Rocky Mountain School District No. 6


Facilitated by Rocky Mountain School District's District Principal/Vice Principal Team, this learning series is intended to explore the powerful connections between Indigenous knowledge and the Learning Pathways, with a specific focus on Numeracy.  

Kari Mason, District Vice Principal of Learning Support Services

In collaboration with Learning Services Teachers and classroom teachers, Kari assists in the development of Individual Education Plans and programming supports, including Student Response Plans, conducting and assisting school teams with Functional Behavioural Assessments and Behavioural Intervention Plans, and the provision of job embedded support.


Glenn Goslin, District Principal of Early Learning

Glenn Goslin became the District Principal of Early Learning in September 2022. He works with teachers and administrators to support the learning within kindergarten to Grade 3 classrooms. Much of the work is based around the Revised BC Early Learning framework and focusses on play and the pedagogical narration cycle.


Jenna Jasek, District Vice Principal of Indigenous Learning and Equity

Jenna became the District Vice-Principal of Indigenous Learning and Equity in the 2021-2022 school year. Within her role, she strives to bring understanding and change through Truth and Reconciliation, partnering with the Secwépemc, Ktunaxa and Métis people and continued learning and teachings.


Darren Danyluk, District Principal of Literacy

Darren returned to SD 6 for the 2022-23 school year as the District Principal of Literacy. Drawing upon more than 25 years of school-based leadership, he supports principals and educators across the system in their efforts to understand and meet the literacy needs of our students. 


Kristin Insull, District Vice Principal of Numeracy

From assessment design to instructional practice and everything in between, Kristin supports the District in all things numeracy.  She is pleased to have landed here in 2021, having escaped the frigid winters and bird-sized mosquitoes in Manitoba.


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Introductory Session

September 18 (Golden); September 26 (Kimberley); October 10 (Windermere)

Framed by the Indigenous story of The Three Sisters, we will take first steps in exploring the relationship between Indigenous knowledge and numeracy.   

We will connect features of early learning, inclusive education, and the Learning Progressions to numeracy tasks leveled by primary, intermediate, and secondary. 

In preparation for this session, the District Principal/Vice Principal Team asks that you familiarize yourself with the Indigenous story of The Three Sisters.  To do so, we recommend reading the chapter with the same name in either Braiding Sweetgrass (pages 128 to 140), or Braiding Sweetgrass for Young Adults (pages 107 to 117), by Robin Wall Kimmerer.  If you do not yet have a copy, you can access Braiding Sweetgrass here.

Alternatively, there are many videos, such as this one, that tell the story.  

Additionally, we ask that you spend ten minutes engaging thoughtfully with the principles of Indigenous Storywork through two videos found here.  From the site:

The [...] two videos provide introductory information about Indigenous stories, their structure or framework, and protocols for using these stories. The videos pose considerations and guiding questions to get educators ready to work with Indigenous stories and Indigenous storytellers. These videos can help you become familiar with a story-place by spending time within it. A question to keep in mind is, What do I need to do first to get story-ready?

Session Two

October 26 (Kimberley); November 6 (Windermere); November 22 (Golden)

Stay tuned for details!

Session Three

January 25 (Kimberley); February 22 (Golden); February 28 (Windermere)

Watch this space for more information!

Concluding Session

April 11 (Kimberley); May 22 (Golden); May 30 (Windermere)

Details to come!