Hundreds of GW Graham Students to Volunteer for ‘Take Action Day’ on May 20th
Thursday, May 14, 2026

For nearly two decades, students at G.W. Graham Secondary (GWG) in Chilliwack have dedicated a day each year to volunteering. Take Action Day was created by school staff in 2007, shortly after GWG opened, to build community and instill a service mindset in students. That legacy continues May 20th.

Over 1000 students are expected to volunteer at schools and across the community. They’ll support animal welfare, community appreciation, and environmental cleanup, work with senior citizens, and mentor over 600 elementary and middle school students.

One beneficiary that day is Chilliwack Hospital. Students will run a carwash and bottle drive to raise money for a bladder scanner for the hospital.

“Every GWG student is encouraged to sign up that day,” said Jenny Cho, a teacher at GWG who is helping to plan the event. “Half of our students will go off campus to volunteer. In the spirit of volunteering, no marks are assigned to the day.”

Theadora Hart is a grade 11 student who is excited for her third year of Take Action Day. “I think it’s a really cool opportunity to come together as a school and give back to our community,” said Hart. “This year, I chose to do math breakout boxes with grade 3s from our feeder schools. I enjoy seeing how interested the kids are in learning new things and hopefully get them excited to come to high school.”

“This year, I’ll be teaching drama games to grade 5 students,” said grade 11 student Avery McLeod. “Drama games are a great way to build confidence and boost self-esteem for anyone, but I think it’ll be particularly beneficial to these kids as they transition into middle school.”

Pictured: In 2025, student volunteers learned printmaking alongside seniors. 

School Board Approves Recommendations Following Consultation Process
May 13, 2026

Following 73 days of public consultation, the Chilliwack School Board met Tuesday, May 12, 2026 to consider recommendations for balancing enrolment and capacity at Chilliwack schools. The Board has approved eight recommendations. Changes are effective September 2027.  

The District north side Early and Late French Immersion programs will move from Chilliwack Middle School to Rosedale Traditional Community School (RTCS) for the 2027-28 school year. RTCS will transition from a K-8 school to a middle school that year.

Rosedale catchment K-5 students will attend the new east side elementary school when it opens in September 2027.

The Board approved changes to the Cheam Elementary catchment. The catchment will be split between Little Mountain Elementary, Strathcona Elementary and the new east side elementary school. The use of the Cheam Elementary facility will be explored in the coming year, and a decision will be made prior to the 2027-28 school year.

The Board approved the relocation of the Early French Immersion program from Cheam Elementary to the new east side elementary school.

Imagine High Integrated Arts and Technology will become a grade 6-12 school. AD Rundle Middle (ADR) will no longer offer the IAT program beginning in September 2027.

The Board directed the superintendent to review the catchments for Watson Elementary School, Unsworth Elementary School, Tyson Elementary School, and Stitó:s Lá:lém Totí:lt. Staff will present any recommended catchment changes to the Board by spring 2027 to align with implementation of other recommendations in 2027-2028. 
    
The Board voted to leave Late French Immersion at Vedder Middle School (VMS) at this time. Originally, District staff proposed relocating the program to Mt. Slesse Middle School (MSMS) to address capacity pressure at VMS. However, significant community opposition influenced staff to revise the recommendation.

There are no changes to the pathway for students in the Greendale and Yarrow catchments. Those students will continue to attend Stitó:s Lá:lém Totí:lt for middle school and then transition to Sardis Secondary School in grade 9.

Next, district and school staff will work with partner groups, families and students to plan for upcoming transitions. 
 

Teachers Welcome Incoming Students to Kinderfair

May 13, 2026 

Katie Julseth-White and Shauna Monkman start getting to know students and families months before the start of the new school year. In fact, transition planning for September 2026 has already begun for the two Kindergarten teachers. It’s part of Stitó:s Lá:lém Totí:lt Elementary Middle School’s goal to plan successful transitions for all students. 

“As Kindergarten teachers, we believe this is probably one of the most important transitions. Our focus is building strong relationships with students and families before school begins,” said Julseth-White.

Introducing students and families to the school and classroom routines early helps families feel welcome. Students come into the classroom with more confidence. This makes their transitions to full-time school a little easier. 

One of the ways schools in the Chilliwack School District do this is Kinderfair. Kinderfair is a day for students and families to visit their new school for hands-on activities and a school tour. At Stitó:s Lá:lém Totí:lt, incoming students make bracelets and special bags for the classrooms. These activities help build a sense of community for incoming students. 

Kinderfair runs at every elementary school in the district in May and June 2026. Find dates and times on the district website: https://earlylearning.sd33.bc.ca/kindergarten.

Children who are five years old on or before December 31 can register for kindergarten now. Learn more: https://earlylearning.sd33.bc.ca/kindergarten.

Sardis Secondary Principal Honoured by BC School Sports

Lynnet Schramm Receives 2025-26 Citation of Excellence

Monday, May 11, 2026 

Sardis Secondary School principal Lynnet Schramm was recognized for her leadership, service, and impact on student athletics at the 2026 BC School Sports Awards (BCSS) on Friday, May 8. Schramm was awarded the Citation of Excellence – Administrator. 

The award recognizes the contributions of an administrator who demonstrates strong leadership and sustained support for athletic programs, athletic directors, and coaches, while also contributing to the overall promotion of school athletics and the student-athlete experience.

Schramm’s connection to school sports began when she was a student athlete at Chilliwack Secondary. In high school, she played volleyball, basketball, soccer, and track and field. Throughout her career, she continued to support athletics, coaching basketball and volleyball, and supporting other sports as a teacher sponsor. As an administrator, she is a strong advocate for equitable access, ensuring student athletes have the support, resources, and opportunities they need to succeed.  

“Students are successful when they feel connected to the school,” said Schramm. “The hardest job we have is getting them in the doors. When students are passionate about being here because of the extra-curricular things they’re involved in, they’re going to attend. If they can attend, they’re going to be successful.” 

Sarah Paradis, a teacher and athletic director at Sardis Secondary, nominated Schramm. “When it comes to athletics, she’s out there encouraging every single team,” said Paradis. “She doesn’t talk about her own accomplishments or everything she’s done to give back to the sport, but she’s given back so much to the sport over the years.” 

Today, BCSS published short videos about the 2026 winners. An interview with Schramm is available on the BCSS YouTube channel: https://youtu.be/2Nqd9nEuxjs?si=Lnagpoqc23XSFK8O.

Provincial and National Success for Sardis Secondary Drumlines

May 8, 2026

Last weekend, the three drumlines from Sardis Secondary School competed at the BC Provincial Drumline Competition in Vancouver. 21 groups from across the province competed in three different divisions. 

Sardis students also competed in the 2026 National Virtual Solos Competition. Dane Blessin and Jacob Abrahams won the duet category. Jacob Abrahams also won the solo category.

Provincial Results: 

Senior Drumline (Premier Class) – 2nd place

Intermediate Drumline (Intermediate Class) – 5th place

Junior Drumline (Concert Class) – 6th place

Drumline has a long-standing tradition and legacy at Sardis Secondary, and the program is regarded as one of the most comprehensive high school drumline programs in Canada.

“All three Sardis ensembles delivered outstanding performances and, as always, were audience favorites throughout the event,” said music and drumline teacher, Kris Werner. 

“The adjudicators shared that the Senior Drumline’s production, Fireflies, was their favorite show of the entire competition. They described it as joyful, magical, and full of a presence that simply made people smile. The show was inspired by the song of the same name by Owl City,”  said Werner. Sardis Secondary graduate Kayley Hagerman (Class of 2026) choreographed the production. 

Each of the three drumlines represents a different stage of student development and experience, with every ensemble presenting a unique theme and style. 

The Junior Drumline is made up of first-year performers who began playing in September. Their beach-themed production brought plenty of energy and fun, complete with Hawaiian shirts and leis.

The Intermediate Drumline is composed of second- and third-year members. Their show was based on Avatar: The Last Airbender, with music arranged by teacher Kelly Winkel.

The Senior Drumline features students in Grades 10–12 and performs throughout the community at sporting events, festivals, and other public events throughout the year.

Drumline at Sardis Secondary includes three levels of ensembles, and two auditioned groups. The program has a strong emphasis on student leadership and mentorship. 

Learn more about Sardis Secondary’s music department: Music Department | Sardis Secondary. 

Reading Intervention at Chilliwack Middle School 

May 8, 2026 

Classroom teachers and the district literacy team are working together to support literacy at Chilliwack Middle School (CMS). The group includes Literacy, English Language Learner (ELL), and Learning Assistance teachers alongside District Literacy teachers. Together, they’re using a strategy called reading intervention. 

Reading intervention means that educators review student data to understand students’ abilities and then create a targeted plan to address each student’s needs. Different students need different support. 

Some might need short-term intervention to develop a specific skill. Others may need longer or full-year intervention. This can include one-on-one time with a teacher or small group learning. There are larger groups, too. Groups are fluid; as they develop new skills, students move around. 

“Students respond positively when instruction is personalized, targeted and scaffolded,” said Pickles. “Small groups strengthen relationships and student voice, increasing students’ willingness to participate, take risks and engage in reading. In small groups, students get more intense instruction.”  This is important, Pickles points out, because learners need to take risks to learn.  

Teachers meet regularly and keep running records to monitor student progress. They review the data, assess learning outcomes, and adjust their approach as needed. 

“We’re constantly checking. Where are our kids at? How are things going?” said Pickles. 

Every literacy teacher at CMS attended the middle school literacy retreat in the fall. Pickles said that the district curriculum team inspired the teachers and gave them new tools to support literacy. 

The strategy and professional development opportunities are making a difference. Classroom teachers are reporting increased clarity around student literacy needs. Students say they are more confident and enjoy reading. They’re also showing measurable progress in foundational reading skills. 

At the end of the school year, Pickles and her team will look at where they started and where they ended. They’ll determine which goals they met and what didn’t work. And then they’ll revise their plan. “Nothing is ever perfect,” said Pickles. “There’s always room for improvement.” 

Pickles shared a story about a grade 8 student who used to avoid class. She frequently found herself escorting the student back to the classroom. Then they started reading intervention – a class they never missed. In grade 7, Pickles found them in the hallway a little less often. Now in grade 8, the student regularly attends. “I asked them about it. They said, ‘I don’t do that anymore.’ They said it’s because they can read.”

Fraser Health: Youth Vaping

May 6, 2026

Vaping is popular among youth. Daily or near-daily use can increase the risk of mental and physical health harm.

In 2023, 26 per cent of youth in grades seven through 12 in British Columbia reported having vaped. The most common age that B.C. youth first tried vaping was 13. 

How to support youth to prevent, delay or reduce vaping 

It is important to be supportive and recognize that setbacks may happen. You can help by being a positive role model and offering guidance in the following ways: 

Have open conversations about vaping. Listen to your child’s beliefs and offer accurate information to help them understand the risks involved. 

Practice refusal skills with your child by discussing ways they can say no to vaping, especially in situations that feel uncomfortable to them. 

Be honest about your own use of tobacco, cannabis or vaping products. Share any health impacts or challenges you’ve experienced. 

If you vape, avoid vaping around children to limit their exposure to second-hand vapour. Consider quitting or reducing vaping to improve your own health. For help, contact Quit Now, a provincially funded nicotine cessation program. 

Store vapour products securely and out of reach of children and youth. 

Tip sheet for parents: Talking with your teen about vaping  

Learn more about vaping products here.

For more information about child and youth substance use, including services, programs and resources available for children and youth, visit Fraser Health's website.

National Day of Awareness for Missing and Murdered Indigenous Women, Girls, and 2SLGBTQI+ People

May 5, 2026

The National Day of Awareness for Missing and Murdered Indigenous Women, Girls, and 2SLGBTQI+ People (MMIWG2S+) honours survivors and those lost to the MMIWG2S+ crisis in Canada. We are thinking of any staff, students, and families who've lost family members or loved ones to this crisis. 

Today is also known as Red Dress Day, inspired by artist Jamie Black's REDress Project. The project is installed in public spaces throughout Canada and the United States as a visual reminder of the staggering number of women who have been lost. You may see red dresses displayed in and around some of our schools this week including Imagine High and Chilliwack Secondary School. 

Our teacher-librarians are sharing a few books from school collections for those who want to learn more. These titles are recommended for Grades 8-12. 

If I Go Missing by Brianna Jonnie and Nahanni Shingoose

A graphic novel for teens derived from excerpts of a letter written to the Winnipeg Chief of Police by fourteen-year-old Brianna Jonnie – a letter that went viral and in which Jonnie calls out the authorities for neglecting to immediately investigate and involve the public in the search for missing Indigenous people, and urges them to “not treat me as the Indigenous person I am proud to be” if she were to be reported missing.

Highway of Tears: A True Story of Racism, Indifference and the Pursuit of Justice for Missing and Murdered Indigenous Women and Girls by Jessica McDiarmid

For decades, women – overwhelmingly from Indigenous backgrounds – have gone missing or been found murdered along an isolated stretch of a highway in northwestern B.C. The highway is called the Highway of Tears by locals, and it has come to symbolize a national crisis.

REDress: Art, Action and the Power of Presence Edited by Jaime Black-Morsette

A powerful anthology uniting the voices of Indigenous women, Elders, grassroots community activists, artists, academics, and family members affected by the tragedy of Missing and Murdered Indigenous Women, Girls, and Two-Spirit people from across Turtle Island. In 2010, Métis artist Jaime Black-Morsette created the REDress Project -- an art installation consisting of placing red dresses in public spaces as a call for justice for Missing and Murdered Indigenous Women, Girls, and Two-Spirit people (MMIWG2S). Symbolizing both absence and presence, the red dresses ignite a reclamation of voice and place for MMIWG2S.

Crisis Support

Hope for Wellness Help Line: 1-855-242-3310 (Available 24/7, Indigenous-centered)

National Crisis Line for MMIWG2S: 1-844-413-6649 (Emotional assistance)

Crisis Services Canada: 9-8-8 (Support for anyone in distress)

Kuu-us Crisis Line Society: 1-800-588-8717

Families are Partners in Numeracy at McCammon Elementary 

May 1, 2026 

Educators at McCammon Elementary know how important the partnership between school and home is when it comes to student success. To strengthen student numeracy and fact fluency, they’re getting families involved with math games, home contests, and Family Numeracy Night. 

Numeracy is a priority in the district’s strategic plan. It’s the ability to understand, interpret, and work with mathematical concepts. Developing number sense builds confidence, curiosity, and supports everyday problem solving. 

Educators are developing structures and implementing routines that support numeracy. At McCammon Elementary, it’s teamwork between school staff and district numeracy specialists. 

“Our strategic focus this year is high quality numeracy instruction,” said grade 4/5 teacher Ali Renwick. “We’re building consistent research-based routines that strengthen number sense and promote confidence in numeracy.” 

One way staff help students build confidence is fact fluency. Fact fluency is a person’s ability to be flexible with numbers. It means that they can use mental math to quickly and confidently solve a math problem.

“Imagine I’m playing crib. Fact fluency is my ability to know that 8 and 7 add up to 15. It’s a skill that is built up over time. It’s about being flexible and confident with numbers to build quickness in a variety of ways,” said Ts'ändlia Van Ry, vice principal.

In the fall, McCammon held its first Family Numeracy Night. It was clear that families wanted to be involved. Parents were asked to RSVP and all spots were booked within three days. 60 families registered for the event. 

Families learned about fact fluency, myths about math, and how to support numeracy at home. Staff shared math games for families and siblings to play together. Uno, cribbage, War, and Higher or Lower all help students build confidence in math. 

“Families loved it. They loved that they got to leave with a math take-home bag. We heard from one family that their students were up early the next morning playing math games at the kitchen table,” said Van Ry. “I think that parents were grateful that they got to hear more about what their kids are learning at school. Parents want to know what their kids are doing and to participate.”

McCammon Elementary’s next Family Numeracy Night is planned for Thursday, May 28th. 

Pictured: Ali Renwick and Ts'ändlia Van Ry from McCammon Elementary School present to the Chilliwack Board of Education in March 2026. 
 

Chilliwack School Board to Consider Recommendations for Balancing School Enrolment on May 12

April 22, 2026

The Chilliwack School Board will consider recommendations for balancing enrolment and capacity at Chilliwack schools at a board meeting on Tuesday, May 12, 2026. The enrolment and facilities review will be the only agenda item. 

The board package, with the final recommendations, will be published on Friday, May 8th, 2026.

The board approved the addition of the May 12 meeting at last night’s board meeting. Superintendent Rohan Arul-pragasam also provided the board with an update on the public consultation process.  

“This work is about planning and also hearing from the community,” said Arul-pragasam. “Over the past year, we spent a significant amount of time listening to students, staff, families and our broader communities. People have shared thoughtful stories about how any recommendations would impact them and their families.”

Public consultation ran from January 28 – April 10, 2026. Students, families, staff, and community members provided feedback on the draft proposal via a survey, emails, a student focus group, and two open houses. The district also hosted online information sessions for staff and community members.

The public consultation summary report is now available on Let’s Talk: https://www.letstalksd33.ca/facilities-and-enrolment-consultation-2026. 7,700 people visited the website during the consultation period and over 3000 downloaded the draft plan. Over 400 people took the survey. 

Respondents shared that stability for students, keeping students together as they move through school, preventing overcrowding, and access to neighbourhood schools were their top priorities for long-term planning. Any approved recommendations would be implemented in September 2027 to allow for transition planning with school communities.

Between 2016 and 2021, Chilliwack was the second fastest growing municipality in Canada. Growth happened faster in some areas than others, creating uneven pressure across schools. Recent projections from the province show that enrolment is expected to stabilize across B.C.