C MMUNITY ENGAGEMENT
Giving Back to the Community
Students from Davidson Road Elementary learned how to plant trees from RSS Forestry students as they worked to replant areas lost to wildfires in Jack Seaton Park.
The project began with 1700 seedlings from a Lake Country Art Walk project and blossomed into a learning experience that shows just how much impact little hands can have on the environment!
Learn more in the video on page 18.
Page 4 & 16: Artists in Residence Page 8: Elementary STEM at UBCO Page 9: Lake Country Meets Tokyo Page 13: MBSS Fire Academy Throughout: Family Food from Around the World, KSS Art, and the writing of KSS student journalists!
Julia Fraser
Chair, Board of Education
Kevin Kaardal
Superintendent of Schools/CEO
BOARD CHAIRPERSON’S MESSAGE
I am constantly inspired by the strength and collaboration within our community. Together, we create opportunities that enrich the lives of our students, empowering them to achieve their full potential.
One shining example of this is our partnership with Okanagan College through the Gateway Program. This initiative provides students with a second chance to succeed, offering vital support and alternative pathways to graduation. I’ve
heard firsthand stories of young people whose lives have been transformed by Gateway, some of whom credit it with saving their lives. Programs like these remind us of the incredible impact community partnerships have on the well-being and success of our students.
On a personal note, I’ve always believed in the power of community engagement. As a mother, I’ve seen how the encouragement and support of family and a caring community can lift young
SUPERINTENDENT’S MESSAGE
Providing our learners with opportunities to thrive holistically as they pursue their life’s journey is deliberate, complex, and requires our whole community. There are many community partners with whom we engage to ensure each learner can thrive holistically.
Westbank First Nation works with us to keep us moving toward our goals of Equity and Excellence in Education and toward Truth and Reconciliation.
• Interior Health
• YMCA of the Southern Interior
• BGCO
• Sənsisyustən House of Learning
• The Sncəwips Heritage Museum.
• The Foundry Kelowna
• Canadian Mental Health Association
• ARC Programs and the Family Connection Centre
The Indigenous Education Council ensures Indigenous interests are in the design, implementation, and assessment of programs and services that will improve the school experience and academic achievement of Indigenous students.
Post-secondary community partners like Okanagan College and UBC-O provide myriad learning opportunities, from fostering early interest in STEM, to hosting events, to providing dual credit
• The HRVY program
• The Upstream program
• The Take a Hike Foundation
• The Kelowna Art Gallery
• BCIT, the Justice Institute of BC, Northern Lights College, Electrical Industry Training Institute, Thompson Rivers University, and the Centre for Arts and Technology.
• The Central Okanagan Food
people up in moments of challenge. Whether it’s celebrating small milestones or rallying together to face adversity, these connections are the heart of our success.
Thank you to all our community partners, educators, and families for being part of this journey. Together, we are building a brighter future for every student.
or advanced credit opportunities for students transitioning in a purposeful way to post-secondary education.
In these pages, you will read of many other community partners who also play critical roles in our success, but we would need multiple issues to share stories on each one. Allow me to try and briefly list the many organizations and teams dedicated to our students’ success:
Bank and other partners who support our Feeding Futures program.
• Many community venues that host performances and athletic competitions, local and provincial sport organizations, and volunteer (often teacher) coaches.
• The Fire Departments across our Central Okanagan communities
• The RCMP and Indigenous Police Service
I am sure I have missed some of our collaborations as there are so many. My apologies if you are missed here.
Simply put, our success is the result of the community collectively embodying the vision of “Together We Learn” and I am grateful that this is true.
MARIA MAJAJ, GR. 11
ARTIST IN RESIDENCE
at Glenmore Elementary
By Angelina Dumitrescu, KSS Journalism 10
The Excellence Through the Arts (ETTA) offers the “Artist in Residence” program where one of the five ETTA artists comes and works with schools for a duration of five and a half days. Glenmore Elementary participated in the ETTA program and welcomed the talented artist and instructor, Janice Kierstad Hennig.
Janice worked with all 29 classrooms from kindergarten to Grade 6 for an hour and 15-minute blocks. There were a variety of themes and drawings that students could
choose from to draw, followed by watercolour painting. Principal Brady Ibbetson mentioned that it was incredible what Janice was able to get the students to create in just a short period of time.
The result for participating in the Artist in Residence program is for students and teachers to gain a new avenue to demonstrate their learning in different subject areas. The ETTA wants teachers to be fully immersed in the arts experience and have the confidence to recreate it on their own in the future.
MULTICULTURAL PICNIC at École Casorso Elementary
Many of our schools held events like this Multicultural Picnic to celebrate the incredible diversity of heritages among both Canadian and new Canadian families. In these pages youll meet just a few of the many families who shared their culture and heritage in the best way possible - through food! This is both a learning experience and a celebration of togetherness as our learners sample dozens of treats with their friends and proudly welcome their families to the school.
Maximiliano Sanchez Moro Hernandez
Sandra Mariana Hernandez Garcia
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
The cultural diversity at our school helps shape our children into global citizens who can appreciate and learn from different cultures, creating a better future for all.
Country of Origin/Heritage: Mexico (Mexico City)
Food we shared with community: Tamales de dulce
CNB DRUM and CANOE JOURNEY
By Jenny Nie, KSS Journalism 11
Last year, the Drum and Canoe Journey involved 25 Grade 6 - 8 students from Constable Neil Bruce Middle School. In February, the journey started with CNB versus the Royal Canadian Mounted Police (RCMP) and the Westbank First Nation (WFN) basketball game. It raised money to support Ukraine. WFN Elders, Local School Board Trustees, and the mayor of West Kelowna joined the community in celebrating this community act of reconciliation.
In March and April, the CNB students learned how to build a traditional drum and practiced the Okanagan song with WFN members and former participants who now attend Mount Boucherie Senior Secondary School. In May and June, the students received a Canoeing orientation and learned traditional Indigenous protocols followed by two days of canoeing.
The Drum and Canoeing Reconciliation Journey finishes each year by canoeing across Okanagan Lake to Westbank First Nation land and presenting the WFN Elders with a gift as an act of Reconciliation on National Truth and Reconciliation Day in September.
This year, CNB gifted a canoe paddle painted and signed by the participating students. Following the presentation, the students visited the Westbank RCMP detachment and served the elders a traditional lunch.
Students who participate in the Drum and Canoe Journey commit to drumming/singing the Okanagan Song during assemblies. Many former participants come back to CNB in a leadership role to help with this program.
The Drum and Canoe Journey is run by RCMP Constable Rolly Williams and CNB Indigenous Leadership teacher Brad Vissia. It is supported by the West Kelowna RCMP, Westbank First Nation, and Central Okanagan Public Schools. Over the years, students have been visited by BCIT (British Columbia Institute of Technology) Fish, Wildlife and Recreation students to help identify flora and fauna and traditional uses. Students have taken field trips to see the Witness Blanket and make traditional drum bags with WFN Elders. At times, local experts have been called in to lead in Learning the Okanagan Song, beading techniques, and landbased learning.
Reilly Wilson Matt Wilson
WHY SHOULD FAMILIES BE INVOLVED IN SCHOOL COMMUNITIES
We believe that being involved in our school community is one of the best things that we can do as a family! As parents, sharing what is special to us while celebrating our kids in their own school environment makes us feel like we are a part of something special, together in community. It feels important to our family to be invited and included in the school and we try to take every chance we can to see our friends and neighbours thrive at Casorso.
Country of Origin/Heritage: Norway
Food we shared with community: Norwegian Christmas bread
Engagement SPARKING
Each year, young learners from our district get the chance to visit our amazing community partners, UBC-Okanagan, to explore a wide variety of STEM (Science, Technology, Engineering, and Mathematics) activities. The UBCO STEM Engagement Day, organized by WWEST for the UBCO STEM Collaborative, sparked the imaginations and interests of our Grade 3 and 4 learners on November 13.
The UBCO STEM Collaborative team secured 27 hands-on activities, each of which were delivered to four unique groups throughout the day. The team was delighted to once again include UBCO Student Union STEM related groups to round out sessions offered by various individual faculty and UBCO based organizations. Registration filled in less than five minutes (as fast as the system can handle) with more than 700 students, teachers, and supervisors. In addition to staff and faculty, the success of the day could not have been possible without the help of more than 100 volunteers.
The structure of the day gave students time to enjoy being on the UBCO campus and as they shared their highlights on the way back to their buses they also shared their intent to become students at UBCO when they’re older!
Central Okanagan Public Schools is grateful for our community partners at UBCO and the many students, faculty members, and partners WWEST organized to participate in the day. This collaborative effort is among many that create learning opportunities to empower our learners before and after graduation.
Have a look at the amazing list of activities and the teams that offered the hands-on learning:
• AI CLUB - Fun with Chatbots
• BIOCHEMISTRY AND MOLECULAR BIOLOGY - Extracting DNA
• BRAIN EXERCISE INITIATIVE - Brain Exercise Session!
• CHEMBASSADORS (DR. FREEMAN) - Element of Inquiry (2 sessions)
• CHEMISTRY COURSE UNION - Alka-Seltzer Lava Lamp
• COMPUTER SCIENCE (DR. IRANI LAB) - Haru-Human Interface
• EARTH, ENVIRONMENTAL, GEOGRAPHIC SCIENCES (DR. YOUNG) Animals & Life for First Americans
• SUSTAINABILITY COURSE UNION - Tragedy of the Commons & Ecosystem Services
• ENGINEERING DESIGN CLUB - Bottle Rockets!
• ENGINEERING GRADUATE STUDENTS/VOLUNTEERS - Spaghetti Bridge Building (2 sessions)
• HEALTH AND EXERCISE SCIENCES (DR. JAKOBI LAB) - Making Muscles Move
• HEALTH AND EXERCISE SCIENCES (DR. MCNEIL/DALTON LAB)
Brain, Nerves, and Muscle Control Interactions
• INNOVATE DESIGN SUSTAIN COURSE UNION - Trash Trivia
• ISTAND - Oil Spill Clean-up
• ISTAND - Watershed Explorations
• UBCO LET’S TALK SCIENCE AVPS - Science Sampler
• MECHANICAL ENGINEERING: Aerial Robotics Rocketry Club Model Planes and More!
• SCHOOL OF ENGINEERING: Geering Up
Re-Imagining Kelowna through Civil Engineering
• SCHOOL OF NURSING - Nursing 101 (2 sessions)
• THE CONSTELLATION - 3D Makers
• UBCO LET’S TALK SCIENCE & MOBILE MARINE BIOLOGY
Marine Biology: Biomes
• WWEST - DNA Neuron Coding
• WWEST - Edison Robot Challenges
• YLW PRE-OPTOMETRY - Optometrists in the Making!
Samer Shehadeh Jacob Shehadeh
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
We love how the diversity of our school creates an environment where everyone feels represented and valued. It’s incredible to see students and families from different cultures come together to learn from and support one another. This sense of inclusion helps us all grow, both as individuals and as a community.
Country of Origin/Heritage: Palestinian
Food we shared with community: Falafel
LAKE COUNTRY MEETS TOKYO with Help from Haru
HMS
Robotics learners got to be part of UBCO research into how social robots can be safely used as learning tools through a robot-mediated cross-cultural exchange with university students in Japan.
AI can’t do the work for you. You have to have your own voice. Be part of your work.
TOBIAS EVENT COORDINATOR
I think AI can be a really good starting point.
DILYNN STUDENT
INNOVATE ED TECH Conference
Technology itself has the potential to teach kids in new ways that we previously couldn’t.
WESTON STUDENT
By Laura Maria Thomas, KSS Journalism 11
On 25 October 2024, École Kelowna Secondary School hosted an educational technology conference on the risks and possibilities of AI in education and the general use of AI in schools and how it can enrich schoolwork.
Six tech companies and four school districts were represented at the conference. There were several workshops throughout the school where teachers could learn how to program with the Lego Spike Prime program or learn about 3D printing, among other things.
Although all the teachers were very pleased with the many new possibilities, one thing was clear to them all: although these tools are practical and can be a great enrichment, especially for time reasons, AI should only be used as a tool or starting point; it should not replace the students’ own work as the whole learning process would be lost.
STUDENTS SHOULD BE AWARE THAT:
1. They can achieve good results even without AI.
2. AI cannot differentiate between right and wrong and
3. AI does not replace school.
This view was shared by a group of students in a student panel who also agreed that AI is supportive of school but cannot replace school, as it is only through an actual learning process that other skills such as collaboration and independent thinking can be learned.
To summarize, it was a very successful and informative conference which has shown many teachers new ways and ideas that will soon enrich the British Columbia school system and improve learning. A big thank you to all the teachers, students, speakers and volunteers who made this event possible.
Zane Wright Debbie-Ann Wright
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
It’s amazing that there are so many families from all over the world in this small community. I love that Casorso’s cultural picnic highlights this. It’s so wonderful to see children and their families learn about different cultures’ foods. It’s so much fun watching how excited the children get when it’s time to try. It is also emotional too knowing that all these children from different backgrounds are just so happy being together and excited to learn about where everyone originates from. I am happy that Casorso has started doing this and I look forward to participating every year that I have a child attending the school.
Country of Origin/Heritage: Jamaica
Food we shared with community: Jerk chicken and festival
PART OF A SERIES OF LARGE LEGACY PIECES
CLAUDIA CLARK
(Graduated, currently studying at Emily Carr)
NAOMI MOR (Graduated, currently studying at Emily Carr)
LEXY LOVERENOW (Graduated, producing and selling her work)
Laura Fernandez Sierra, Andres Felipe Anaya Alfaro, and their son Federico
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
Sharing with different cultures and seeing Canadians with different cultures coming together.
Country of Origin/Heritage: Colombia
Food we shared with community: Empanadas
Kelowna MÉTIS ASSOCIATION Grant
By Kyndra Stafford, KSS Journalism 11
The Indigenous Education Department received a generous grant this year from the Kelowna Métis Association. The funding is used to create a learning opportunity for the Elementary Advocate Team with the goal of enhancing cultural awareness and a sense of identity for Métis learners in Central Okanagan public schools.
The District Vice-Principal Christie Russell and Kim Kosik, the Early Years Table səxʷknxitəlx kl cəcmálaʔ Coordinator, teamed up to integrate literacy practices with cultural teachings. This was achieved by using story workshop methods and a newly published children's book, “Métis Like Me,” in a takeand-make professional development session.
Advocates learned about Métis culture and explored ways to promote oral language by creating and using loose parts to retell and expand stories. Each advocate left with the book "Métis Like Me," natural and felt loose parts, and a newfound understanding of hands-on literacy practices.
The advocates gained strategies to enhance oral language skills, cultural awareness, and self-identity in schools. Returning to their schools, the advocates also brought with them a deep, culturally responsive learning about Métis culture, and shared photo documentation of students actively engaging in these new practices.
The Indigenous Education Department was particularly proud of the collaboration between the Métis community and Westbank First Nation, which supported the learning and pride of all Indigenous students!
Mount Boucherie FIRE ACADEMY
By Joss Gordon, KSS Journalism 11
Dave Marks is a Physical Education and Career Life Education Teacher at Mount Boucherie Secondary School (MBSS). He has been coordinating the Fire Academy since 2017. Dave completed his fire training at the College of the Rockies in Cranbrook and has been teaching in Delta for twelve years before coming to the Okanagan.
The Fire Academy program at MBSS was started by former Chief Wayne Schnitzer of West Kelowna Fire Rescue and MBSS teacher, Jerry Rawson. Former West Kelowna Fire Rescue (WKFR) Captain, now Deputy Chief of Lake Country Fire Department, Kynan ORourke was also instrumental in a leadership role shaping the program that is currently supported by WKFR Chief Jason Brolund and Deputy Chief Chad Gartell.
The program usually runs during the fall semester and has students learning the theory needed to perform duties as a firefighter. The students attend Thursday night practices working alongside WKFR Paid-On-Call firefighters learning various skills related to general knowledge and personal safety. This includes using personal protective equipment (PPE) and self-contained breathing apparatuses (SCBA), water supply, operating hoses and nozzles, using ladders, learning how to tie knots, and understanding building construction. In addition, the students also learn to predict fire behaviour, the steps necessary to perform forcible entry on a structure, tactically ventilate, and effectively attack, suppress and extinguish
fire. Students also earn their Emergency First Aid certification and their S100 Basic Fire Suppression and Safety certification with BC Wildfire Service. The students also get to work with WKFR initiatives such as their Annual Fire Prevention Week and Smoke Detector Campaign. Students get to go out into the community, assess and replace non-operational smoke detectors free for those who have expired, and provide missing or non-operational devices in their home. The program also has students volunteering for the Annual Canned Food Drive each December and at the West Kelowna FireSmart Family Day, as well as helping those with disabilities to hike the trails in the community.
The Fire Academy program has been a great experience and opportunity that has led many former students into careers with BC Ambulance Service, Big White Ski Patrol, BC Wildfire Service as well as local and other fire departments. There have been several former students who have gone on to get hired as Paid-on-Call firefighters in West Kelowna as well as others becoming paramedics or pursuing careers in emergency services. The program provides students with an abundance of hands-on experience and is an amazing entry point for those considering a career in the public service. Overall, it is a great program and a chance for students to do something really exciting in their final years of high school.
STUDENT ART PROJECT
LEXY LOVERENOW, GR. 12
The Besse’s from Lake Country have been hosting international students for 20 years, so they know exactly how the experience enriches their lives. Whether you’re wondering about the compensation, the commitment, or how it can help your own children, you’ll want to watch this brief Q&A to hear from a family that’s been there.
OGETTING A KICK
An international student studying at RSS gave back to his community by sharing his soccer skills with local youth.
Robin Bejoint is from France and his host mother is both a teacher with Central Okanagan Public Schools and the coach of Rutland U12 Boys soccer team. When she discovered Robin’s high skill level and passion for the game, Caryn Richardson asked him to help at her son’s practices. For the rest of the season, Robin shared his knowledge and love of the game with the younger boyswhen he wasn’t playing on Rutland’s Senior Boys team himself.
“Robin’s a fantastic soccer player and he comes out to every practice and every game to support the boys,” says Caryn. “The boys love him, he’s a lot of fun, and he’s able to take small groups aside to really help them develop and expand their skill set.”
In addition to connecting to his new community and host family, Robin quickly expanded his English vocabulary to include soccer-specific terminology! Volunteering also allows him to look at the game from another perspective as he teaches players who were at the age he was not so long ago.
“The football here is very different, so I can see their way and share my way, and I think it’s a global experience for the kids, to see a different way to play, to coach,” says Robin. “After school I’m a player so I listen, and then at 6 p.m. I’m a coach, so I talk. It’s great for my own maturity and how to think about the game.”
UTOFGIVINGBACK
Robin is one of 400 international students who study in the Central Okanagan each year, enriching schools, homes, and the community with their unique personalities and perspectives.
SNC WIPS
e
By Clea Squires, KSS Journalism 12
The sncewips heritage museum provides a safe place for syilx/Okanagan people to access their culture through books, recordings, cultural belongings, and interviews with community knowledge keepers and other community members.
Most items in the museum are still utilized today making the sncewips heritage museum a living museum. It provides a space where people are welcome to ask questions about syilx/Okanagan and gain a more in depth understanding of the culture and philosophy in regard to land, community, and heritage.
Storytelling is a big part of the museum. The stories shared are called cəptíkwɬ which are tools that help pass down social values, laws of the land, and act as recollections of historic events. Art is also a great tool in passing on this knowledge.
The museum works with Central Okanagan Public Schools in a variety of ways. One
North Glenmore Elementary Heritage Museum
example of this is a class that created a large painting featuring the District Vision of Together We Learn. Working on this project provided the opportunity for students to learn that in syilx/Okanagan art there is always storytelling through symbolism and color, nothing is there purely for aesthetic. There was also an in-depth understanding of the four food chiefs story and how it acts as a blueprint on how a community is built, that coyote represents mistakes and self-discovery, whilst his brother fox represents the support network that helps keep us accountable for our actions.
The sncewips heritage museum believes that the more people learn about their culture, history, and how they are still living to this day, the better people will understand them and bridge the gap between communities and move forward together in a positive way.
ARTIST IN RESIDENCE
By Hiba Almustafa, KSS Journalism 10
The Excellence Through the Arts, also known as ETTA, is an SD23 Arts grant that allows local artists to come into schools and plan alongside classroom teachers to integrate and deliver arts experiences to students across the curriculum.
Each year, twelve grants are handed out for schools to have an Artist in Residence at their school for five days. This year, North Glenmore Elementary received the opportunity to work with Bobby Bovenzi, a Master Rhythmic Artist. Bobby spent his time working with students to sing, dance, and drum with various Indigenous songs, culminating in a final celebration concert. The residency took place in September and was a wonderful way to start the school year and bring the school community together.
The artist in residence worked with over 500 students from Grades 2 - 6 over the course of five days. Every student was engaged and felt empowered. It was an amazing experience for the elementary school and the program celebrated the positive effects of togetherness.
School-Based
MENTAL HEALTH PROGRAMS
By Chase Witzel, KSS Journalism 12
The Elementary School-Based Mental Health Program started in a single Kelowna school in 2014. As of today, the program has expanded to all SD23 elementary schools, providing counselling services to 228 students.
To improve mental health, the program uses flexibility and creativity for the individual needs of each student. Some example activities include, drawing out worry monsters to help externalize anxiety, making a word collage to express feelings, playing Jenga to build somatic awareness, practicing deep breathing together to help find calm, going for a walk to practice mindfulness, doing scribble drawings to help regulate, or just sitting down and having a place to talk.
One particularly creative way to support students is by bringing a therapy pet. The program uses Lizzy, a colorful stuffed animal lizard that helps break the ice with new students who might not be so sure about counselling. Lizzy assists with starting conversations, models friendship and self-regulation skills, shares her feelings, offers comfort, and is a voice for students who need it.
For secondary students, the arc program offers counselling support through
High School Based Mental Health, and Substance Use (Changes and Changes Prevention) Programs. Like the Elementary Program, these programs focus on youth centered and flexible counselling approaches to make sure every youth is met where they are at.
SOME FEEDBACK SCHOOL-BASED MENTAL HEALTH PROGRAMS HAVE RECEIVED INCLUDE:
• “They are safe people in the school for youth to connect with.”
• “She talks to me about my feelings, and, in my life, I need that kind of person.”
• “I smile more, and I laugh more.”
• “Not as shy anymore - I talk to people.”
• “I like the openness and convenience of the program. I loved the flexibility.”
• “Having someone to be honest with no added judgement and someone who understands.”
• “I always felt supported and understood.”
Param and Andrew Kinsella with son Arlo
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
The picnic was a wonderful celebration and great to see. It came at a time when we see and hear so much negativity around the world and you can see the joy with the kids and families.
Country of Origin/Heritage: Irish and Indian
Food we shared with community: North Indian chicken curry and rice pilau
DRE Students
REPLANT COMMUNITY PARK
YounglearnersfromDavidsonRoadElementaryspentadaygivingbacktothecommunity as they replanted trees in Jack Seaton park under the guidance of RSS Forestry students.
Clea Haugo and Svea Dante
WHAT WE LOVE ABOUT THE DIVERSITY OF OUR SCHOOL
Casorso is a wonderful school community where students often speak another language as well as learning French, and come together to celebrate their cultural heritage and what makes them unique.
Country of Origin/Heritage: Greece
MORRIS, GR. 11
STUDENT ART PROJECT
Food we shared with community: Greek Salad (Horiatiki)
KATELYN
YMCA
Alternative Suspension Program
By Aspyn Colin, Bianca Gostlin & Lyla Kay, KSS Journalism 10
The YMCA Alternative Suspension is a prevention program designed to help students that have the potential to disengage from school. The program is offered to secondary schools to support students who, for different reasons, are temporarily dismissed from the school setting.
The prevention program receives school referrals for various reasons. The most prominent issues include school bullying, physical violence, and substance misuse. More recently, the program has noticed an increase in referrals related to cyberbullying and social media addiction.
The YMCA Alternative Suspension program encourages school perseverance by allowing youth participants to take a step back and identify what empowers and motivates them. There are two main goals, which are attained in a period of three to five days with students. The first goal is the development and improvement of student’s social skills and sense of self-worth. The second goal is to help students adopt a new positive attitude towards school. The overall objective is to help students have success as they reintegrate back into school and their social life.
The Pandosy Street YMCA Alternative Suspension Site is one of the locations for this program in Kelowna and West Kelowna. Over the years, it has built great connections with more than ten local schools, making it a helpful resource for students. Because of its convenient location, the Pandosy Street location primarily serves schools such as École KLO, Dr. Knox, Canyon Falls, and École Kelowna Secondary School. Last year, more than 50 students from these schools enrolled and successfully completed the program at the facility.
The YMCA Alternative Suspension program offers a welcoming, quiet, and relaxing environment for students, equipped with everything they need to be successful. Laptops, stationery, and a variety of other items that students enjoy, including games, puzzles, and educational toys are available. Many students appreciate the space and support the locations provide.
Data and follow-up assessments indicate that students who attend the YMCA Alternative Suspension program are less likely to face suspension or encounter disciplinary actions at school compared to those who experience at-home suspension.
It’s important for families to be involved in their child’s school experience.
Country of Origin/Heritage: Ojibway
Food we shared with community: Bannock. Before Europeans introduced wheat flour, bannock was made from underground maize, stems of fern, ground roots or buds, lichens, mosses, or cattail pollen - it’s delicious fry bread!
