Every student in Rocky Mountain School District will graduate with dignity, purpose, and options.
Trustees Host Regional AGM p. 21
SD 6 Teachers Recognized for Excellence p. 36
Orange Shirt Day p. 6
We will care deeply, act wisely and find joy in each day!
Rite to Ride
at J.A. Laird Elementary
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
The 2019-20 school year is off to a fantastic start. I’m sure September was a fast month for all of us – in my travels around the District I have been very impressed with the amazing learning that is already happening across the whole system. October 5 is World Teachers’ Day! To our SD6 teaching staff – you are so appreciated for your hard work every day on behalf of our students. Thank you for caring so deeply and doing your very best to help each one of them be successful in their learning!
I hope you enjoy reading the many stories and images that have characterized our year so far. We are very proud of the learning happening in this District!
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
Rocky Mountain School District Observes Orange Shirt Day
Learn more at
"On this day of September 30th, we call upon humanity to listen with open ears to the stories of survivors and their families, and to remember those that didn’t make it."
-Orange Shirt Society
Schools across the Rocky Mountain School District encouraged students and staff to wear orange, held events, and focused on learning about Truth and Reconciliation on September 30.
The full staff at the Board Office wore orange to signal recognition of the history and impact of residential schools and the belief that Every Child Matters.
SD6 is a safe, caring, and healthy place to work and learn
Pictured here are some of the staff in their orange shirts.
Thank You Jacinta Marina
Mckim School had another successful Orange Shirt Day; Ms Marina, the Aboriginal Education support Worker, visited all 17 class – (grade 4-7) and read Phyllis Webstad’s “The Orange Shirt Story”, then each student reflected on the story and wrote some kind words on an small shirt they cut out. These were put on one large shirt. About a 1/3 of (approx. 450) students wore orange on September 30 to recognize and honor the Residential School Survivors.
Learning About Orange Shirt Day at McKim
Official Opening of Accessible Playground for Martin Morigeau Elementary
Thank You Jill Jensen
Because of the hard work of Candy Afonso Martin Morigeau has a beautiful new accessible playground. Candy was tireless in her efforts to secure funding through grants and fundraising; she was involved in choosing the design and equipment, meeting with operations and making sure that everything that needed doing got done. I cannot thank Candy enough! She is leaving a wonderful legacy for our school and community.
I also want to acknowledge and thank our operations team for everything they have done to help make this playground a reality.
I would like to provide you with some background information about our professional development day on August 30. Our Windermere zone Aboriginal Education Support Workers and principals were asked to come up with a plan for the day focused on Indigenous education and reconciliation. We met at the end of June and began brainstorming ideas. What was most important to us was that we spend the day outside. In attempting to keep the day focused on local knowledge and in respect to both the Ktunaxa and Secwepemc people, we ended up choosing Lot 48, an area that is disputed. Both nations consider Lot 48 a culturally significant place and have made claims to it because their territories overlap here.
Our goals for the day were optimistic (and clearly too large for one day):
Connect with the land - be outside
Connect teachers and Elders
Begin to share some Ktunaxa and Secwepemc language
Provide teachers with ideas and resources they could use with students
Address some of our (educators) fears about making mistakes, saying or doing the wrong thing, offending
Begin to reflect on our personal responsibilities around reconciliation - where we are each at and what we need to do to continue that journey, so that we can act on our responsibility as educators to foster reconciliation
Open and close the day traditionally
Have representation from both nations and the Metis association
We knew that we wanted to do too much and decided in the end that it was enough to simply begin - begin to listen, to open conversations, make some connections and ask some questions.
I hope you enjoyed being outside, came away with at least one thing you can add to your instructional practice, and experienced at least a little bit of discomfort and uncertainty. If you have not completed a self-assessment using the Indigenous Understandings Learning Progression, I encourage you to do so and then to set a goal for yourself this year. It doesn’t need to be big, one small action or change will make a difference and move us closer to reconciliation through education. Reconciliation will not happen without our commitment. Borrowing from the Downie-Wenjack Legacy Foundation: What is your reconcili-action?
I would like to extend my sincere thanks and gratitude to Kalyn Adams, Darryl Turner and Joseph Baron for helping to organize, and to LaVerna Stevens, Mike Archie and family, Christine Warbrick, Dorothy Warbrick, Rosalita Pascal, Deb Murray, Riva Stevens, Tisha Tardif, Chief Alfred Joseph, and Chief Barb Cote for participating in our day and sharing their knowledge.
Thank you for participating on August 30 and for your commitment to reconciliation through education. Your willingness to accept our history, to listen and to learn is a step toward reconciliation.
SD6 honours diversity and inclusion
Reconciliation Through Education: A review of our August 30 Professional Learning Day
The First Annual Kootenay Konnection at Blue Lake Camp
September 25th -27th, 2019
Grade 4-12 Kootenay students who are Deaf or Hard of Hearing came together to connect, have fun and learn at Blue Lake Camp in Canal Flats.
This event was made possible through funding from the Provincial Outreach Program – Deaf & Hard of Hearing (POPDHH) and their co-planning with the Teachers of the Deaf & Hard of Hearing (TDHH) from Southeast Kootenay SD5, Rocky Mountain SD6, Kootenay Lake SD8, and Kootenay-Columbia SD20.
For some students, this was the first time that they have met someone else their age who has a different hearing level - please don’t say hearing impaired anymore! It was also the first time some were exposed to American Sign Language (ASL). Terry Maloney, Vice Principal/Educational Consultant/TDHH for POPDHH is Deaf and uses the services of a Sign Language Interpreter. He facilitated several energetic and expressive ASL activities for the students. Regardless of their mode of communication, everyone at the camp was interacting, sharing and making new friends while participating in low ropes challenges, survival skills, co-operative games, and camp duties.
These 3 days and 2 nights together were a great start to the school year to help develop the Core Competencies of Communication, Positive Personal & Cultural Identity and Personal Awareness & Responsibility. It was a meaningful opportunity for the students to observe and experience diversity amongst themselves as well as feel included by the community they created together. There will definitely be a second Kootenay Konnection next year!
“When you’ve met one deaf child you’ve met one deaf child.” – Marc Marschark
Thank You Jamie Corpuz
Please take the time to review the BC Teachers Council revised 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.
Revised Standards for BC Educators Emphasize Professional Responsibility for Truth & Reconciliation
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.
Revised Standards for BC Educators Emphasize Professional Responsibility for Diversity, Inclusion, Truth & Reconciliation
The BC Teachers' Council recently updated the Professional Standards for B.C. Educators, which now reflect current terminology and further enhance concepts of diversity and inclusion and truth and reconciliation in B.C.‘s classrooms. A new handout (8.5x11) and a poster (11x17) are now available to use in training and meetings and/or to post in staff rooms and offices. There is also an FAQ document. which addresses questions such as why Standard 9 was an important addition.
A Great Way to Know Canada. My name is Óscar López Moreno, a Spanish adolescent living a year abroad hoping to gain new experiences in Golden, British Columbia.
Since arriving in Canada I have been volunteering, playing volleyball and doing new art, so I am maturing and growing in positive ways.
Moreover; as a global activist, I participated in a picket rally about Climate Change which has been impactful to me because you can always support a good cause no matter where you are.
Finally, as Alan Kay said, “The best way to predict the future is to invent it”. Therefore, I am looking forward to discovering the new me. Thank you Red Leaf Company and Amancio Ortega Fundation.
Thank You Amy Shoup
To give back. I have been here for almost a month. A month is nothing compared to the 16 years I’ve been living, but when I look back it feels as if a whole year had gone by. In this month I have lived more than I could ever had imagined; I have seen the greatness of the nature, I have walked through the most beautiful paths, I have met open, affectionate and kind people of whom I find my self surrounded nowadays, but most importantly, I have learned that it is as important to receive as it is to give back. Adrian Grenier once said ‘It is enough to indulge and to be selfish but true happiness is really when you start giving back.’ And that is what I’m looking forward to. Inés García-Portilla Herrero.
Reflections By Rocky Mountain International Student Program Scholarship Recipients
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
Reading Record Protocol Training Sessions
We held two protocol training sessions for our reading benchmark assessments. Our Primary group attended on September 24th and our Intermediate group attended on September 25th.
As a district, we are working towards common understanding around how these reading benchmarks should be conducted and how the information gleaned can be used to help guide our reading instruction.
We had two really interesting and enjoyable days as we reviewed the protocol procedures and discussed the importance of developing our learners into proficient readers. We also talked about how listening to our learners read can help inform our next steps.
Margo and I wanted teachers and administrators to know that within the Fountas and Pinnell kits there is a very informative reading resource entitled The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning and Teaching Grades K-8 .
We also talked about other resources that teachers may find useful including:
SD6 is a research -based, collaborative learning community
Thank you to Margo Reinders who co-presented the protocol and reading records with Barb Carriere for these two days
September 27-29 the Rocky Mountain School District Trustees hosted their colleagues from school districts 5, 8, 10, 20, 51) for the Kootenay-Boundary BC School Trustees Association annual general meeting.
Approximately forty people attended the weekend of learning sessions and meetings at Fairmont Hot Springs Resort. Students from Edgewater Elementary School welcomed the Trustees with a spirited performance of Indigenous hoop dancing. They were introduced by a key figure in the creation of the dance troup, Deborah Murray who is an Aboriginal Education Worker and Community Link worker in our district. The trustees were delighted with the performance and with the gift of rocks painted by the children. The trustees were honoured to participate in the BC Blanket Exercise facilitated by local Elders Betty Hoogendoorn and Denise Porter and Golden Aboriginal Education Support Worker Dana Setter. The Blanket Exercise was designed to deepen understanding of what happened when Europeans first came to Canada, and how this affected the Indigenous Peoples on our continent. The interactive exercise demonstrated what happened to First Nations, Inuit and Metis people throughout our history. It was a powerful experience for everyone who took part and an important collective step by our regional leaders toward Truth and Reconciliation.
There was an update on the Kootenay-Boundary Environmental Education (KBEE) initiative that all of our districts are part of toward enhancing environmental and place-based education. CBEEN arranged a fair of interactive presentations by some of the amazing community education partners we have in the region. After creating a living map of the Columbia Basin watershed Trustees learned about the following programs available to classes across our districts:
Columbia Basin Trust's Know Your Watershed Program
WildSafeBC's Rangers Program
Wildsight's Education in the Wild Program
CBEEN's Wild Voices for Kids Program
The group boarded Nancy Clarke's bus to go to Canal Flats where they were treated to a tour of the wetlands that are the headwaters of the Columbia River by a contingent of student guides from Martin Morigeau Elementary. The student leaders explained the importance of the wetlands as an ecosystem, pointed out local flora and its traditional uses, shared local history, and taught a few phrases of local Indigenous language. The trustees were impressed by the knowledge and leadership of the students.
The trustees also held meetings to conduct their regional business during the weekend. The feedback was positive and we were proud to share a glimpse into some of the learning, distributed leadership, and community partnerships in Rocky Mountain School District. We certainly modeled how to care deeply, act wisely, and find joy in each day!
Rocky Mountain School District Board of Education Hosts Kootenay-Boundary Trustees for AGM
Our Tour Guides were:
Hudson Sinclair (Gr. 1)
Seamus Sinclair (Gr. 4)
Stephanie Byklum (Gr. 4)
Cole Taylor (Gr. 5)
Dyson Leichner (Gr. 5)
Aidin Gauthier (Gr. 6)
Graeme Abbott (Gr. 6)
Dominic Berube (Gr. 7)
Elijah Lechman (Gr. 7)
Slone Leman (Gr. 8 from DTSS)
Emily Rangel (Gr. 8 from DTSS)
A Big thank ypou to Robin Myers for all her extra work and attention to detail to make sure the event ran smoothly!
District Wide Write 2019-2020
This year we offered our District Wide Write (DWW) Protocol Training sessions to teachers who were new or anyone who may have wished to have a refresher on the protocol. We held two sessions: the primary session was presented by Kristal Godlien, Krista Horn and Barb Carriere on Tuesday, September 17th and the Intermediate/Secondary session was presented by Crystal Woodworth, Erryn Turcon and Barb Carriere on Thursday, Septemeber 19th.
Some key points that were covered and shared were:
Doing the fall DWW early is an acceptable baseline – the initial write is simply that. It is a baseline and a way for teachers to assess what does this writer have control of, and what does this writer not have control of yet?
Impromptu writing (which is what the DWW is) means that we should recognize that conclusions or endings are likely to be weak or missing because students were unable to finish.
Two ideas that were shared were
1. allow students to simply write “To be continued…”
2. Put “Chapter 1” at the top of the page.
This seems to allow some students to relax about not being able to finish and took off the stress for them.
cognitive science is beginning to emerge about the strong benefits of having students compose their writing with pen or pencil to paper vs keyboarding. There were three articles included for professional reading titled The Pen is Mightier Than the Keyboard.
The anchor marking process was appreciated by many and there were important discussions around the limitations of a rubric.
It’s always important to remember that no single piece of writing can provide a valid picture of a student’s ability and achievement and that the daily writing practice and instruction in your classroom is what is most important when considering a student’s growth as a writer. However, having an assessment tool and a protocol for everyone to follow will allow for some data collection that is valid and reliable. It also provides teachers information that can be used to help guide and inform their teaching. Through the anchor marking process we hope for colleagues to engage in professional conversations around what good writing instruction practices are and ways to stretch our learners into more proficient writers.
We also looked at a variety of resources for teachers which included the following:
Writing Strategies & Mini Lessons
Any text by Lori jamison Rog
Thank you to Krista Horn, Kristal Godlien, Crystal Woodworth & Erryn Turcon for co-presenting these sessions with Barb Carriere!
Any text by Ralph Fletcher
Inspired by the discussions during our Joyful Literacy meetings throughout the 2018-2019 school year, a group of Kimberley teachers decided to create a book club focused on the writing resource, "No More 'I'm Done'" by Jennifer Jacobson. Crystal Scott, Jenn Bowes, Shannon Magee, Katie Granger, and Natasha Burgess purchased this book and eagerly soaked up the wealth of information provided. Crystal, Jenn and Natasha were able to meet three times to hike, paddle board, and discuss changes that could be made to improve writing in their classrooms. This group of teachers especially valued the mini lessons provided throughout the book, as well as the reasoning behind the items suggested for a writing centre.
The most valuable take aways from this book included:
teacher writes at the same time students are writing, and the first 10 minutes of writing is quiet
effective conferencing techniques to use with young children, and the importance of teaching children to use an Editor's Checklist
steps for setting up an effective routine for Author's Chair
the importance of giving equal weight to craft, conventions, genre, and the writing process
having parent volunteers in to assist with publishing student work
creating a Best Of portfolio for each student, which includes a piece of quality work from each month of the year
the many detailed mini lessons suggested for each month of the year, and ways to teach each writing trait (details, voice, organization, word choice, sentence fluency, conventions)
These teachers went into the 2019-2020 school year feeling inspired to put the knowledge gained from this book into practise. Natasha provided a workshop on using this book during the Professional Development days in August for teachers from Marysville Elementary School and Lindsay Park Elementary School. Both Teachers and Educational Assistants commented on how useful the lessons from this book were, and we hope to continue the discussions about this book throughout this coming school year!
Teacher Summer Book Club
Thank You Natasha Burgess
Check out what the Joyful Literacy Team teachers are reading: No More "I'm Done" Fostering Independent Writers in the Primary Grades by Jennifer Jacobson
On Monday, September 30th we had the privilege of welcoming Donna Kozak and Lisa Wilson from SD#23 (Central Okanagan) to present their work around creating an Early Learning Essential Skills Profile. This resource, along with their work at gathering assessment tools for our K-3 learners, is set up as a developmental assessment, rather than a curriculum-based assessment. It is formative by helping to inform our instruction, contextualize curriculum design, and personalize learning for every child. It is designed to help us determine where learners need additional instruction to move their literacy learning forward and it helps focus close attention on those learners who may be in jeopardy of not learning to read and write by grade 3. It is research-informed based on the early predictors of what children need in order to learn how to read and write.
Early intervention is known to be an effective way to strengthen our emerging readers and 90% will catch up with effective help by grade 1. The Reading Skills Pyramid below shows the important building blocks that are necessary for reading success and what research has shown is that 75% of students who receive help after age 9 or later continue to struggle throughout their school careers and that often, when assessed properly, we find that our vulnerable readers are often missing phonemic awareness and phonics understanding. The building blocks that are necessary for proficient reading have not yet been established. It is also known that it is detrimental to label our students as “low”. Instead it is more positive and strength based to think of our students as emerging, developing and growing in their skills and that they also need responsive and effective instruction and meaningful practice.
This was a very informative and helpful session for our K-3 teachers who were able to attend. Thank you to Cheryl Lenardon who brought in these ladies and for supporting our Joyful Literacy K/Gr.1 group to attend and thank you to the administrators who supported additional staff members to attend. These assessments will be wonderful tools for K-3 teachers to access and more importantly to provide informed support for those children who may be struggling coming into reading.
District Early Literacy Assessment Training
New Indigenous Education Pro-D Resource Now Available
This optional professional development resource is designed to help teachers incorporate authentic Indigenous knowledge, content and perspectives into their classrooms.
Check out the new Continuing Our Learning Journey resource
A Few Highlights From This Month's Edition
Read Learn online
BC Ministry of Education
An Invitation to Rethink Early Childhood Learning
After extensive consultation and collaboration with early childhood educators, primary teachers and other key partners, the new British Columbia Early Learning Framework is now available
World Teachers' Day
Oct. 5 is World Teachers' Day - a time to recognize the hard work, professionalism and commitment teachers demonstrate every day to ensure their students' success. Thank you for all you do!
Learn more about World Teachers' Day 2019
BC Ministry of Education Learn Newsletter:
BC Early Learning Framework
B.C. has updated the Early Learning Framework to recognize the new realities of children, families and communities. The new framework was developed in collaboration with early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government and other professionals. It includes several key changes:
Expanded focus to children from infancy to eight years of age (previously five years of age)
Increased focus on reconciliation and Indigenous worldviews
Increased focus on inclusive practices
Connects with new K-12 curriculum, core competencies and primary program principles
Focus on integrating theory with practice
Updated inquiry questions address all early learners
View B.C.’s updated Early Learning Framework to see what’s new. British Columbia Early Learning Framework (PDF, 11.4MB)
B.C.’s Early Learning Framework guides and supports early childhood educators, primary school teachers, principals and vice-principals, college and university educators and researchers, post-secondary students in early childhood and elementary education programs, StrongStart BC facilitators, other early years professionals, communities, governments and families.
The Framework establishes a vision for respectfully living and learning together. It supports the rich early learning experiences of children, provides a focal point for dialogue among British Columbians, and creates a common language and greater understanding of the vital importance of early learning for all young children.
The Early Learning Framework applies to all learning environments, from StrongStart BC programs and primary classrooms to child care settings, preschools and other early childhood development or child health programs. It also
Supports dialogue and reflection on the importance of the development and learning of young children
Guides early learning programs and activities
Encourages discussion with families about their child’s early learning
Shapes professional development
Creates a shared image of children to guide the promotion of early learning
Learning Resources for the Early Learning Framework
We are in the process of developing an online learning resource to accompany the updated Early Learning Framework. We plan to launch this course in the summer of 2020. Until then, the online training modules associated with the 2008 version are still available.
Read the new British Columbia Early Learning Framework
The framework is supported by two companion guides: Play Today: BC Handbook explores play-based learning for grades K-3 from a practical, research-focused lens; Let’s Play! is full of activities for children and caregivers to play and learn together.
The new Early Learning Framework aligns with Child Care B.C. Caring for Kids, Lifting Up Families: The Path to Universal Child Care in which the Province committed to doing more to integrate child care and education.
To clarify, the Grade 10 numeracy assessment is required for all students; Grade 10 students must take it this year. The Grade 10 literacy assessment is required for Grade 10 students; only Grade 10 students take it this year. This year’s Grade 12 students do not take a literacy assessment and do not take a Language Arts 12 exam; Language Arts 12 exams are only for students re-writing an exam or completing courses from the old curriculum. See the full assessment requirements for grades 10, 11, and 12 students.
Learn about the Grade 10 Provincial Graduation Numeracy Assessment (GNA 10)
Learn about the Grade 10 Provincial Graduation Literacy Assessment (GLA 10)
Learn about the Grade 102 Provincial Graduation Literacy Assessment (GLA 12)
Graduation Assessment Information for Parents and Students
Graduation Program Assessment Requirements Clarified
SD6 develops academic and practical skills for lifelong success
SD 6 TEACHERS RECOGNIZED FOR EXCELLENCE
Recipients presented with awards at CBEEN’s Annual Gathering at Whatshan Lake Retreat on September 21 (Left to Right & Top to Bottom: Kate Ruoss, Jenn Means, Doris Hausleitner, Laurie Neeve, Melissa Flint).
Seven educators from the Columbia Basin have been recognized by the Columbia Basin Environmental Education Network (CBEEN) for their excellence in encouraging stewardship and sustainability through environmental education. Through their experience, collaborative efforts and mentorship, they have collectively made a deep and lasting impact on our entire region.
2019 Awards of Excellence were presented to Rocky Mountain School District teachers Laurie Neeve and Jenn Meens.
These recipients are nominated by their peers and nominations are reviewed and adjudicated by a committee made up of past recipients.
Laurie Neeve, McKim School, was recognized for consistently leading by example as an intermediate teacher and through her leadership with the Rocky Mountain Place-based Learning Network.
Jenn Meens, Selkirk Secondary, was recognized for her passion and willingness to share through her role as a secondary teacher and through her leadership with the Rocky Mountain Place-based Learning Network.
SD6 supports learning that is place-based, outdoors, and focused on environmental stewardship
Laurie Neeve blends her love of the outdoors and passion for teaching everyday. She continuously tries to find new and innovative ways to bring placed based/inquiry learning to her teaching practice. In the words of one of her students "Mrs Neeve is the most outdoor "naturey" teacher I have ever had. She made learning fun. I love when she took us outside".
Congratulations to Laurie and Jenn. We are proud to have you inspiring and supporting Environmental Education in SD 6!
Jenn Meens is a passionate environmental educator who has spear‐headed getting students outside at
Selkirk Secondary School. She connects her students to community partners helping them develop a
relationship with professionals who do work in this area; thus connecting them even further into the valueof community stewardship. She connects her students to younger students in the community through cross‐school activities as well.
Columbia Basin Environmental Education Network
BOOK EARLY TO RECEIVE A COMPLIMENTARY WILD VOICES FOR KIDS PROGRAM
SD6 supports learning that is place-based ,outdoors, and focused on environmenta stewardship
Climate Change Education Webinar: CBEEN is very excited to announce a free 45 min webinar on an AMAZING new local climate change resource - the Columbia Basin Climate Source; an online source for educators seeking easy-to-understand information and data on climate change specific to the Columbia Basin and Boundary regions. This will take place on Nov 14 at 3:30pm Pacific / 4:30pm Mountain. Register here: https://cbeen.ca/webinars/
Wild Voices $25 Discount: For teachers who want to book multiple Wild Voices programs this year, we have a deal for you! Receive $25 off all paid programs that are booked before October 31. These programs can be delivered at any time during the 2019-2020 school year, so if you've already used your complimentary program, jump on this deal to get additional curriculum-linked environmental education presentations and field trips! https://cbeen.ca/wildvoices/
Professional Development Bursaries: Now available for 2019-2020! Do you have a professional learning opportunit in mind that you need financial assistance to attend, or would you like to bring a workshop to your community? Either way, we have funding for you - our members! Read more here: https://cbeen.ca/bursaries/
The Inquiring Voices conference is an opportunity to learn and share with like-minded environmental educators. This conference took place September 20-23, 2019 and was hosted by SD 10 and CBEEN. It was located at the beautiful Whatshan Lake Retreat, just outside of Edgewood, BC.
We spent the weekend discussing some big questions and topics we had gathered regarding environmental education. One extremely interesting discussion I was involved in. was how to teach climate change to our students. What is the appropriate approach? At what grade level do we become a bit more real with our students about the state of our planet? Climate change is scary. How do we teach this material impactfully without the fear or doom and gloom that is a reality?
Each participant also had the opportunity to share a resource or lesson or idea they were using in their practice. This ranged from putting on an electric car show, to an enviro-puppet research project, to an author sharing her book about the white bark pine, to an amazing little magnifier set for the students.
The CBEEN annual general meeting and Environmental Educator awards also took place during the weekend.
This was an amazing weekend and I came home buzzing with ideas to share and implement. It is always so awesome to connect with environmental educator friends new and old. This community is a wealth of information and ideas and is paving the way for all teachers to implement outdoor learning and environmental education into their practice.
Thank You Alexis Barrett
Voices For Sustainability
Reflections on Voices For Sustainability
Voices for Sustainability is a very valuable professional networking and development opportunity that is offered every September by CBEEN. This is my third VFS conference and I am always so grateful for the nature of this particular conference. The premise is that the event is designed around what the participants bring with them – this includes burning questions, challenges, successes, skills and resources. September is a crazy time of year for all of us in the teacher world, however this opportunity is mysteriously well timed. The workshop allowed me to work through some burning questions I have been thinking about over the past few weeks, months or year. I returned back to Kimberley and to work with some new perspectives, resources, ideas and most importantly connections with other educators from around the Columbia Basin. There are a lot of inspiring professionals in our region and I am grateful for the opportunity to meet, learn and share. I look forward to the next VFS conference in September 2020.
Thank You Jenn Meens
Classrooms to Communities (C2C) Education Network
Mission & Vision
Based in British Columbia, Canada, the C2C Education Network is connecting classrooms and communities across the province to grow collaboration, teacher leadership and mentorship capacity for place-based education and environmental literacy.
C2C envisions a province where all students and teachers are deeply connected to place, community and planet, are able to effectively communicate their stories of connectedness, and are taking responsibility to do so.
C2C back to School Newsletter features Classrooms to Communities: Connecting People, Place and Planet Annual Conference October25, 2019, CBEEN's Wild Voices program, BC Green Games, and future C2C conferences.
A group of retired Retired Rocky Mountain School District Educators in Golden celebrated the first day of the school year with a hike to Wapta Falls. We love that they embody our commitment to outdoor experiences and finding joy in each day!
Retiring In the Outdoors
Janne Arlt, Cheryl Klassen, Maryanne Schroeder and Iris Trask
In 2013, the Ministry worked with a development team that included teams of teachers in school districts to gather and analyze student work samples related to Core Competencies. Based on observations and examples of student work, the teams drafted competency profiles supported by multiple illustrations to describe how students develop and demonstrate Core Competencies.
In 2019, a group of educators nominated by the BCTF, FISA and FNESC, worked with the development team to revise and finalize the Core Competencies. This process included reviewing feedback on the draft Core Competencies, re-examining key aspects of the Core Competencies (including definitions, sub-competencies, facets, and profiles), and gathering and analyzing additional illustrations that represent how BC students from diverse backgrounds and communities are demonstrating their developing competence.
There were no name changes to the three Core Competencies of Communication, Thinking, and Personal and Social with the finalization of the project.
Specific updates to the Core Competencies include the following:
• Greater focus on collaboration through the inclusion of the Collaborating sub-competency within Communication • Further emphasis on reflective thinking within the Thinking Competency, through the Critical and Reflective Thinking sub-competency • Name change of the Social Responsibility sub-competency to Social Awareness and Responsibility • Revised sub-competency facets and profiles with six profiles in each sub-competency • 52 new illustrations • Examples of connections among the Core Competencies and with Big Ideas from various areas of learning • Definitions for sub-competency, facet, profile and illustration • New graphics to highlight the connection among competencies
The Core Competencies web pages also received an update in response to feedback from the field. The newly updated web pages reinforce the three Core Competencies, emphasize the underlying structure of the Core Competencies, and highlight how the Core Competencies are interrelated and interdependent.
All materials are available in HTML on the curriculum website, and additions will continue to be made this fall. New additions will include a review of the previous 86 illustrations, French translation of all materials, a searchable database for illustrations, and print resources.
The Ministry gratefully acknowledges the teachers and students that made the finalization of the Core Competencies possible.
For more information, please visit: https://curriculum.gov.bc.ca/competencies
SD6 grows thinking, communication, personal and social competencies
BC Ministry of Education Announces Finalization of the Core Competencies
Read the Deputy Minister's Bulletin online: ww.bced.gov.bc.ca/bulletin/20190913/final-core-competencies.pdf
This program provided by the Rite to Ride Foundation runs Friday afternoons at J.A. Laird for interested students. It combines sport, leadership, and community.
Students are challenged to contribute by their actions to home, school, and community , developing personal and social competency and skateboarding skills.
Rite To Ride at J.A. Laird Elementary
"Rite to Ride is fun. We get to learn to skateboard and do tricks. We get an hour of exercise outside of school."
Thank you Tyral and Rain
Lindsay Park Elementary Students Connecting to the Land to Learn Core Competencies
What an amazing day!!
Thank you to Bonnie Harvey for her stories and wisdom. Also a big thanks to Anna Keiver for supporting Lindsay Park in coming together as a learning community and connecting to the Six Cedars
Thank You Michelle Iacabucci
Nature Art - Being Creative like Raven
Thank You Glen Sage
David Thompson Secondary Grade 8s Rocked it at Rock Solid
David Thompson Secondary School’s grade 8 students participated in Rock Solid at Fairmont Hot Springs Resort on September 10. Rock Solid is a program developed by East Kootenay Addiction Services Society and designed to increase resiliency in Grade 8 students as they make the transition to high school. The program helps students identify their strengths, values and supports through experiential education. Our goal is to promote healthy personal development through physical challenges and social interaction. Challenges involved building trust (Trust Falls, Wind in the Willows), working in teams (Blind Shapes, Electric Fence) and building confidence (Blind Maze).
It is important for teachers to know and follow the rules for use of copyrighted material for education. It is also important to model respect for legal and ethical use of others' intellectual property for students toward their development as personally and socially responsible individuals.
Every school reviewed the decision making tool and resources for fair use at their September staff meeting. Here is a link to that information that can be book-marked for reference or downloaded as a pdf:
Copyright Law for Educators
Why Does Copyright Matter?
Just as you would want to protect anything that you own, creators want to protect their works. As students, we were all taught the value of original thinking and the importance of not plagiarizing the works of others. Since teachers use copyright-protected materials as well as educate the copyright owners and users of tomorrow, they have a unique responsibility to set the right example. The works of others should not be used without their permission unless the use is permitted by the Copyright Act. Teachers must be cognizant of the copyright status of resource materials in their possession.
-Copyright Matters, 2016
■ Mark Koebel, Principal of Eileen Madson Primary School welcomed the Board to the school. Mr. Koebel reported on the grant that Eileen Madson Primary and J. Alfred Laird Elementary received from the W. Brett Wilson Family Funding Program. He indicated that Eileen Madson Primary received
$8,000 in total consisting of $500 for each classroom and $2,500 for the school. Mr. Koebel indicated that the request of the donor was that the funding be used to support physical and mental well-being for the students. The school used the funding to provide gymnastics and hip-hop instruction, functional fitness opportunities, and to purchase specific furniture items that help students who require movement in order to concentrate on specific tasks.
■ Mr. Michael Murphy, Audit Partner with BDO Canada, LLP presented the Auditor’s Report and reviewed the draft Audited Financial Statements of School District No. 6 (Rocky Mountain) for the year ended June 30, 2019. Mr. Murphy reviewed the Auditor’s Report, the Statement of Financial Position, Statement of Operations, Statement of Changes in Net Financial Debt, and Statement of Cash Flows with the Board. Mr. Murphy responded to questions and the Chairperson thanked him for his presentation. The Board approved the Audited Financial Statements for the year ended June 30, 2019 at this meeting.
STRATEGIC AND POLICY ISSUES
■ Mr. Carriere presented Policy 5810 – Diversity and Inclusion for the Board’s consideration, for third reading. Mr. Carriere informed the Board that the Policy Committee received no feedback on the policy since second reading. The Board approved the proposed policy at third reading.
■ Mr. Carriere presented Policy 5110 – Physical Restraint and Seclusion in School Settings for the Board’s consideration, at third reading. Mr. Carriere indicated that this Policy mirrors the Provincial guidelines that were provided to all school districts. Mr. Carriere indicated that the Policy Committee received some minor wording changes as feedback, which helped sections on page two of the proposed policy to flow better. The Board approved the proposed policy at third reading. Following a question Mr. Carriere confirmed that the Policy includes a form for tracking and reporting incidences of restraint and seclusion, should they occur.
■ 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 will be attending a Provincial Council meeting on October 25th and 26th in Vancouver. She reminded the Board that she also serves on the BCSTA Aboriginal Education Committee.
■ Chairperson Byklum reminded the trustees that the BCSTA KBB AGM will be hosted by our school district on September 27, 28 and 29th at Fairmont Hot Springs Resort.
■ Vice-Chairperson Smaill reported that negotiations with the BC Teachers’ Federation is on a hiatus until September 23rd at which time they are planning on resuming negotiations with assistance of a mediator.
■ The September and October 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
September 2019 Board 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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Rocky Mountain School District Learning Leadership Calendar 2016-2017
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