38 LRSD PROGRAMMING OUT OF MONTEREY This foundation is strengthened through the Circle of Courage, which emphasizes belonging, mastery, independence, and generosity as essential to student development. These values are reflected in everyday practice. Throughout the day, students make choices about their learning, set goals, and contribute in ways that feel manageable to them. Some take the lead on projects, while others participate more quietly at first. As they begin to experience success, they start to see themselves as capable and in control of their learning. Mamàhtawisiwin further informs Monterey’s approach by guiding reflection, planning, and the ongoing development of inclusive learning environments. In partnership with the Indigenous Education team, Monterey brings these perspectives to life through culturally grounded practices, land-based learning, and opportunities to learn from Elders and community members. These experiences help students connect to identity, community, and well-being. A key part of learning at Monterey is finding the appropriate level of challenge. Programming is intentionally tailored so each student can begin where they are. Whether through smaller supported steps, hands-on experiences, flexible pacing, or individualized instruction, students are able to build success in ways that align with how they learn best. This commitment comes to life through LRSD Programming out of Monterey—a short-term, transitional learning environment for students in Grades 7–12. The program is designed to work alongside students’ home schools, the schools they are connected to within LRSD, to create space for connection, reflection, and growth before a supported transition back. Rather than replacing a student’s connection to their school community, Monterey strengthens it, helping students build confidence, strengthen relationships, and develop a renewed sense of possibility as they move forward. Students like Val feel this support deeply. Reflecting on her journey prior to Monterey, she shared, “Sometimes it’s not ‘I don’t want to do this.’ It’s literally, ‘I cannot do this.’” Her experience highlights an important understanding: engagement in learning is shaped by more than just effort. It is connected to feeling confident, ready, and understood. Students benefit from environments that are flexible, responsive, and grounded in trust. At Monterey, understanding shapes every interaction. Guided by Therapeutic Crisis Intervention for Schools (TCIS), staff prioritize emotional safety, co-regulation, and relationship-building. In this environment, learning begins with ensuring students feel safe and understood. As Val described, her introduction to Monterey focused first on connection: “For the first couple weeks, it wasn’t like, ‘you’ve got to do this work.’ It was making sure I was okay.” Across Louis Riel School Division (LRSD), there is a shared understanding that every student experiences learning in their own way. While many students thrive within their school communities, others benefit from time in a different learning environment. As a division, LRSD is committed to providing flexible, relationship-based supports so that every student can experience success as a learner.
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