible and assists with the added energy of the season within the community.
The season is kicked off by an annual fundraiser for our Gr 7 year-end fieldtrip. We sell thousands of dollars in Pionsetta’s, Holiday Wreaths, and Christmas arrangements to many of the local families. We do very little advertising for the fundraiser as many families call in wanting to support our school.
The fundraiser blends into our annual Christmas Concert. Once again we had two performances this year with over 150 people attending each event. The audience cheering on the efforts of our students and enjoying a truly special evening of local entertainment. It is a special event that is attended by many parents, family and friends. It is the best attended event of the year for our school and possibly the community.
And, during our last week of school, EES staff and students are invited and hosted, by the local Royal Canadian Legion Branch #199, to a traditional Christmas Turkey dinner. The Legion Hall comes alive with the smiling students and a visit by Jolly Old St. Nick. Our staff and students feel very fortunate to have such a supportive community partner.
Each year the Edgewater Legion works collaboratively with EES providing support to our students. The partnership started by EES students participating in the annual Poppy Appreciation School Program. The poppy program gives the students an opportunity to remember and reflect on the impact conflict has had, and still has, in our lives. The students write essays, poems or draw pictures of what Remembrance Day means to them and their communities. Our partnership with the Legion has continued to grow over recent years. In addition to the Poppy program, the Legion participates in our annual EES Remembrance Day Assembly, have us participate in their local community service on November 11, they host EES annually for Christmas dinner, they also host a spaghetti dinner fundraiser for the school, provide our monthly hot lunch program, recognize our successful students in the Poppy program, and provide donations for many school initiatives. We value and appreciate our partnership with the Legion.
And, on the last few days prior to Christmas Break students take advantage of one of the best hidden secrets in the Valley, Frank’s Rink. Many of our classes walk down to Frank’s Rink which is the newly renovated outdoor rink in Edgewater. Through community partnerships, grant writing and applications, many letters of support and donations Frank’s Rink is completely renovated and available for our students. The rink has new boards, fencing, concrete base, washrooms, lighting, and even a Zamboni to flood the rink. We again thank our community for supporting our students as volunteers make sure the rink is ready for every class visit until the warm weather in the Spring end the skating season.
I hope all had a wonderful Holiday Season. Cheers from small town BC!
Small Town Christmas Season
Thank You Darryl Turner
Over 50 students jumped on Quinn’s bus at recess this week. Quinn is a grade 4 student at Laird who loves all things vehicle related. Over the past two weeks, Quinn’s bus patronage has grown from a couple students to a regular stream of passengers.
Thank You Kim Turgeon
Kim Turgeon Kim
School Spirit at J.A. Laird Elementary
The WZ Elementary schools, over the last seven years, have been bringing intermediate students together a couple times per year for friendly competition in the sports of Basketball and Volleyball. The initial idea was a way to promote athletics within the zone giving students from all schools the opportunity to play and develop individual skills. The exposure to these sports, and the opportunity to compete with others, would possibly peak the interest and at least maintain the numbers of students wanting to play on school teams when they eventually attend DTSS.
The annual VB event was recently hosted this year at JA Laird School in Invermere. Each school submits names of players that will be participating and they are randomly put onto teams with a schedule, officials, and coaches organized. This jamboree format allows for student to experience competition and also to development in many other areas other than merely athletics.
We have learned over the years that this non-threatening interactive environment gives all talent ranges of students the opportunity to participate and experience an athletic tournament. These Jamboree play-days provide an opportunity for students from all WZ feeder schools to interact with others and develop personal skills like sportsmanship, friendship, student risk-taking, social interaction, and teamwork. Some students, if they choose to go on and play at DTSS, will be teammates. For all others participants, these afternoons are just fun, challenging events creating lifelong memories.
The pressure in many sports is immense and challenges students. Many students are often pushed out of their comfort zone while they are still learning skills and developing a love of the game. Many end up quitting or changing to other activities. I personally feel, and I have coached competitive teams for a long time, that we need to provide the opportunity for young players to first develop a love of the game. Let the players have fun and enjoy playing before we increase the level of competition too much. I am sure we lose some potentially good athletes because they are not interested in intense competition at a young age. And, depending on the students and level of interest and talent, maybe we never need to raise the competition level.
Elementary school is about exposing students to many experiences. Athletics can provide experiences for many students and end up playing a major role in who they eventually become. These Jamboree’s are part of the athletics currently being offered by WZ Elementary schools as they do their best to maximize the student’s exposure and involvement to entry level competition and sport.
Basketball is next up in January. Go future Lakers!!!
Thanks to all the volunteers that support these play-days and elementary athletics; teachers, administrators, volunteers, & parents.
Windermere Zone Elementary Jamboree Play-days
Thank You Dorothy Warbrick
First Nations Education Steering Committee Conference
SD6 honours diversity and inclusion
FNESC 2019 Conference participants from SD6 in Vancouver at the end of November. The conference was educational and informative. It shows how different school districts or schools are using Indigenous Culture in the class room. The conference always has materials that can be taught by the person who is learning the information in the workshop. The workshop I went to was a math workshop that infused weaving, storytelling and animals into the curriculum. This is what Riva Stevens had to say about the Conference “Pleasant drive into Vancouver, to attend the 2019 FNESC conference located at the Westin Bayshore Hotel. It is great opportunity to learn something new from the variety of Workshops that are provided and also to share ideas with regional Teachers/Various Support Staff. This year I signed up for several Math/Art incorporated workshops, which demonstrated how to view Math within Nature (different ways to count- group sticks, rocks, shells, etc), working with Beading/Math Patterns (Integers), and weaving. All of which are going to be useful in one way or another.”
Bonnie Harvey Visits Lindsay Park
Thank You Michelle Iaccobucci
Bonnie shared a story with our grade 2's and 3's about family, acceptance and love. She really emphasized how we are all important and play significant roles in how we live and work together each day.
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
Golden French Professional Learning Group
SD6 is a research -based, collaborative learning community
Students from LGES serve APES students les queues de castor.
The French language teachers in Golden have been busy this year! We have a unique late immersion program where students start almost full time French instruction in grade 4 at École Lady Grey Elementary School, then continue on to Golden Secondary School. We strive to provide high quality learning opportunities in French, and are very fortunate to have a large team of teachers as well as an educational assistant, teacher-librarian, ABED support worker and vice-principal who work in the immersion program.
A renewal of our program goals and partnerships has been necessary, due to staff turnover and changes the revised curriculum brought. We are thankful for the support from Cheryl Lenardon and our principals, who help us on our quest to continuously improve our teaching practices, increase student engagement, and meet the needs of all learners.
Over the past several months, we have:
■ Established a Professional Learning Group which includes members from the intermediate and high schools (LGES & GSS), as well as our Core French specialist who works with students from K to 7 at Nicholson, Alexander Park, and Lady Grey. We meet after school every 3 months or so to discuss resources, teaching strategies, assessments, and collaborative activities between classes.
■ Applied for and received a SD6 collaborative grant to continue our PLG work, enabling us to develop team-teaching and inter-visitation activities between schools.
■ Hosted a professional development workshop on corrective phonics for all SD6 French educators in October. Presenter Myriam Le May had us really thinking about the sounds we make in French and about how we can get our students producing sounds correctly.
■ Set up a group in the SD6 Portal where we can share resources and ideas. Want to join? Have ideas to share? Search French Professional Learning Group (Golden) in My Groups in the Portal.
■ Sent two members of our group to the ACPI (Canadian Association of Immersion Teachers) conference in Québec City, who are sharing what they learned with the rest of the LGES group.
Hey! Successful Initiatives in Fr Ed is an interesting collection of ideas to check out!
Guess where next year’s ACPI conference is being held? Banff!
Teachers learning at the ACPI conference in Québec.
Thank You Rebecka Riddell-McKay
How do you say that again?
French specialists, classroom teachers, and other educators from SD6 participate in the October pro-D day in Golden
Did you know? Bursaries are available for French educators from the BC Ministry of Education.
Thank You Dan Clark
Enhancing Student Success at KAS
The Kimberley Alternate School is celebrating a decade of operation since a major rebranding and restructuring in 2009. The school provides a highly structured and enriched learning community for vulnerable high school students in Kimberley.
The impetus for change in 2009 was a formative visit to a dozen alternate schools in Vancouver and Surrey school districts. This professional development opportunity helped school staff identify trends in successful programs and create a new structure that included intensive academic assistance, integrated activities, wrap-around supports, and high expectations for attendance and productivity. KAS adopted the Circle of Courage as it’s themes of belonging, independence, mastery and generosity support the work of alternate schools well. Another important aspect of the program at KAS is reporting systems that track daily engagement, behavior and academic productivity. These systems connect to group and individual reward systems that help motivate students. The results of this structure include high attendance rates, a strong school community, and consistent graduation results.
The successes at KAS have recently attracted the attention of district staff from School District #22 in Vernon, who were looking for strategies, structures and systems to improve their alternate programs. In November, these staff spent the day at KAS learning more about the program and discussing strategies that could help them overcome challenges in their schools.
In early December, KAS school staff returned to Vancouver and Surrey School districts to speak with district staff about best practices in alternate education and visit a dozen schools in these two districts. Principal Clint Dolgopol helped make the trip a possibility for six staff, so that the team at KAS could have rich discussions about shared observations, trends in other programs, and strategies for future improvement at KAS.
The team will meet in the New Year to identify short-, medium- and long-term goals that will ensure the continued evolution of the program into the next decade. Dan will also be presenting on his experience at KAS and findings from trips to Vancouver at the BC Alternate Education Association conference in February.
College of the Rockies Students Share Research with McKim Students
College of the Rockies Biology of the Environment (BIOL 151) students had the opportunity to discuss their recent research projects with grade four students from McKim school in Kimberley. The biology research projects explored questions related to environmental impacts in our communities. The project pictured looked at the rate of water flow along Joseph Creek and whether it is sufficient for proper sedimentation levels needed for the growth of a variety of organisms that fish feed on.
Thank You Caroline Grant
Reprinted with permission of Kimberley Bulletin, photo submitted
IMPORTANT INFORMATION FOR SCHOOL STAFF
David Thompson Secondary School Photography 12 Field Study
SD6 supports learning that is place-based, outdoors, and focused on environmental stewardship
Through Semester 1, I embedded place-based learning into Photography 12. In December, I was lucky enough to take my Photography 12 class to Banff for the day. There is no place as magical as the Banff Springs Hotel when it’s decorated in preparation for the holidays! The Banff townsite also provided students with inspiration to create beautiful photos. Place-based learning presents challenges at the secondary level with the demands of the daily block tumble and complexity in learning standards, so it is with thanks that I acknowledge the support of SD6 in funding this curricular field trip to help work towards infusing land-based exploration. We are so lucky to live in such beautiful surroundings and have opportunities to learn from the land itself.
Thank You Lizzie Midyette
The goal of creating ‘The Dorm’ was to empower a cohort of grade nine students at Selkirk to consider Residential Schools and Reconciliation through a different lens. This project used design space thinking which empowered students to purposefully create a space to represent their learning. The goal of this project was for students to design a room that guests could walk into and further their understanding of Residential School legacies. To compliment the unit, students participated in a field trip to the St. Eugene Resort, previously a Residential School. After the students gathered a series of ideas from primary source research and the field trip, they began to design the space in the AbEd room. The room came together over a period of fifteen classes with the help of my teacher mentors, Selkirk staff, students, and AbEd support workers. Students generated a comprehensive display that incorporated quotations in combination with symbolic objects throughout the room. Doing this project, students were more engaged in the inquiry process as they could see their idea to life, as well, by building certain aspects of the room students were able to personalize their learning.
Perhaps the most rewarding aspect was when the room became open to the public and other classes to come and experience the space. All grade 6 and 7 students from McKim participated in the walkthrough. One grade six teacher noted, “I thought it was really powerful allowing students the opportunity to research and express their learning this way. It was great for the grade sixes to see that a grade nine class made this effort,” after her visit to ‘The Dorm’. The students excelled in demonstrating a comprehensive understanding through an innovative learning model and as such, the display was impactful for all participants involved.
Residential School Learning at Selkirk Secondary
"Setting up 'Explorer Backpack' to wear on our outdoor adventures. Adopting our 'seasonal tree' to observe and learn about the seasons. Exploring the space beyond our playground using; 'fox feet' 'owl eyes' and 'deer ears'. We have also enjoyed using our sit spots to observe and sketch our surroundings." Brenda Danyluk, Edgewater Elementary
"This fall I made the grade switch from years in Kindergarten to grade 6. As we visited the forest, we would do some structured learning and then the kids had some 'free time'. I was amazed to see the types of play emerge that I hadn't expected of this age group. Imaginative dramatic play, shelter building as an element of their setting for play and using loose natural objects as props. Week upon week they asked if we could have this 'free time' and they play grew and evolved. It made me realize that my role as an outdoor educator is so multifaceted and sometimes the gift of time in nature has it's own place; I don't need to structure all of our time. " Julie Sellars, McKim
"We are doing a seasonal round and have been reflecting on the seasonal changes throughout the year." - Heather Adama, Alexander Park
"Watching the seasons change; Multi grade level learning (K-3); Getting to know the earth around us; Indigenous connections." Ana Pakenham, Lindsay Park
"Including the six cedars, hiking together and mapping our nature park experience. " - Megs Strachan-Garrels, McKim
"It was a beautiful Fall with plenty of sunshine! This Fall we have enjoyed making human sundials, recording the changing phases of the moon and learning about animal adaptations for science. We have been working on completing our Six Cedars/Core Competency journals when we go outside for learning. " - Laurie Neeve, McKim
Tips & Ideas
Land art was a successful project. We looked at Andy Goldsworthy's art first inspiration.
Autumn Take Me Outside for Learning Activities in Rocky Mountain School District
Head out early in the season if you plan to gather/collect leaves, as they can change colour and get brittle earlier than you think.
I love using the Messy Math book to connect student learning outdoors cross curricular; I also enjoy using clip boards, magnifying classes, and other investigative tools
TMO4L participants who submitted their winter activity report were entered into a draw for a complimentary workshop. We are pleased to announce that Megs Strachan-Garrels at McKim was the winner.
Bring compasses and map the route you took afterwards. Have students come up with ideas of different activities that could be done at different places along that specific route.
Orienteering with our local club was an exciting way for the class to become more familiar with map use.
SD6 grows thinking, communication, personal and social competencies
Helping Students Understand The Core Competencies
Discussing the Core Competencies with peers, teachers, and family can deepen students’ understanding of the Core Competencies and help them identify personal strengths and establish goals for further development as educated citizens
Examining the illustrations helps students develop an appreciation of the different ways, forms, and contexts in which the Core Competencies can be applied
The illustrations connect the Core Competencies with students’ own classroom experiences and bring the profiles to life for them
Students are responsible for assessing their own growth in the Core Competencies. The profiles linked with each sub-competency can serve as a helpful guide in this self-assessment
Core Competencies Profiles
Core Compentencies Illustrations
Darren Danyluk, Principal of David Thompson Secondary introduced two students, Aurora Orchiston and Masha Stich, to the Board. They gave a presentation on climate awareness. The students discussed how global warming is a serious issue and that climate change education is not substantial enough within our district during this current crisis. They further discussed that by incorporating more climate awareness into the education curriculum it would align with the District Directions 2023 and Student Success Plan which supports “learning that is plant-based, outdoors and focused on environmental stewardship” as well as “research based, collaborative learning community.” They expressed that while climate change has been politicized, the science has been “settled”. The students answered questions from the Board and the Chairperson thanked them for their presentation.
Mr. Carriere introduced Duncan Whittick, Executive Director of the Columbia Basin Environmental Education Network (CBEEN) who presented to the Board the results from the Take Me Outside for Learning Challenge. Mr. Whittick explained that the number of students participating has increased significantly from the 2016/17 school year where there were 18,000 student days with commitment to outside learning, to an estimated 389,000 student days in the 2019/2020 school year. Mr. Whittick explained that SD6 has 80% of teachers participating in the initiative. Mr. Whittick then presented Chairperson Byklum with an award for the highest participation in the Kootenay-Boundary region. A list of resources and stories are available at www.cbeen.ca.
STRATEGIC AND POLICY ISSUES
Mr. Carriere presented Policy 5130, Provision of Menstrual Products, to the Board on behalf of the Policy Committee. Mr. Carriere indicated that no feedback had been received on this Policy since second reading. The Board approved third and final reading of Policy 5130.
Mr. Carriere presented the following six policies to the Board for consideration at first reading:
· Policy 1100, Policy Development
· Policy 1210, Parents’ Advisory Council
· Policy 1500, Code of Ethics for School Trustees
· Policy 2200, Community Use of School District Property and Facilities
· Policy 2202, Loans to Parents’ Advisory Council/Schools
· Policy 2300, Business-Education Partnerships
Mr. Carriere reported that all six of these policies were considered by the Policy Committee and they involved largely housekeeping matters. All six received first reading at this meeting.
Chairperson Byklum presented the Board Standing Committee appointments for the upcoming year. These appointments were approved by the Board.
Ms. Lenardon presented the feedback received and recommendations on the 2020-2021 and 2021-2022 school calendars. The Board approved both calendars, however, the 2020-2021 calendar received an amendment to align the spring break with Easter holidays.
Ms. Lenardon reviewed the Learning Leadership Report with the Board drawing their attention to a number of highlights. 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 attended the BCSTA Fall Academy and reported on a number of highlights from the event. She was extremely impressed with the quality of the speakers and presenters and was thankful for the opportunity to spend some time with her colleagues on the board and other boards from across the province. Other trustees that attended the Academy in turn also commented on what they considered to be the highlights. Trustee McRae emphasized how impressed he was with the organization of the event and the inspiring quality of the presenters.
Trustee Thurgood Sagal reported on the BCSTA Kootenay Boundary Branch breakfast meeting that was held during the Fall Academy. She indicated that all the boards were asked to present the progress on their district’s strategic plan.
Vice-Chairperson Smaill reported that the BCTF and BCSEA continued with a further two days of negotiations with a mediator.
The December 2019 and January 2020 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
December 2019 Board Meeting
Board Meetings schedule
LEARNING LEADERSHIP REPORT
Read archived copies
Contribute your stories & information about learning to learning.leadership @sd6.bc.ca
Be Connected to Rocky Mountain School District
Request to be on the LL Report Mailing List
check out our website!
Rocky Mountain School District Learning Leadership Calendar 2016-2017
6 - Back to school after break
14- WZ Admin Meeting; Board Meeting -Video Conferences from Zone Offices
15-GZ Admin Meeting
16-KZ Admin Meeting
28- Numeracy Team Meeting 1
6- Carol Fullerton Numeracy Learning Rounds - Day 2
11 - Board Meeting -Video Conferences from Zone Offices
18-Secondary School Admin Meeting; Admin Meeting Pro-D session
19- Judy Larsen Thinking Classrooms Session - Day 2; District Admin Meeting
25- Numeracy Team Meeting 2
10 - Board Meeting -Video Conferences from Zone Offices
16-27 - Spring Break
8- Carol Fullerton Numeracy Learning Rounds - Day 3
14 - District and Zone Video Admin Meeting; Board Meeting - Selkirk Secondary
17- BC School Superintendents Spring Forum - Transforming Learning For Adolescents
27- Numeracy Team Meeting 3
4- Judy Larsen Thinking Classrooms Session - Day 3
11-Secondary School Admin Meeting; Admin Meeting Pro-D session
12- Admin Meeting; Board Meeting - Lady Grey Elementary
26- Numeracy Team Meeting 4
2- GZ Admin Meeting & School Success Plan Celebration
3- WZ Admin Meeting & School Success Plan Celebration
4- KZ Admin Meeting & 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
School District 2020-2021 Calendar PDF
School District 2021-2022 Calendar PDF
See our online calendar of events by month: School District 6 online calendar of events