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Canyon Heights Elementary

Vision to Goal Setting

What is our Vision for Learning?

Traditional Welcome and Acknowledgement

We would like to thank the Coast Salish people, specifically the Squamish Nation and Tsleil-Waututh Nation, whose traditional territory North Vancouver School District and Canyon Heights reside on. We value the opportunity to learn, live, and share educational experiences on this traditional territory.

Canyon Height’s school plan is driven by our Vision Statement, the First Peoples Principles of Learning and our Guiding Beliefs

Our Vision Statement

Canyon Heights aspires to develop caring, creative thinkers who are resilient, responsible and engaged members of a global community.

First Peoples Principles of Learning

  • Learning requires exploration of one’s identity
  • Learning involves patience and time
  • Learning is holistic, reflexive, reflective, experiential and relational (focused on connectedness, on reciprocal relationships and a sense of place)

Our Guiding Beliefs

  • Respect and Kindness creates a safe and positive learning environment
  • Self regulation and Self management build resiliency and empathy
  • Teamwork and collaboration are necessary to flourish
  • Diversity makes us stronger, kinder and inclusive
  • Strong student, staff and parent connections are key for student success

School Goal

To improve all learners’ sense of belonging, academic success, and positive behaviour through the intentional and systemic teaching of Social Emotional Learning competencies embedded in the First Peoples Principles of Learning.

1. Raise our awareness of resources to support intentional teaching of SEL through the First Peoples Principles of Learning and the CASEL Framework’s Core Competencies and the Second Step Program

  • All members of our learning community will have awareness and understanding of the five domains of CASEL’s Social Emotional Learning Framework and how they connect to the First Peoples Principles of Learning.

2. Build a Shared language and common understanding among staff, students and community members

  • All members of our learning community will use the shared language of the Second Step program and connect to the First People Principles of Learning
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Planning & Implementation

What is our Action Plan?

Problem to solve: How do we as a learning community slow down to find time to focus on our individual students, build kindness and community through social emotional learning?

Beginning in the Fall of 2018 we collected data from students, staff and parents asking what makes Canyon Heights a positive place to learn. From this we explored our strengths and stretches as a community which lead to our Social Emotional Goal. Staff believed that Canyon Heights Elementary School is a vibrant learning community where all learners should feel a sense of belonging, where diversity is honoured, and where all students are valued for their individual strengths.

All members of Canyon Heights Learning Community committed to building a foundation of Social Emotional well being reflected in the First Peoples Principles of Learning for every student in order to enable personal and academic growth.

In alignment with the North Vancouver School District, we are guided by our core values of trust, respect, responsibility and collaboration and by the four pillars of educational practice. At Canyon Heights we believe that Social Emotional Learning is the foundation for all learners’ success. These Social Emotional skills need to be modelled in our everyday interactions, intentionally taught in our classrooms and continually reinforced.

Values

  • Respect/Kindness
  • Responsibility
  • Trust
  • Collaboration

School Goals

To improve all learners’ sense of belonging, academic success, and positive behaviour through the intentional and systemic teaching of Social Emotional Learning competencies embedded in the First Peoples Principles of Learning.

1. Raise our awareness of resources to support intentional teaching of SEL through the First Peoples Principles of Learning and the CASEL Framework’s Core Competencies and the Second Step Program

  • All members of our learning community will have awareness and understanding of the five domains of CASEL’s Social Emotional Learning Framework and how they connect to the First Peoples Principles of Learning.

2. Build a Shared language and common understanding amongst staff, students and community members

  • All members of our learning community will use the shared language of the Second Step program and connect to the First Peoples Principles of Learning

Learning Target 1: Develop a sense of belonging.

Strategies:

  • New Logo Process – Staff, Students, PAC input
  • Coast Salish Art workshops
  • School Wide Drum making
  • Coast Salish Anthem
  • Logo Celebration of Orca – Guardians of the Seas
  • PAC Logo merchandise Coast Salish Art workshops
  • Indigenous Ways of Learning
  • School Clubs
  • Extracurricular Teams
  • Band and Strings

    Learning Target 2: Use common language and strategies to support self-regulation and develop mindfulness.

    Strategies:

    • Student Led Morning Announcements
    • School Wide Second Step – Tuesday lessons
    • Second Step Communication with Community
    • Calming/Flexible Learning Environments
    • Collaborative Problem Solving and Conflict resolution

    Read More

    Monitor Evaluate & Adapt

    What are our Indicators of Progress?

    What are our Indicators of Progress?

    School Planning Team

    Canyon Height’s Core Leadership Team represents the voice of all of Canyon Height’s educational stakeholders and makes recommendations to guide our actions. It is a voluntary team which also provides leadership in the school planning process. The Staff team worked on the School Plan initially and the student and parent representatives joined later in the process and provided valuable voices to the School planning and the NVSD Strategic Planning process.

    The team currently includes:

    • Andrea Waich – Primary Teacher
    • Ian Cunliffe – Teacher Librarian
    • Deanna Sherrill – Learning Services Teacher
    • Shelley Pallot – Education Assistant
    • Natacha Sadafi – Counsellor
    • Kevin Ward – Principal
    • Judith Lowe – Vice Principal
    • Kendra Low – PAC Representative
    • Millie Orde – Student Representative
    • Lucas Gregory – Student Representative
    • Darien Day – Student Representative
    • Katherine Orde – Parent Representative
    • Stephanie Gregory – Parent Representative
    • Christina Trotter – Parent Representative
    • Kulvir Mann – Parent Representative and School Board Trustee

    At Canyon Heights, staff are continually learning and growing their skills in order to improve the overall educational opportunities for our students. We have committed to the following actions and learning:

    • Whole school commitment to Social Emotional Learning Goal
    • Commitment to learning – Collaboration Time, Staff Meetings, Professional Development to focus staff learning on increasing our knowledge and understanding of the CASEL framework of Social Emotional Learning
    • Building a common understanding and language among the adults in our learning community
    • Commitment to the alignment of our Canyon Heights Code of Conduct to our focus on Social Emotional Learning
    • Incorporation of the Indigenous Worldview
    • Ongoing and improved communication and resource sharing with parent community

    Learning together on Professional Development Days, Collaboration Days, and at Staff Meetings are an essential way for staff to monitor our progress in relation to our school goals, make any adjustments that may be needed, and ensure that we are continuing to grow as a Vibrant Learning Community.

    Canyon Heights Revised Code of Conduct

    In the 2018, year the School Code of Conduct was revised to support our SEL goals and highlight our focus on Social Emotional learning, Kindness and Collaborative Problem Solving

    Canyon Heights School Code of Conduct

    Strategic Action Plan

    The Core Team have determined that we will focus on each of the 5 components of the CASEL framework through the intentional teaching of the Second Step program: Self Awareness, Self-Management, Social Awareness, Relationship Skills and Responsible Decision Making. This will be a multi-year process beginning with:

    1. Self Awareness is defined as the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behaviour. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

    Learning Targets
    To accurately identify and name our emotions.
    To recognize that our emotions are temporary and they will and can change.
    To recognize our strengths and our stretches.
    To show confidence that we can handle our daily tasks and challenges.

    Universal Strategies
    Regular announcements using Second Step language of Skills for Learning, Empathy, Emotion management, and Problem Solving
    Standing item on Primary and Intermediate team agenda
    Community Communications of Second Step Learning Stories and School Clubs

    Targeted Strategies
    Commitment of 2 teaching times a week built into all class schedules
    SEL time classroom teachers to plan with support from Core Team if needed
    Staff provided with thorough resource list (picture books, websites, possible lessons)

    Intensive Strategies
    SEL language to be used when preparing Positive Behaviour Support Plans Individual or small group direct teaching by School counsellor/Learning Services Teachers (LST)/Education Assistants

    Indicators of Progress

    • Office referrals – significant decrease 60%
    • School Based Resource Team referrals
    • Anecdotal evidence – dialogue
    • Increase in student ability to identify needs/feelings
    • Increase in student self-advocacy
    • Increase in positive problem solving strategies
    • Increase in School Clubs
    • Increase in Collective Efficacy
    • Increase Connectedness to a Trusted Adult

    Future focus will continue to use the following components of the CASEL Framework as supported by the Second Step School Wide Program.

    2. Self Management is defined as the the ability to successfully regulate one’s emotions, thoughts, and behaviours in different situations – effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals

    3. Social Awareness is defined as the ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behaviour and to recognize family, school, and community resources and supports.

    4. Relationship Skills are defined as the ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

    5. Responsible Decision-making Skills are as the ability to make constructive choices about personal behaviour and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

    https://casel.org/

    Read More

    Communicating Progress

    How do we Communicate our Progress?

    Collaboration and Communication

    Staff at Canyon Heights have identified a major area of focus for our School Action Plan: At Staff meetings and collaboration times staff have been working on developing and implementing components of the Core SEL competencies in collaboration with Second Step lessons. These skills are being taught throughout the school community and within our classrooms.
    Social Emotional Learning is one of the 4 Pillars of Educational Practice (Curriculum, Instruction, Assessment and Social Emotional Learning) and at Canyon Heights we believe that the skills that students learn are the foundation for their academic success, their positive behaviour and their strong sense of belonging.
    Please see the attached link to Second Step information videos that will help deepen parents understanding of the program and its intention for the students at Canyon Heights.

    https://www.youtube.com/channel/UCU3fYcLfSY30EhAFaB01afQ

    Weekly Updates – What’s On at Canyon Heights

    Second Step Update

    At Canyon Heights, Students have been exploring the areas of Social Emotional Learning (SEL) through the NVSD Pilot program and PAC supported Second Step. The PAC has generously supplemented the Pilot Program by supplying funds to allow for the purchase of a second kit for each grade group Kindergarten through grade 5.

    In November we continue with our theme of empathy. In our morning announcements we will be reminding students to have empathy, identify their own and other’s feelings, notice and respect same and different feelings, and show compassion. Compassion involves saying kind words or doing something helpful to show you care how another person feels. When students identify, understand, and respond in a caring way to how someone else is feeling, it helps create a positive and accepting school climate.

    This is the song/rap that many of the weekly Second Step lessons begin with to help students remember to try and see another person’s perspective because this helps them to understand how someone else is feeling and helps them to solve problems.

    You gotta walk, walk, walk
    Walk in their shoes
    Take a look and see what they’re seeing Walk, walk, walk
    Walk in their shoes
    Try to understand
    What it would feel like to be them
    You gotta walk, walk, walk
    Walk in their shoes
    Empathy is what we’re saying Recognize those feelings
    You’ve felt them too
    That’s empathy

    Discuss the following questions with your child to begin a chat about what they are working on in their weekly Second Step lessons.

    What do the words of this song want us to remember?

    What does empathy mean to me?

    What does respect mean to me?

    If you did not get a chance to check out the following empathy lessons that students have been working with, here they are again!

    Learning to Listen – Grade K-1

    Home Link: https://app.secondstep.org/Portals/0/K/Lesson_Materials/Home_Links/All_K_Home_Links.pdf

    Being Respectful – Grade 2-3

    Home Link: https://app.secondstep.org/Portals/0/G2/Lesson_Materials/Home_Links/All_G2_Home_Links.pdf

    Empathy and Respect – Grade 4-5

    Grow you Brain, How Personalities Change – Grade 6-7

    Family Lesson Summary – Students will learn how their brains are changing and how the Second Step Program can help them grow their brains and learn to be successful.

    Second Step Update – Division 8

    This week Division 8 worked with the Second Step lesson of Understanding Different Perspectives. In the lesson video we watched as two boys had different perspectives about the sleep over they had together. In the classroom activity as a group, and later in the week, in partners, students discussed and made connections to the scenarios presented as they begin to understand that using their words to discuss these different perspectives can help them to understand another person’s point of view, and perhaps, help them to problem solve when disagreements occur. A Home Link was also sent home to generate discussion around Different Perspectives, this time, a student’s perspective and an adult’s perspective of the same ideas. Some discussion points included: Homework, Clothing worn at special events, and Screen time.

    Lesson 6 – Understanding Different Perspectives, page 60

    Home Link: https://app.secondstep.org/Portals/0/G4/Lesson_Materials/Home_Links/All_G4_Home_Links.pdf

    Second Step is based on the CASEL Core SEL Competencies.

    https://casel.org/core-competencies/

    Self-Awareness Competency

    The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behaviour. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

    Identifying emotions
    Accurate self-perception
    Recognizing strengths
    Self-confidence
    Self-efficacy
    Video: https://youtu.be/dZL2eZBe4Ew

    Second Step Update

    Self-Management Competency

    The ability to successfully regulate one’s emotions, thoughts, and behaviours in different situations – effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

    Impulse control
    Stress management
    Self-discipline
    Self-motivation
    Goal-setting
    Organizational skills

    Video: https://youtu.be/tXKFNDFjKwY

    Second Step is based on the CASEL Core SEL Competencies.

    https://casel.org/core-competencies/

    Drum Making

    On November 5th and 7th the Indigenous Education Resource Team (IERT) members Dallas Gus and Gordan Dick provided the teachings of the Coast Salish in six drum workshops with twelve of our fifteen divisions. This coming week they will visit again to provide the same opportunity for the remaining three divisions. The November drum making occurred in buddy groups of four and required many of the skills we have been explicitly teaching in our Second Step program.

    • Taking turns is an important skill for collaboration
    • Teamwork leads to success and a high sense of belonging
    • Focused Attention is required when learning from a Master

    Second Step Update

    Social Awareness Competency

    The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behaviour and to recognize family, school, and community resources and supports.

    Perspective-taking
    Empathy
    Appreciating diversity
    Respect for others

    Video: https://youtu.be/0IflFLzG_Jc

    Second Step is based on the CASEL Core SEL Competencies.

    https://casel.org/core-competencies/

    Drum Making – Workshop # 2

    On December 4th the Indigenous Education Resource Team (IERT) members Dallas Gus and Gordan Dick provided the teachings of the Coast Salish drum workshops in our last three divisions. The school has now constructed 90 eight-inch drums. The drum making occurred in buddy groups of four and required many of the skills we have been explicitly teaching in our Second Step program. This week’s photos demonstrate the pride that comes with working in community and celebrates the skills of social awareness such as appreciating diversity and respect for others.

    Second Step Update

    Relationship Skills Competency

    The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

    Communication
    Social engagement
    Relationship-building
    Teamwork

    Video: https://youtu.be/XMEm8FjpdSc

    Second Step is based on the CASEL Core SEL Competencies.

    https://casel.org/core-competencies/

    Our School Code of Conduct reflects the principles found throughout the Second Step Curriculum and states the following which applies to students, staff and parents/guardians:

    “Our goal at Canyon Heights is to create and maintain a safe, caring and orderly environment for purposeful learning. Although written with students in mind, it is expected that all members of the Canyon Heights School Community, as well as visitors to the school, demonstrate:

    • Respect: for self, others and property  
    • Responsibility: for behaviour and work
    • Safety: for self and others

    https://www.sd44.ca/school/canyonheights/About/code%20of%20conduct/Pages/default.aspx#/=

    Speaking of Relationship Skill: WOW an Amazing Show of Collaboration

    Our three shows this past week were a huge success. Thank you to all the parents who supported the show by attending and giving messages of appreciation and gratitude.

    The Musical was a success due to the creative vision and hard work of our three-lead teachers, Heather Sergent, Gillian Fraine and Catie Corbett, their talented cast and crew and the intermediate chorus.

    We would also like to extend gestures of gratitude to our office staff led by Christine Anderson, Alexa Easton and Caroline Leonard for the countless hours they contributed to support a successful musical.

    Also, behind the scenes, teachers and students worked on creating unique pieces of art to support the programs that were distributed to our audience and provided gym and stage set up to ensure our actors had an appropriate setting to showcase their talents. The amount of coordination to move 8 divisions of students on and off stage was massive and was supported by our amazing student runners and stage hands. Congratulations to all for an incredible teamwork, effort and performance. We look forward to future performances.

    Second Step Update

    Responsible decision-making

    The ability to make constructive choices about personal behaviour and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

    Identifying problems
    Analyzing situations
    Solving problems
    Evaluating
    Reflecting
    Ethical responsibility

    Video: https://youtu.be/yWSSPnTB6OY

    This past week Mr. Moser’s Division 11 classroom practised the Belly Breathing lesson which helps students that have become frustrated, angry or excitable to focus on their breathing to calm their mind and body.

    Second Step is based on the CASEL Core SEL Competencies.

    https://casel.org/core-competencies/

    Second Step – Classroom Activities and School Clubs

    Mrs. Kan’s Division 10 practices Tai chi 2-3 times a week near the start of their day. Tai chi requires Focus Attention and the use of Self-talk. It takes concentration to ignore distractions and focus the mind on doing the moves in a very slow manner. Students must tell themselves to breathe and to ignore visual and auditory distractions. While some days are better than others, Division 10 is doing Tai chi as a healthy practice. Every Friday, a couple of students will invite students from other classes to join us.

    Writing Club – Ms. Corbett

    Is open for grade 3-7 Wednesdays at Lunch Recess (12:10 – 12:40).

    Writing Club is on a drop-in basis which means come when you can and as often as you want or are available. You can work on personal projects or school writing assignments. You can get help from a teacher or peers, or even work on a project with others. Writing includes stories, poems, songs, comics, …. whatever you can dream up!

    https://mscorbettsroom.weebly.com/

    NVSD Social Emotional Learning Webpage (New – Check out the Parents page)

    Link: https://www.sd44.ca/sites/SEL/Pages/default.aspx#/=

    Classroom Activities – A Learning Story

    Mrs. Lowe’s Division 8 Business Symposium

    Last Friday, Jan.31 the excitement built in Division 8 as students prepared for their Business symposium, beginning at 11 am. Students completed the room set up for the expected parent attendees and their own pop-up stands where they would share their classroom business ideas with parents and peers.

    The time had arrived, and students, both nervous and excited, presented their ideas to a packed room. “Books with Hooks” shared a beginning series of epic stories, Shen’s Smiling Buttons demonstrated how to help people feel happy, and Lava Rock Guy shared products to help students feel calm and increase focus to mention just a few. All students shared their ideas with poise and pride, speaking in a composed and confident way as they shared their ideas. Later parents and students toured the individual stands to further explore the wares and services being presented and commented on how knowledgeable students were about their products and services.

    Next steps include students graphing gathered data and then analyzing it to decide whether or not to proceed with their business idea or tweak it in some way.

    Once decided, students will apply for a business licence and then open their classroom businesses by mid-March.

    Our thanks goes out to our parent community who continually encourage and support our learners as they grow to better understand their own skills and strengths.

    Cheakamus Centre – Grade 6 Outdoor School

    Our Grade 6 students enjoyed some outdoor learning. Check out all the pictures – self regulation is easier in the great outdoors.

    Remote Learning – Staying Connected Despite Being Apart

    Dear Parents, Guardians and Students,

    We hope this new version of the What’s On at Canyon Heights finds you all safe, healthy and well. We miss seeing students and community members in the school hallways, the office, classrooms and mostly on the playground. We have made it through our first virtual week spent in cyberspace.

    There have been frustrations, many questions, some answers, but there have also been triumphs and things to celebrate as a community. What we have all accomplished in just the past two weeks is truly remarkable. Students have connected with teachers, all classes are meeting virtually, and we are learning to use the technology that will be our main platform moving forward. While we have just started the journey, and still have a long way to go, we have managed to re-tool 200 years of “traditional” schooling overnight. It has taken patience, courage, trust, and a huge amount of learning and determination.

    We would like to remind you Superintendent Mark Pearmain’s message with an excerpt from his April 7th letter:

    “I also acknowledge how the idea of supporting your children’s learning may feel overwhelming. As a parent, you are learning new routines, while also having to balance and manage many demands on your time, including work, health, or family responsibilities. Please know that:

    • we as a school district understand that each family circumstance and its ability to engage in a new remote delivery of learning is unique. Rest assured that no child will lose marks over these next few months.
    • children will have the opportunity to enhance their current academic standing and improve their current grade.
    • our staff recognize that when we come back to regular operations and return to the classroom, it is with the understanding that we will meet our students where they are at and fill any gap in learning.
    • staff at the North Vancouver School District are working extremely hard to ensure all children feel safe and supported.

    We are committed to supporting you and your children during this new period of remote learning and recognize you will have questions. In addition to the communication and resources you will receive directly from classroom teachers and your school, we now have available on our website, an Educational Continuity Plan. There are four sub-sections – Elementary, Secondary, Complex & Vulnerable Learners, and Distributed Learning – and each shares the framework in which schools will provide educational continuity for students and their families. We have also prepared a COVID-19 webpage, which includes a curated listing of links to trusted and reliable sources of information, updates from the Ministry of Education, and copies of our correspondence with you – all in one convenient location.”

    As we have now well and truly embraced a virtual, technology-based world, we are presented with more questions and challenges around the appropriate use of technology by students. There will be a detailed guide coming out early next week from District Executive providing more clarification and allowing for the possibility of NVSD loaned devices to families requiring hardware support. Please contact your child’s teacher through the MS Forms Technology survey or directly should you require technology support but in the interim, please refer to the agreement that all students were required to sign at the beginning of the year. (see link below)

    https://www.sd44.ca/parents/techservicesandresources/office365parenttipsandresources/Pages/Privacy.aspx#/=

    We would like to thank each of you for your support and the part you will continue to play in making this possible. In particular, we appreciate the incredible patience that you have shown that is, and will be, required as we continue to figure this out as a learning community; all while living with the burden of Covid- 19 stress we are all carrying in our own lives, and the underlying anxiety which accompanies it.

    We hope a nice long Easter weekend has served you well and we that each of you had something to celebrate and appreciate this past weekend. Below is a letter from Mr. Cunliffe announcing that Chess Club is back in a virtual form.

    As I said in my update last week, our number one priority is the health and safety of our greater school community. Please take care of yourselves and your families.

    Mr. Ward & Mrs. Lowe

    Chess Club is Back!

    Dear Canyon Heights parents,

    I’m excited to announce that we now have an online chess club exclusively for our Canyon Heights students!

    Our online chess club is open to Canyon Heights students in every grade. It is a wonderful way for friends, classmates and Canyon Heights students to safely reconnect with each other and play some chess!

    Our online chess club offers:

    • 24/7 access to chess in a safe, kid friendly environment.
    • A regular scheduled time to meet and play with other Canyon Heights students.
    • A place to safely chat with other Canyon Heights students.
    • Kid friendly chess tutorials puzzles.
    • Tournaments!
    • A leader board!!
    • Computer opponents!!!
    • And even the chance to match wits against Mr. C!!!!

    To have your child join the Canyon Heights Online Chess Club, please email me at icunliffe@sd44.ca with your child’s full name and let me know that you’d like your child to be given access. I will email you back with a username and password for your child, along with online expectations and simple log in instructions.

    If you have questions you can check out my chess club FAQ at:

    https://mrcslibrary.weebly.com/home/chess-club-is-back

    Happy king hunting!

    Mr. C

    Dear Parents, Guardians and Students,

    We hope this new version of the What’s On at Canyon Heights continues to find you all safe, healthy and well. We have now completed the first week in which the Ministry of Education and our NVSD Superintendent expected teachers to be live with their framework for remote learning. As Principals and Supervisors of Learning, We are very proud of our teachers, education assistants, support staff and our learning community for their ability to adjust to what has been the greatest disruption to education in our history.  We are happy to report that all 15 divisions published a weekly schedule or framework at the beginning of this past week and will continue to do so until the end of this learning disruption. As teachers, parents and students learn the MS Teams application we are certain that our communication and understanding of MS Teams will become more streamlined, accessible and consistent.

    “Never before have we witnessed educational disruption at this scale”.

    ~UNESCO Director-General Audrey Azoulay

    For some perspective, we have attached the UNSECO research report Thinking about Pedagogy in an Unfolding Pandemic which notes at the time of its March 15th writing that 400 million students were affected by school closures worldwide in 61 different countries. We now know, in a little over 4 weeks, that the number has grown to include 1.57 billion learners accounting for 91.3 % of the world’s student population. The authors conclude our mission as educators should be “Maslow before Bloom” in a reference to the social emotional needs of children taking priority over everything else.

    Maslow’s Hierarchy

    https://www.simplypsychology.org/maslow.html

    Bloom’s Taxonomy

    https://www.teach-nology.com/tutorials/teaching/blooms.html

    On page 18 – 21 the authors note resources for educators, many of which Canyon Heights and the NVSD have adopted.

    At Canyon Heights, we are committed to supporting you and your children during this new period of remote learning and recognize you will have questions. Please continue to contact us via our school email address at canyonheights@sd44.ca.

    We have loved receiving the many positive comments of support and expressions of gratitude for the speed in which we have shifted from a 200 year old model of schooling to remote learning to attempt to mitigate the impact of this pandemic. We will continue to share these messages of appreciation with teachers and staff while working to improve our service in response to the very few concerns raised by our parents. We would like to thank each of you for your positive support, for working with teachers to smooth out the MS Teams delivery and for the part you will continue to play in making this possible. In particular, we appreciate the incredible patience that you have shown that is, and will be, required as we continue to evolve as a learning community.

    In addition to the communication and resources you will receive directly from classroom teachers and through the weekly Virtual What’s On at Canyon Heights, we would like to promote the great work being done by our Non-Enrolling team, which includes but is not limited to Mr. Cunliffe and Ms. Sergent:

    https://mrcslibrary.weebly.com/

    https://hcqwerty.wixsite.com/website

    As well as a second reminder to you of the NVSD resources found at our website(s) Educational Continuity Plan at:

    https://www.sd44.ca/ProgramsServices/educationalcontinuityprogram/Pages/default.aspx#/=

    and COVID-19 Webpage at:

    https://www.sd44.ca/District/COVID19Updates/Pages/default.aspx#/=

    which includes a curated listing of links to trusted and reliable sources of information, updates from the Ministry of Education, and copies of our NVSD correspondence with you – all in one convenient location.

    Lastly, we will leave you with a YouTube video by Shelley Moore entitled:

    Dr. Baked Potato: How can we scaffold complexity?

    https://youtu.be/7j0oL1CNXAs

    – which under normal circumstances is used as a metaphor for servicing the diversity of our learners but can certainly be applied to our current situation in which teachers are providing educational opportunities or “toppings” for parents and student to use on their educational program or “baked potato”. The video drives home the point that parents are free to pick and choose the educational opportunities that teachers provide to meet Maslow’s Hierarchy of needs and the needs of their family situation amongst the stresses of a worldwide pandemic.
    We will continue to think of our health and welfare as our number one priority and hope that we can weather this storm and be back in school soon. Please take care of yourselves and your families. Below you will find a hopeful message from Mrs. Hope’s Division 6 class – thank you to Division 6 for providing a blanket to keep us warm and cozy!

    Mr. Ward & Mrs. Lowe

    Bookmobile Launch

    Canyon Heights parents or students are invited to peruse the school’s library collection, which can almost entirely be viewed online at:

    https://search.follettsoftware.com/metasearch/ui/51713

    at which point they can request up to three books by emailing Mr. C at icunliffe@sd44.ca with the titles of the books they’d like, the student’s full name and division, along with their home address.

    https://mrcslibrary.weebly.com/

    Check out how our celebrity librarian is creating positive community news by clicking on the links below.

    Writing Club

    Ms. Corbett’s Room

    https://mscorbettsroom.weebly.com/

    NVSD Resources

    Artist For Kid’s from Home https://www3.gordonsmithgallery.ca/Artists4Kids/Programs/ArtActivityVideos/Pages/default.aspx#/=

    NVSD Social Emotional Learning and Mental Health

    https://www.sd44.ca/sites/SEL/Covid19/Pages/default.aspx#/=

    At Canyon Heights, we are committed to supporting you and your children during this new period of remote learning and recognize you will have questions. Please continue to contact us via our school email address at canyonheights@sd44.ca. Please also continue with your positive messages, stories and pictures.

    Take care and we hope that we can continue to engage online until we can gather once again as a school community.

    Mr. Ward and Mrs. Lowe

    Canyon Heights is Stronger Together

    Please Enjoy this video message from our amazing staff community.

    https://vimeo.com/424436558

    Stronger Together T-Shirt Launch

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