About Us » Action Planning

Action Planning


Goal Statement – Input/Output


We will do…(needs to be specific) – “We will use DC 11 as a means to support students authorizing their learning plans”


We expect to see…(needs to be specific) – All students in Grades 10, 11, 12 will have a digital portfolio that meets:

  • self-reflection, self-assessment of core competencies
  • self-reporting
  • learning outcomes
  • a tool to guide the action of students in preparing for post-secondary
  • supporting multi-aged groupings in the CLE/CLC


Strategies/Structures (needs to reference the pathways and can act as our input)

  • here’s what we’re doing
  • here’s how we’ll know
  • here’s the data we’re using to track


The Pathways to Learning describe the instructional STRATEGIES, guided by the First Peoples’ Principles of Learning, that will lead to deeper learning for our students.




Student engagement in distributive learning includes the active involvement and emotional investment in learning through the use of digital tools, personal reflections, and individual/group connections. Course design (meaning, gamification, micro-learning), in addition to instructional strategies (personalization, social/group interactions), allow students to actively engage in the process of learning while providing options for students to exercise agency over their learning goals.


Purpose & Authenticity


While distributive learning courses offer a variety of learning possibilities, purposeful and authentic learning includes activities that:

  1. have real-world relevance
  2. are complex and require an investment of time and understanding
  3. allow for differing perspectives
  4. offer collaborative opportunities
  5. require reflection
  6. are integrated in assessment
  7. provide for diverse outcomes

Distributive learning provides students with these authentic learning activities. Similarly, the development of digital portfolios encompass these elements as students make connections between themselves as learners and the broader perspectives of the world they live in.




Access to information and resources is enhanced through the use of technology. As a pathway for students to access, use, communicate and produce information, it allows students to archive, track, and present their learning over time. In addition, it’s an opportunity for our students to develop the skills and digital citizenship needed for life-long learning.



Structures are the arrangements of, and relations among, various elements that enable students to benefit from the experience of learning through an online environment.

These include increased blended learning opportunities, flexible scheduling, course pace, conducive learning environments, and increased program options.


Blended Learning Opportunities are a combination of online learning and the traditional at-school learning (in a classroom). Students have, within their timetables, opportunities to participate in their online courses with the support of an online teacher. Students are able to continue their online learning anywhere, anytime, with the opportunity to connect face-to-face with an online teacher throughout the day.


Flexible Scheduling provides students with the flexibility to develop their learning schedules both in traditional school settings and online. Many students will take an online course as a means of supporting their schedules at school.


Course Pace offers students an opportunity to effectively manage their time learning. For many, meaningful learning takes patience and time. Brain development is unique to each individual, occurring in different ways and at different rates. Patience and time to ponder, reflect, and adjust allow for more and enhanced connections which deepen understanding. Quality of learning is proven to be more effective for deep learning than quantity of learning.


Learning Environments impact brain development. Distributive learning provides students with a variety of learning materials, learning spaces (place based), technology, and supports that meet individual learner needs. Specifically, distributive learners benefit from the meaningful interactions between their online teachers and peers while affording enhanced opportunities for personalization and reflection.


Program Options offer students a range of course choices, in addition to those provided by their traditional school. Similarly, these program options often are used to meet graduation and post-secondary prerequisites and general interest.