Kootenay Discovery School

Online learning is a classroom alternative that allows students to take a program or course online with flexible pacing and to work with their teacher(s) toward goals outlined in their learning plan. Kootenay Discovery School (KDS) provides flexible pace, flexible access, teacher-supported learning for students in Kindergarten to Grade 12 + Adult. All KDS programs are supported by BC-certified teachers and follow the BC Ministry of Education Curriculum.

Kindergarten to Grade 3
Students in Kindergarten to Grade 3 follow a dedicated KDS home-based learning program rather than formal online courses. Families are provided with clear learning resources and work under the guidance of the student's KDS homeroom teacher. The teacher provides instruction, guidance, assessment, and oversight while families support regular learning routines at home.

Grades 4–12
Students in Grades 4–12 complete KDS courses through Brightspace. These courses provide the core instructional program and include flexibility in pacing, teacher support, adaptations, and, where appropriate, different ways of demonstrating learning.

Different from an in-person learning environment
KDS does not follow traditional school timetables, and our classrooms can be anywhere and everywhere. Online learning provides flexibility in when and where students work while maintaining clear curricular expectations and regular connection with KDS teachers.

This flexibility requires students and families to establish consistent learning routines. Older students require increasing independence, including strong time management, self-motivation, and the ability to stay engaged without daily in-person structure.

Ownership of learning
KDS encourages students to take increasing ownership of their learning. Students may have flexibility in the pace at which they move through material, when they are ready to be assessed, and, in some cases, how they demonstrate their learning.

With this level of choice comes the expectation that students actively manage their learning. This includes regularly checking their progress, staying on track with coursework, asking questions when support is needed, and maintaining consistent communication with their teachers.

Online learning programs
KDS offers over 60 online courses that meet BC Ministry of Education curriculum requirements. We offer full-time programs for School District 5 students in Grades K–12. K–9 learners may also enroll in our blended program, which combines some in-person learning with home-based learning. We also offer courses for graduated adults wishing to upgrade for entrance into post-secondary institutions.

Online learning can be a great fit when students and families are ready for consistent, supported learning outside of a traditional classroom environment.

For students in Kindergarten to Grade 3: Families need a dedicated parent/guardian facilitator or another responsible adult who can support regular learning routines at home, use the learning resources provided or approved by the KDS teacher, and remain in regular communication with the student's homeroom teacher.

For students in Grades 4–9: Students complete their assigned KDS courses and require regular adult support at home to help establish routines, support pacing, maintain engagement, and communicate with KDS teachers. Students at these grade levels generally cannot make steady progress independently.

For students in Grades 10–12 and Adult: Students need increasing independence, including strong time management, self-motivation, regular progress, and the ability to communicate consistently with teachers, primarily by email. Many students are successful when they establish a clear weekly schedule and make regular use of teacher and drop-in support.

Parents and guardians play an active role in K–9 online learning. This includes helping establish routines, supporting learning activities, communicating with the KDS teacher, and helping students remain engaged with their learning program.

For younger learners, a parent, guardian, or other responsible adult learning facilitator must be available during the school week to support learning at home. KDS teachers provide guidance, instruction, assessment, and feedback, but they do not provide daily in-person supervision.

Student-generated evidence of learning is work or a demonstration that shows what the student understands and can do in relation to BC curriculum learning standards. Examples may include written work, projects, photos or videos of learning activities, recorded explanations, teacher-student conversations, assessments, reflections, or other demonstrations of learning.

Evidence should make the student's thinking visible and provide enough information for the teacher to assess learning and provide meaningful feedback.

Parent observations and descriptions are helpful context and can support a teacher's understanding of a student's learning. However, they do not replace student-generated evidence of learning. Teachers need to see, hear, or review evidence from the student in order to assess progress and report on learning.

Traditional homeschooling: This option does not require students to meet BC Curriculum learning standards, have instruction supervised by a BC-certified teacher, receive teacher-evaluated progress reports, or participate in provincial assessments. Religious texts and resources may be used. Students are registered, not enrolled, with the school.

Public school online/blended learning: This option requires students to meet BC Curriculum learning standards and to receive teacher-supported instruction and assessment. Learning is supervised by a BC-certified teacher, and student progress is formally evaluated, with teacher-prepared learning updates issued three times per year. Students must participate in provincial assessments, as required. Religious instructional materials are not used. Students are enrolled with the school, and instruction and assessment are provided in accordance with the public funding and accountability requirements set by the Ministry of Education.

Comparison of Registered Homeschooler with Online or Blended Learning Student – Visit Ministry Website

Yes, but the type of flexibility depends on the student's grade and learning needs.

For students in Grades 4–9, KDS courses provide the core learning program. Students working toward grade-level outcomes are expected to complete the appropriate grade-level courses. Flexibility is available within those courses through pacing, teacher support, scaffolding, adaptations, assignment choices, and different ways of demonstrating learning where appropriate.

Families are welcome to use additional resources, projects, community programs, field experiences, or other learning opportunities to support and extend learning. These experiences can complement the KDS program, but they do not replace assigned KDS course content.

Students who require learning outcomes that are substantially different from grade-level expectations may need an individualized modified program developed collaboratively through the student's school team and, where appropriate, an Individual Education Plan (IEP).

Students in Grades 4–9 who are working toward grade-level curricular outcomes are expected to complete the appropriate KDS courses.

Historically, some KDS students followed individualized family learning plans outside of the KDS course structure. KDS no longer uses this model for students who are working toward grade-level outcomes. Instead, flexibility is built within KDS courses. Teachers can adjust pacing, provide adaptations and supports, offer choices where appropriate, and work with families to incorporate meaningful additional learning experiences.

Fully individualized programming outside of the KDS course structure is reserved for students who require a modified educational program with individualized learning outcomes.

KDS teachers support students with a wide range of learning needs.

Adaptations change how a student accesses learning or demonstrates understanding while the student continues to work toward the same grade-level curricular standards. This may include additional scaffolding, alternate formats, reduced workload, additional time, or different ways of showing learning. Students receiving adaptations continue to work within the appropriate KDS grade-level courses.

A modified program is different. Modification changes what a student is expected to learn and may involve individualized outcomes that are different from grade-level curricular expectations. Modified programming is developed collaboratively through the student's school team and is supported by an IEP and additional learner-specific documentation.

Please contact our Learning Services team or your child's teacher if you have questions about what appropriate supports may look like for your child.

Whenever possible, KDS tries to keep siblings connected to the same teacher or teaching team, especially in the elementary years. This is not always possible and depends on grade level, program type, student needs, teacher assignments, and overall enrolment.

All of our programs are free to residents of British Columbia. We are a fully funded and accredited BC school operating in the East Kootenays within School District 5 (Southeast Kootenay). We also support adults looking to complete their Adult Graduation Diploma, and graduated students looking to upgrade eligible courses.

 Read more: BC Ministry of Education 

Cross-enrollment at KDS is available for Grade 10–12 courses and is open to students in Grades 8 through Adult. With cross-enrollment, a student can remain enrolled at their current school while also enrolling with KDS for one or more Grade 10–12 online courses.

First-time cross-enrolling students can complete the Grade 10–12 course registration form here: Grade 10–12 Course Registration Form.

In practice, this means that core structure, scheduling, and overall school oversight are provided through the student's school of record, while KDS courses are used strategically to supplement learning, expand course options, or support timely credit completion. Experience shows that the most successful cross-enrollment models for students working toward graduation are those in which a brick-and-mortar school remains the primary learning environment, with online learning serving as a complementary support.

What are the benefits of cross enrollment?

Here's an example: A student has been looking forward to taking a metalwork elective, however when they meet to plan their semester with their school counselor, they learn that it's only offered at their secondary school at the same time as Social Studies 10, a course they are required to take. Cross enrollment allows the student to enroll with KDS to complete Social Studies 10 as an online learning course, freeing up the time on their schedule to then take the metalwork elective at their current school. The student is credited for both completed courses.

Cross enrollment provides helpful tools to school counselors throughout BC to find creative solutions that motivate students. Families can choose a learning environment that supports their child's needs and provides a positive peer experience.

Students who utilize a cross enrollment option may also have the option of meeting their goals faster by continuing their studies throughout the year or by taking academic courses consecutively. For example, some students find that understanding the concepts in Math 11 is easier when it is taken in the term immediately following completion of Math 10 rather than waiting until the next school year.

Grade 4–9 students may be able to access KDS programming while remaining enrolled at their current school, but this must be arranged in collaboration with the student's school of record.

Families interested in Grade 4–9 cross-enrollment for Grade 4–9 programming should speak first with the principal at the student's current school. The school of record remains responsible for the student's overall program planning, supervision, reporting, and support planning. KDS can support individual online course access when the arrangement is approved and coordinated through the home school.

Exception: Grade 8 and 9 students who wish to take a Grade 10–12 course may register directly with KDS using the Grade 10–12 course registration link. This type of cross-enrollment does not usually require schedule coordination through the student's school principal because the course is completed online in addition to the student's regular school schedule.

Yes. Grade 8 and 9 students may cross-enroll in Grade 10–12 online courses through KDS when they are ready for that level of coursework. These students should use the Grade 10–12 course registration link.

Because these courses are completed online and do not usually require changes to the student's in-person timetable, this pathway does not need to be arranged through the student's school principal in the same way as Grade 4–9 course-by-course cross-enrollment.

No. Students cannot be enrolled in the same course at two different schools simultaneously. If you need to change schools for a course, you must withdraw from one before enrolling in the other.

Students can complete our KDS Grade 10-12 registration form or our KDS Grade K-9 registration form online. Once submitted, new full-time students will be contacted by a teacher (Grades K–9) or a counsellor (Grades 10–12 or Adult) to confirm course selection and finalize a learning plan.

Graduated students upgrading a single course may proceed to course selection without a planning meeting. Cross-enrolled students may also register for courses directly, but are encouraged to consult with their home school prior to registration to ensure their online courses align with their grad plan.

Mid-year transfers are possible, but families are encouraged to contact KDS before registering so we can discuss program fit, timing, course selection, and transition planning.

Experience has shown that full-time mid-year transfers into online learning can be challenging for many students, especially when they are moving from a structured in-person schedule to a more independent online model. For this reason, we strongly encourage students who are new to online learning to begin with a manageable course load, establish routines and communication habits, and increase their course load as appropriate.

Yes. Students who are new to Grade 7–12 online learning at KDS must complete an Essentials of Online Learning 10 course. This course teaches key skills for success in online learning, including organization, pacing, communication, and how to use Brightspace. Completing this course also provides two credits toward graduation.

Grades 4–9: Course scheduling is determined collaboratively with the student and family. Students at these grade levels generally have more consistent adult support at home to help them maintain a regular schedule across subjects, so their course load and pacing may be structured differently.

Grades 10–12: KDS generally recommends a maximum of two active courses at a time.

In practice, students are rarely successful at maintaining consistent pacing across four asynchronous online courses at once. Rather than following a traditional semester schedule with four courses running concurrently, we generally recommend a quarterly model: completing approximately two courses over a 10-week period and then moving on to the next two.

This approach allows students to focus their time, maintain regular progress, make effective use of teacher feedback, and complete courses successfully.

Exceptions can be made where appropriate based on a student's learning plan, circumstances, and demonstrated ability to maintain consistent progress.

Yes of course! We have a whole page for that. Click here to access our Graduation FAQs.

Full-time KDS students: Students need a completed learning plan and must engage regularly with their KDS learning program.

Grades 4–12: Students should make regular progress within their assigned KDS courses, submit required work and assessments, communicate with teachers, and ask for help when needed.

Course-by-course expectation: Students should submit work and be assessed on at least 10% of the course material to demonstrate active participation and establish momentum early in the course.

When students are not regularly participating, communicating, or submitting evidence of learning, teachers will contact the student and family to clarify expectations and offer support. Where appropriate, the School-Based Team may help develop a plan for re-engagement.

Ongoing gaps in participation or evidence of learning affect the school's ability to assess and support student progress. This may result in an Insufficient Evidence designation, a recommendation to consider a different learning pathway, or withdrawal from a course or program in accordance with KDS active enrollment expectations.

Families are encouraged to review the Active Enrollment and Evidence of Learning Policy for more information.

An Insufficient Evidence designation means the teacher does not yet have enough student-generated evidence to assess learning in relation to BC curriculum standards. When this happens, the teacher will connect with the student and family to discuss the area of learning, what evidence is missing, and what supports or next steps may help the student move forward.

An IE means more evidence is needed before the teacher can make a professional judgment about the student's learning. If insufficient evidence is not resolved, it may result in a failing grade in accordance with Ministry policy.

In Kindergarten to Grade 9, most students receive a proficiency scale indicator or, when there is not yet enough evidence to assess learning, an Insufficient Evidence designation. A failing grade may only be considered when a student has not engaged with enough learning for the teacher to evaluate progress, and the student or family is not willing to participate in a plan to provide sufficient evidence of learning during or after the school year or semester.

1) Email your teacher: Students are encouraged to email their teacher whenever they need help. Teachers can clarify instructions, give feedback, and help students plan next steps.

2) Attend drop-in support hours (in person): Students can access drop-in academic support during designated support hours at both campuses.

3) Evening support hours are also available: We offer evening support hours for students who are working or studying full time.

If you are unsure who your teacher is, or you are missing key login information, email kds.mailing@sd5.bc.ca.

Students in Kindergarten to Grade 9 are assessed and reported using the Provincial Proficiency Scale: Emerging, Developing, Proficient, and Extending. These indicators describe where a student is in relation to BC curriculum learning standards at the time of reporting.

Emerging and Developing do not mean that a student is failing. They show that the student is still developing understanding, consistency, or independence in relation to the learning standards. Proficient is the goal for students and means the student is demonstrating the expected learning for their grade level. Extending is not automatically assigned because a student completes all work; it reflects deeper, more complex understanding.

Time will vary depending on the student's age, grade level, learning plan, and program. In general, families should plan for regular learning routines across the school week, with consistent progress in literacy, numeracy, and other curriculum areas.

For Grades 4–9, students should expect to engage regularly with Brightspace coursework and teacher feedback. Older students generally need increasing independence while still benefiting from home support, pacing, and accountability.

No. K–3 students do not complete formal online courses in Brightspace.

Instead, students follow a dedicated KDS learning program supported by clear learning resources and regular guidance from their KDS homeroom teacher. Families support day-to-day learning at home while the KDS teacher provides instruction, oversight, assessment, and feedback connected to the BC Curriculum.

Brightspace may still be used to share instructional supports, resources, communication, and portfolio documentation of student learning.

No. While students can work at their own pace, KDS does not guarantee completion timelines under two months. Time is needed for teacher feedback, assessment, and exam booking. Some courses also include supervised assessments that require advance scheduling.

K–3 students should engage regularly with their learning program and provide evidence of learning as requested by their homeroom teacher.

Grades 4–6 students should make consistent progress within their assigned KDS courses and submit work regularly across subject areas.

Grades 7–12 students should build a consistent weekly schedule and submit coursework regularly to demonstrate progress.

If a student is inactive or not responding to communication, teachers will contact the student and family to support re-engagement. Continued inactivity may result in withdrawal in accordance with KDS active enrollment expectations.

If you withdraw before activation: Nothing is recorded.

If you withdraw after activation: The withdrawal is recorded internally by the school, but it does not appear on your official Ministry transcript.

Re-enrolment: If you withdraw from a course, you must wait 9 months before re-enrolling in that same course, and you will need to start again from the beginning.

Students must complete their activation assignment within 30 days of enrolling. If no activity is recorded, they may be withdrawn from the course for inactivity. To resume and re-register, please contact kds.mailing@sd5.bc.ca.

If a student has already activated their course but has since been inactive for 60 days or more — and has not responded to emails or phone calls from teachers or school staff — they will be withdrawn and must wait 9 months before re-registering for that course.

If a student has completed their course, it will no longer appear on their dashboard. To take another course, students can use the Add a Course form.

Blended learning combines online or home-based learning with scheduled in-person learning opportunities. Blended students remain KDS learners and are supported by their KDS teacher through learning plans, communication, instruction, assessment, and reporting.

In-person sessions focus on outdoor, community-based, hands-on, and curriculum-connected learning experiences.

Blended learning is an optional program pathway where space is available. Families who choose blended learning are expected to participate consistently in both the in-person and at-home components of the program.

No. Blended learning is not a drop-in program or occasional childcare option. It is an extension of the KDS learning program and requires ongoing academic engagement, communication with the teacher, and participation in both home and in-person learning.

Home learning remains an essential part of blended programming.

For K–3 students, families support the dedicated KDS learning program and resources provided or approved by the homeroom teacher.

For Grades 4–9 students, families support regular progress within the student's assigned KDS courses. In-person blended programming complements this coursework but does not replace it.

Blended spaces are limited and depend on program capacity, staffing, grade configuration, balanced groupings, and the family's ability to participate consistently in the full KDS learning model. When demand exceeds available space, KDS may not be able to accommodate every request.

Continued placement in blended programming depends on regular participation, communication, and engagement with the full KDS learning model. If a student is not participating consistently or making appropriate progress in their learning program, the school may meet with the family to review program fit and next steps.

Some courses include supervised (invigilated) exams or assessments. Your teacher will confirm what is required for your specific course. All supervised assessments must be invigilated by a BC-certified teacher. Support block teachers at your designated brick-and-mortar school may supervise KDS exams with prior arrangement.

In person: Students can write exams during designated support hours at either KDS campus, or at their brick-and-mortar school if supervision has been arranged in advance.

Online: Students may also have the option to write supervised assessments online.

Please communicate with your teacher early so assessment arrangements can be scheduled.

Visit https://sd5.onlinelearningbc.com/ to access your Brightspace course. You'll need your KDS Brightspace username (firstname.lastname) and password to log in.

Please access this link and enter your username (firstname.lastname) to have a "reset your password" link sent to you. If you do not receive this email, please reach out to kds.mailing@sd5.bc.ca and ask them to confirm your username and contact email.

Students may need their SD5 email and Microsoft/Outlook account to access school communication and tools. If you do not know your SD5 email, username, or password details, email kds.mailing@sd5.bc.ca for help confirming your account information.

Yes. Families in B.C. may qualify for free or low-cost devices and connectivity through the BC Technology for Learning Society's Tech for Home program. They verify eligibility and provide steps to apply.

 Learn more: Tech for Home Program 

Built-in accessibility tools: KDS online courses include embedded text-to-speech and speech-to-text options.

Teacher adaptations: KDS teachers are experienced in embedding adaptations and supports based on a student's learning needs and, where applicable, an Individual Education Plan (IEP).

Learning Services support (full-time KDS students): Our Learning Services teacher connects regularly via Microsoft Teams with full-time KDS learners.

Cross-enrolled students: Students who cross-enroll continue to access Inclusive Education supports through their school of record, while KDS supports the student within the online course.

Yes. KDS has Education Assistant support based in the Elk Valley to supplement our LST support available in Cranbrook; however, because KDS is primarily an online school, our support model looks different from a full-time in-person school.

Direct EA support is site-based and is provided through structured in-person learning opportunities, including blended programming and some small-group drop-in supports. KDS is not able to provide home-based EA support or send EAs off site. While remote EA support has been offered in the past, we have found that it has not always been consistently effective for students.

EA support is not assigned uniquely to one child. Students are supported based on their needs, the activity, and the overall classroom or group context.

Learning Funds are school-managed funds that may be used to support eligible learning resources, materials, and educational activities connected to a full-time student's learning program. They are intended to support curriculum-aligned learning and must be approved by the school.

No. Learning Funds are not paid directly to families, and families are not reimbursed for personal purchases. Eligible purchases must be pre-approved and made directly by the school.

Learning Funds may be used for approved resources, supplies, curriculum-aligned materials, subscriptions, or learning opportunities that support the student's KDS learning program. The KDS teacher will help determine whether a requested item or activity is eligible.

All K–9 students have access to Brightspace for learning materials and communication.

K–3 students follow a dedicated KDS learning program supported by resources provided or approved by their homeroom teacher.

Grades 4–9 students complete their assigned KDS courses through Brightspace. Teachers may also recommend supplementary resources to support or extend course learning.

Learning Funds are available for full-time K–12 students to access eligible resources that directly support their learning. These may include:

• Workbooks and curriculum-aligned print resources

• Online learning tools or subscriptions

All purchases must be pre-approved and made directly by the school. Families are not reimbursed for personal purchases.

To access these funds, please contact your child's teacher. They will help determine eligible items based on your child's learning needs and coordinate the request through the school office.

No. Online courses do not appear differently on Ministry transcripts. Completed courses and final grades appear the same as courses completed through other public schools.

KDS posts all final grades to MyEdBC.

• If KDS is your school of record, your final grade will be reported to the Ministry of Education within one week of course completion and will appear on your official transcript shortly afterward.

• If you are cross-enrolled, KDS will still post your grade to MyEdBC, but your home school is responsible for reporting it to the Ministry. This usually happens when your school runs TRAX submissions — typically multiple times per semester, and especially at the end of each term.

If you have questions about when your grade will appear on your transcript, please contact your school counsellor or administrator.

Visit the Ministry of Education website: Order Transcript

If you need an official letter confirming your grade, email your KDS teacher. A PDF letter can be sent to you or directly to a post-secondary institution.

After your final grades are received, the Ministry typically takes 4–6 weeks to issue graduation documents. Diplomas for full-time KDS grads are mailed to KDS, signed by the principal, and forwarded to the student. June graduates typically receive their documents in early October.