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Western Studies Class - English and History combined in a 2-period class. Extremely popular, but most powerful was the number of kids who were not into English or history class (not into "school" all that much) who would thrive in their presentations to the class on mountain men, Native American traditions, food, etc. Those kids dove into that class unlike any other English/history classes in all of their years in the high school.

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Having the opportunity to learn about Ben Steele through his family and their stories of his surviving the Bataan Death March, how he overcame this trauma through his art, and shared his gifts of acceptance and art with the world.

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Cultural Day - once a month the entire school is engaged in hands on learning to be engaged in hands on learning. Utilizing elders, Blackfeet Native American consultants, etc. Hands on activities include a naming ceremony, making pemmican, making berry soup, beading, playing stick game, making geometric designs on chokers, painting ledger art and understanding ledger art, learning about dance regalia

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K-1 Discovery Hour: mixed groups from all 4 classes went to 1hour of open ended STEAM lessons hosted by the k-1 teachers once a week.

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Watching a 4 year old in our EK program open her data binder and share with me where she is at and where she is going with her learning....she literally said, "I am growing my neural pathways!"

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When I was teaching a US history class, I could see my students eyes glazing over as we read about Hamilton and Burr. So I shook it up. Made them standup and move all the desks and furniture so we could do mock duels with paper wads, all the while explaining the rivalry and history. I got all of the kids involved and laughing. To this day, kids come up and tell me that they wished I could teach history all year.

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Each student chose a different tribe and researched it, created a diorama of the dwelling, and presented their learning at a community night.

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Took a group of juniors, mostly males, to tour a local electric cooperative. The building itself was an amazing experience. They boys were excited to learn about great job opportunities in our area such as lineman and electrician work that they didn't know exisited.

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I Care: every student in the building received a personalized hand-written note from a staff member twice throughout the year.

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There are different opportunities throughout the year when students get to work with others in the classroom, JH/HS building or at the elementary school and end up making connections with each other while learning new skills as well.

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One day my second grader asked about the town under the lake (Armstead, under Clark Canyon Dam). So we looked on Newspapers.com to see what we could find about the town and when it was flooded. Instead, we found an article about how William Clark came to Armstead in about 1915 and the photo was of him cutting a ribbon to commemorate a Sacajawea memorial stone because that is where she met up with her brother/tribe. So the rock memorial seemed very familiar so we went to the Beaverhead museum to see if they knew anything about the rock’s current location- they didn’t know but one of my other students actually found it at the dam. So we went to look at it and then after that we studied other communities that were under lakes in Montana- there are a dozen or so.

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When our high school history teacher reaches WWII, he has his class make boardgames out their notes and research. Then he collaborates with the other classrooms to have the younger grades come play the board games. This puts a tad bit of social pressure on the high school students which helps them take ownership of their material. I’ve seen a student who didn’t care about school want to make the best game possible because their little brother was going to play.

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Native drumming class. Students took pride in being able to play for the community. It seemed to put the students in a mindset to feel positive about their culture.

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5th grade wax museum-students choose a character from history and present key information about their life.

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Project Based Learning; we took a mix group of 9th grade students and put them in a block class (6/7 period); each day they rotated to a different project teacher; technology, wellness, writing, etc. Students worked in teams to create a project. From this we saw students transform into leaders, speakers, presenters.

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Our school each year participates in "Arts in April". Community Volunteers come in every Friday from 2-3pm for the month of April to teach a different "Art/Activity" to 2nd through 4th grade. Students choose their top 3 arts they would like to learn and then they are placed into one of those-intermixing the grade levels. By the end of the month they have created or learned all about their art and then they "present or perform" their art at a school wide assembly.

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Buffalo Hunt - creating poetry, narratives, and films that document community history and culture through a project where students in middle school engage in a buffalo hunt.

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A kindergarten student was working to decode a word, but wasn't fluent yet -- she could decode a sound from a letter, but was still practicing her blending skills. She decoded letter by letter and then stretched the sounds and read a simple word like "cat" or "big" -- and heard herself make a word for the first time and almost fell out of her little chair giggling and squeeling, "I'M LEARNING!!!! I'M READING!!!!!!" -- (The "I'm learning part though! <3 )

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Work based learning

-HS students entering careers early to earn credit

-elementary para-pros

-realtors

-ag research assistant

-mechanic, welder, hvac, plumber

-business