At the first DPAC meeting of this school year, Superintendent, Lisa McCullough, and Director of Instruction, Phillip Clarke, presented a variety of research data to provide a mental health snapshot of our students from kindergarten to grade 12.
Please find below a collection of health reports and information on how we support health and well-being in our schools.
Schools have additional survey data ranging from mental health and well-being to competency development. Feel free to connect with your school principal for further information.
MDI School District & Community Report 2017/2018
EDI School District Community Profile
Pro-Social Approach to Learning
We have fundamentally changed the way we design for student learning by building pro social learning environments with a focus on competency development as a priority over content delivery, and where learning is collaborative and contributes to a greater purpose.
Our common goal for educational excellence is to create safe, purposeful and powerful learning environments in order that all students can think critically, create, collaborate, contribute, and learn.
Pathways to Learning
Assessment is a pathway to understand student learning. It is knowing where they are, where they were, and what next steps they should take in their learning. By utilizing assessment for, of and as learning students use criteria, rubrics, exemplars, self and peer assessment, descriptive feedback, personal learning targets, reflection, and collect samples of their work to drive their learning forward.
Collaboration is a pathway that leads to groups of students working together toward a common goal. It inspires the creation of new knowledge and respect for different ideas. Students learn to understand each other and monitor themselves.
Engagement is a pathway leading to the active involvement of all students. Cooperative structures and strategies allow students to access prior knowledge and deepen understanding. Students are always actively involved toward a specific end product or goal. Learning is differentiated to reach each learner at his/her own place.
Play and Exploration are pathways that support student curiosity and risk taking. Hands-on and inquiry based approaches lead to the development of individual student creativity and the innovation of something new: an idea, an interpretation, or a product.
Purpose and Authenticity are pathways for students to engage in meaningful and personally relevant learning. Students use interdisciplinary approaches and ‘voice and choice’ to make connections to their own reality and to a broader perspective. Community partnerships and projects support learners in applying their learning through real world problems.
Technology is a pathway for students to access, use, communicate and produce information. It also allows students to archive, track, and present out their learning over time.
Evidence that we are making progress with our shift in culture is illustrated in our suspension rates and overall graduation rates as seen below.
When supporting our students, we take a collaborative approach through co-planning, co-teaching, and co-assessing. Learning teams and collaborative teaching partnerships with other school-based and district-based personnel allow for flexible groupings and increased opportunities for student voice and choice. Inherent in this approach is job-embedded, personalized professional learning.
Teams use triangulated data from a variety of sources; class profiles, class maps, co-planning, co-teaching, co-assessing observation notes, student self-assessment, peer assessment, rubrics etc., to facilitate personalized instruction and supports.
The district personnel who support health and well-being in our schools includes, but is not limited to:
- Education Assistants
- Youth Care Workers
- Learning Services
- Classroom Teachers
- Health Promoting School Coordinator
- Physical and Health Educators trained in mental health literacy
We work closely with our community partners to support all of our students. Here is a list of some of the partners who work regularly with students and teachers in a variety of capacities based on needs, with a focus on student wellness.
These services range from workshops for parents and students on anxiety, to presentations on healthy relationships for teenagers, to co-teaching kindergarten/grade one classes on hand washing techniques, to social skills groups and direct supports for some of our more vulnerable students.
- Ministry of Children & Families – Intake, Coordination
- Vancouver Coastal Health – Concurrent Disorders, Nurses Etc.
- Howe Sound Women’s Center
- Anxiety BC
- Sea to Sky Community Services
- Whistler Community Services
- Squamish Nation
- Lil’wat Nation
- Big Brothers Big Sisters
- Communities That Care