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These connections extend beyond the classroom. At the end 
of the year, students and caregivers gathered for a shared 
meal, reflecting on their experiences together. These moments 
highlight the importance of relationships, not only within the 
learning environment, but across families and community.
Throughout their time at Monterey, students remain 
connected to their home schools, while staff work closely with 
caregivers, school teams, and community partners to ensure 
consistent support. This collaboration allows students to focus 
on building relationships, re-engaging with learning, and 
planning for what comes next.
From the outset, Monterey is designed with transition in mind. 
Whether students return to their home school, move into 
work experience, or prepare for graduation, the goal is always 
the same: to help students leave with a stronger sense of 
themselves as learners and a clearer path ahead.
For Val, that future now feels within reach. “I always worried 
that I would never graduate,” she reflected, “and now it feels 
like a goal, not a dream.”
LRSD Programming out of Monterey is a key part of the 
division’s continuum of supports. It shows what is possible 
when learning environments are designed to respond to 
student voice, build strong relationships, and provide the 
right level of challenge and support. Through the integration 
of TCIS, the Circle of Courage, and Mamàhtawisiwin, and 
through strong partnerships across schools, caregivers, 
and communities, Monterey reflects LRSD’s commitment to 
inclusive, responsive education.
Most importantly, it helps students feel seen, supported, and 
understood, so they can engage in learning, build confidence, 
and imagine a future that is within reach.
This responsive approach is reflected in the range of opportunities 
available to students. In addition to academic learning, students 
may engage in work experience with local businesses, participate 
in community-based projects, and take part in land-based and 
experiential learning. Their work has also been shared publicly 
through initiatives such as the LRSD Arts in Action display at St. 
Vital Centre, where their creations engaged and moved community 
members through their messaging and quality. Reflecting on 
the exhibit at St. Vital Centre, Sandy Nemeth, chair of the board, 
described the work as “absolutely captivating,” noting the “great 
deal of talent behind each piece” and the “power of a visual voice 
and the beauty of someone choosing to share that with others.” 
These opportunities help students build skills, explore interests, 
and see themselves as capable contributors in different settings.
As students re-engage with learning, they also begin to explore 
new interests and strengths. This year, many students discovered 
a range of passions, from sewing and beading to music and fitness, 
often continuing these interests beyond the school day. These 
experiences support students in building confidence and seeing 
themselves as capable in new and meaningful ways.
For some students, this growth becomes visible in specific 
milestones. At this year’s graduation, one student walked across 
the stage surrounded by family and friends, proud to be the first 
in their family to graduate. In their grad quote, they expressed 
gratitude for the relationships that supported them along the way. 
Moments like these reflect a deeper shift in which students begin 
to see themselves not only as learners, but as capable of achieving 
goals that once felt out of reach.
For Val, this has shifted her relationship with school. “Now I find 
myself thinking about school outside of school… sometimes I 
really am excited to come,” she shared. What was once a source of 
frustration has become a place of connection, belonging, and growth.
This impact is reflected across the programming. Many students have 
experienced an increase in attendance compared to previous years. 
Caregivers have also shared the impact of this approach, noting 
growth in independence and responsibility. In the words of one 
caregiver, their child has “come so much farther than he ever has… 
he’s learning, he’s taking responsibility, and he’s looking after 
adult things more than ever.”

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