English Sessions - LD@school · 2017. 8. 17. · Development Dr. Peg Dawson E.2.5 Supporting Students in Mathematics Through the Use ... years—why it’s a better way to describe

Registration Options

English Sessions

https://www.ldatschool.ca/annual-educators-institute/

https://www.ldatschool.ca/annual-educators-institute/

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Day 1: Tuesday, August 22nd, 2017

7:30 – 8:30 Registration & Breakfast

8:30 – 8:45 Welcome Address

8:45 – 10:00 Opening Keynote

Beyond “Lazy and Unmotivated”, Why Educators Need to Know about

Executive Skills

Dr. Peg Dawson

10:00 – 10:20 Coffee Break

10:20 - 11:35 Breakout Sessions #1

E.1.1 Strategies

for

Strengthening

Organization

Janet Manhire &

Michelle

MacIsaac

E.1.2 Closing

the Gap for

Those Who

Learn Differently

Lynn

McLaughlin,

Mike Wilcox,

Laura Dunn

E.1.3

Overcoming

Language

Barriers to Math

Achievement

Using Universal

Design Principles

Mike Harding

E.1.4 Staying

Local: Year One

Successes and

Growing Pains

Carrie Wilson &

Kelly Stevens

E.1.5 Anxiety in

Students with

LDs

Dr. Marjory

Phillips & Sarah

Glover

11:35 – 12:40 Lunch & Time to visit exhibitors

12:40 – 1:55 Breakout Sessions #2

E.2.1 Utilizing

Conversations

and

Observations to

Help Assess

Students with

LDs

Ian Chalmers

E.2.2 Successful

Transtitions to

Post-Secondary

Marie McCarron,

Danya Neville,

Candice Daiken

E.2.3

Curriculum

Integrity

Matters!

Cindy Perras

E.2.4 School-

based Strategies

for Promoting

Executive Skill

Development

Dr. Peg Dawson

E.2.5

Supporting

Students in

Mathematics

Through the Use

of a Visual Model

Christina Corbett

& Elizabeth

Mulholland

1:55 – 2:15 Break


E.3.1 Guidelines

for the

Assessment and

Diagnosis of LDs

Dr. Maria Kokai

& Dr. Jack

Kamrad

E.3.2 Overview

of the

EmpowerTM Pilot

Study

Dr. Rhonda

Martinussen

E.3.3 High-Yield

Instructional

Strategies in

Mathematics

Andrew Brown &

Jeff Richardson

E.3.4 Preventing

Reading Failure

Using RTI

Dr. Erin Picard

E.3.5 Beyond

Extra Time:

Leading the

Implementation

of UDL and DI

Jenessa Dworet

& Chris Sands

3:30 – 4:00 Time to visit exhibitors

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Opening Keynote 8:45 – 10:00

Beyond “Lazy and Unmotivated”, Why Educators Need to Know

about Executive Skills

Dr. Peg Dawson, Psychologist, Centre for Learning and Attention

Disorders, Seacoast Mental Health Center

When the conversation turns to executive skills, teachers and parents often say,

“We didn’t know anything about these when we were growing up—and we turned

out just fine.” In this keynote, Dr. Dawson confronts that sentiment head on.

The co-author of Smart but Scattered and other books on executive skills

explains the executive skills framework she’s been working with for over 20

years—why it’s a better way to describe struggling students than calling them

lazy or unmotivated, and why the more teachers understand about these skills,

the better they’ll be able to help students strengthen these important habits of

mind. She will paint a picture of the strategies she sees as holding the most

promise for helping students of all ages develop, tune up, and master these

critical life skills.

Dr. Peg Dawson worked as a school

psychologist for many years before

joining her colleague and co-author in

establishing the Center for Learning and

Attention Disorders in Portsmouth, New

Hampshire. By specializing in the

assessment of children and adults with

learning and attention disorders, she

developed an interest in executive skills

and how they impact learning. With her

colleague and co-author, Dr. Richard

Guare, she has written several books for

parents, educators, and clinicians on

executive skills, including Executive

Skills in Children and Adolescents, Smart

but Scattered, Smart but Scattered

Teens, and Coaching Students with

Executive Skills Weaknesses. Her most

recent book addresses executive skills in

adults and is called The Smart but

Scattered Guide to Success.

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Breakout Sessions #1 10:20 – 11:35

E.1.1 Strategies for Strengthening Organization

Janet Manhire, Learning Support Consultant and Itinerant Teacher for Learning

Disabilities, Ottawa Carleton District School Board

Michelle MacIsaac, Speech-Language Pathologist, Ottawa Carleton District

School Board

Grade Level Focus: primary, junior, intermediate, senior

Intended Audience: teachers, principals, superintendents, parents, speech-

language pathologists, educational assistants, early childhood educators

Level of Knowledge: introductory, intermediate (participants should have a basic

knowledge of executive functioning skills)

Keeping track of materials needed to do schoolwork, understanding information,

following directions, organizing thoughts, setting priorities, making plans, and sticking

to a task and getting it done, are things students are required to do all day, every day.

Students who have learning disabilities and weak executive functioning skills often

struggle with many of these tasks, as evidenced by their arriving to class without the

materials they need, missing deadlines, losing assignments they have completed,

providing off-topic or disorganized written and oral responses, or difficulty identifying

relevant information for solving problems. Well-developed organizational skills are

required to accomplish any of these tasks.

The deeper our understanding of the students’ learning strengths, the nature of the

student’s learning disabilities, and the specific root causes for lagging organizational

skills, the better able we will be to select effective teaching strategies for strengthening

their organizational skills. In this session, we will present a model for identifying possible

root causes of poor organization and lagging subskills. We will link this to a selection of

strategies that address these possible underlying root causes and student learning

strengths.

E.1.2 Closing the Gap for Those who Learn Differently: GECDSB’s

Journey of Discovery and Intervention: A Multifaceted Approach

Lynn McLaughlin, Superintendent of Special Education Services, Greater Essex

County District School Board

Mike Wilcox, Principal of Special Education Services, Greater Essex County

District School Board

Laura Dunn, Educational Coordinator, Greater Essex County District School

Board

Grade Level Focus: elementary

Intended Audience: teachers, administrators, and supervisory officers, students,

professional services staff, educational support staff

Level of Knowledge: intermediate

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Given the fact that approximately 50% of students with IEPs have a Learning Disability,

GECDSB created a steering committee specific to LD. The committee includes teachers,

psychologists, speech and language pathologists, administrators, educational

coordinators and a representative from the local learning disabilities association. The

committee is now in its third year. A gap analysis focusing on student achievement and

wellbeing was completed using multiple sources of data. This workshop will take you

through our journey and our action plan. The resources that have been created will be

shared through this interactive presentation.

E.1.3 Overcoming Language Barriers to Math Achievement Using

Universal Design Principles

Mike Harding, OCT, M.Ed., Academic Support – Mathematics, Trinity College

School


Intended Audience: teachers, educational assistants

Level of Knowledge: introductory

In this session, you will have the opportunity to discuss and collaborate on strategies

to meet and exceed the language and curricular requirements of mathematics in

Ontario. Specifically, participants will select an expectation(s) of their choice from the

Ontario Mathematics Curriculum. Then, using a research supported universal design

framework (from CAST), consideration will be given to how conversations, observations

and products may be skillfully applied to overcome language barriers identified by

Newman et. al (2015). Co-operation and collaboration across grades will be highly

encouraged as will the production of exemplars that might be adapted for practice.

Technology may be readily included; while not explicitly required, it is highly

recommended. Participants will leave with electronic copies of the framework used and

course expectations adapted from the Ontario curriculum in Excel or Google Sheets

format.

E.1.4 Staying Local: Year One Successes and Growing Pains

Carrie Wilson, Intensive Support Placement Class Teacher, Rainbow District

School Board

Kelly Stevens, Special Education Assistant, Rainbow District School Board

Grade Level Focus: junior

Intended Audience: teachers, superintendants, principals, consultants


The Rainbow District School Board has implemented an Intensive Support Placement

Class for students with severe learning disabilities. The classroom team will share

various strategies, programs, and collaborations that have contributed to its successful

year-one implementation. Discover how the team balanced the task of boosting specific

areas of academic deficiences within a 21st century learning environment. The

presentation will address the development of the following: student voice, self-advocacy

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skills, social skills, behaviour management, student and parent engagement.

Assessment methods and data collection will be shared. Collaborations with community

partners and a team approach will be highlighted. The session will include interactive

opportunities to engage in sample activities.

E.1.5 Anxiety in Students with LDs: When is it a Disorder and

What Can I Do to Help?

Dr. Marjory Phillips C.Psych., Director, Integra Program, Child Development

Institute

Sarah Glover MSc. RP, Clinical Supervisor, Integra Program, Child

Development Institute


Intended Audience: all educators

Level of Knowledge: introductory to advanced

Students with LDs have higher rates of anxiety (Nelson & Harwood, 2011) and are two

to three times more likely to experience mental health difficulties in comparison to peers

(Wilson et al, 2009). However, it can be difficult to identify the severity of anxiety in

students with LDs in order to know when to access specialized services. For example,

impairments in memory and attention may reflect anxiety (Eysenck et al, 2007) or

Learning Disabilities, or both. In addition, students with LDs and anxiety may avoid

school (Milligan, Badali & Spiriou, 2013), may report greater somatic complaints, or

may demonstrate more negative attitudes towards school (McGovern, Lowe & Hill,

2016), which will compound learning difficulties.

In this workshop, we will explore the relationship between LDs and anxiety in order to

understand the differences between students with Anxiety Disorders and students who

are anxious. Through the use of interactive exercises, videotaped material, case

examples, and group discussion, we will share practical strategies and tips for

supporting students with LDs who experience anxiety.


E.2.1 Utilizing Conversations and Observations to Help Assess

Students with Learning Disabilities

Ian Chalmers, Mathematics and Science Teacher, Roy McMurtry School, Peel


Grade Level Focus: secondary

Intended Audience: teachers, principals


The presentation will begin with a brief overview of triangulation, discussing common

misconceptions and explaining it from the perspective that conversations and

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observations are two things that every teacher does, but are now part of the way

students can be assessed and evaluated. Participants will be given an opportunity to

discuss ways they are already using conversations and observations in their classrooms

and how effective these strategies have been. The presentation will introduce the

resources and walk through 3‐4 detailed examples of how they can be used. The

examples include a few specific to students with LDs and a few that can benefit the

whole class (necessary for some, good for all). The presentation will then talk about

how the resource can be adapted to specific activities, specific students or specific

expectations using the example of a problem solving skills rubric that was created to

be used across all classes and to track specific students’ problem solving skills in all

subject areas. There will be time for participants to adapt the resource to fit a specific

lesson or student of their own, so that they can leave the presentation with a resource

ready to be used in their classroom.

E.2.2 Successful Transtitions to Post-Secondary: What Students

and Educators Need to Know

Marie McCarron, Clinical Manager, RARC, Queen’s University

Dayna Neville, Transitions Program Advisor, RARC Queen’s University

Candice Daiken, Transitions Program Advisor, RARC, Queen’s University

Grade Level Focus: secondary

Intended Audience: educators, administrators, parents


Transitioning to higher education levels is difficult for all students, but especially those

with learning disabilities (LDs). These students often have difficulty meeting their own

academic needs and have trouble realizing when and how to ask for the help to which

they are entitled. Negative experiences in high school can make it incredibly difficult for

students with learning disabilities to achieve in post-secondary school, even though

they have the intellectual ability to be successful.

The On-Line to Success Program (OLTS) and the Successful Transitions Online and

Mentoring Program (STOMP) are desgned to help secondary students with LDs, ADHD,

ASD, and mental health disorders to transition to post-secondary education. The

programs combine both in-person and online components designed to meet the

researched outcomes from the Learning Opportunities Task Force (LOTF: 1997-2002).

The OLTS program has been running since 2002, graduating and assessing more than

500 students. The STOMP program was recently initiated out of the observed need that

more students were struggling with mental health. The presentation will focus on what

we have learned in the programs and what students need to make a successful

transition. In addition, the Transition Resource Guide will be highlighted.

E.2.3 Curriculum Integrity Matters!

Cindy Perras, M.Ed. OCT, Educational Consultant, LDAO

Grade Level Focus: junior, intermediate

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Intended Audience: teachers, consultants, principals

Level of Knowledge: introductory to intermediate

All too often, decisions are made to modify the curricular expectations for students with

LDs because they don’t seem to be able to access their age/grade curriculum... but

students with LDs are bright and they have the right to access age/grade level

curriculum, with the appropriate accommodations. Modifying curriculum may have

cumulative and negative long-term implications for students with LDs, especially when

they transition to the secondary level.

So do you modify curriculum? Or do you just focus on accommodations? Educators are

invited to participate in this session on curriculum integrity: we will discuss the

pedagogical underpinnings of the modification vs. accommodation debate, consider if,

when, and how to modify the curriculum, and explore the accommodations students

with LDs need to access the curriculum and to demonstrate their learning.

E.2.4 School-based Strategies for Promoting Executive Skill

Development

Dr. Peg Dawson, Psychologist, Centre for Learning and Attention Disorders,

Seacoast Mental Health Center


Intended Audience: teachers, consultants, principals


This workshop will present a variety of intervention strategies to promote executive skill

development. These will include classroom and whole school strategies designed to

improve executive skills in all students as well as small group strategies. A framework

for designing individualized interventions for students with more significant executive

skill weaknesses will also be presented.

E.2.5 Supporting Students in Mathematics Through the Use of a

Visual Model

Cristina Corbett, teacher at St. Paul School, Northeastern Catholic DSB

Elizabeth Mulholland, teacher at O’Gorman Intermediate Catholic School,

Northeastern Catholic DSB


Intended Audience: teachers


A picture is worth a thousand words and, as such, visualisation in mathematics is the

key to unlocking conceptual understanding for students. The use of visual

representations is a powerful tool in problem solving. Choosing the right visual (diagram

or manipulative) can help students understand and explain the mathematics in deep

and meaningful ways. While good for all students, this approach is particularly helpful

to students with special education needs. Students with learning disabilities (LDs) in

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math are supported by the use of visual representations to accommodate their learning

needs, based on their individual profiles. The instruction on how to choose and use a

meaningful representation helps students with LDs to hold and convey their

mathematical thinking, or to think more deeply about a concept.

In this session, participants will explore various visual representations that can be used

with all students. Tapping into multimodal representations allows students to make

meaningful mathematical connections and see relationships. We will also explore how

we can guide students to choose the most appropriate and most effective representation

as it pertains to the problem. This session is based on the work of Jo Boaler, Sherry

Parrish, Mike Flynn and others, as well as Edugains resources.


E.3.1 Guidelines for the Assessment and Diagnosis of LDs

Maria Kokai Ph.D. C.Psych., Chief Psychologist, Toronto Catholic District School

Board

Jack Kamrad Ph.D. C.Psych., Chief Psychologist, Peel District School Board

Grade Level Focus: elementary and secondary

Intended Audience: teachers, principals, superintendents, psychologists and other

school professionals

Level of Knowledge: intermediate to advanced

The Association of Chief Psychologists with Ontario School Boards, in order to ensure

alignment between school boards across the province in how their school psychology

service providers are assessing and diagnosing learning disabilities (LDs), created a set

of guidelines which are applied in school boards that have representation in the

association. The goal of these common guidelines is to ensure consistency in LD

assessment and diagnosis, making assessment reports easily transferable, thus making

transitions easier for students when they transfer from one board to another. This

presentation aims to familiarize educators and other school professionals with the key

components of these guidelines to aid the interpretation of psychological assessment

reports.

This presentation is based on a similar presentation delivered as part of the Dorothy

Hill Symposium on November 28, 2016.

E.3.2 Overview of the EmpowerTM Pilot Study for the Ministry of

Education of Ontario

Dr. Rhonda Martinussen, Associate Professor, Department of Applied

Psychology and Human Development & Dr. Eric Jackman Institute of Child

Study, Ontario Institute for Studies in Education, University of Toronto

Grade Level Focus: primary/junior

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Intended Audience: teachers, special education teachers, principals


The EmpowerTM Pilot Project is funded by the Ministry of Education of Ontario and is

currently underway in eight school boards. The goal of the Ministry of Education is to

draw on the experiences and knowledge acquisition of the pilot boards to learn more

about how to effectively support students with learning diabilities in reading. In this

presentation, participants will be provided with an overview of the EmpowerTM Pilot

Project’s overall aim and approach as well as some preliminary information from the

team’s research activities this past year as they began their efforts to understand how

the pilots are working and adapting to each context. Participants will be provided with

a brief description of EmpowerTM as well as highlight the other elements of the pilot

project and their importance to understanding how to support students with LDs in

reading in the classroom. Part of the study includes gathering student perspectives

through interviews about their experiences, and participants will be able to learn about

the early analyses of these student perspectives on their experiences this past year.

E.3.3 High-Yield Instructional Strategies in Mathematics

Andrew Brown, Special Education Teacher, Sagonaska Demonstration School,

Provincial Schools Board, seconded from Hastings Prince Edward District

School Board

Jeff Richardson, Special Education Teacher, Sagonaska Demonstration School,

Provincial Schools Board, seconded from Hastings Prince Edward District

School Board

Grade Level Focus: junior, intermediate, senior

Intended Audience: classroom teachers, special education teachers, coordinators/

consultants, principals


Students with LDs often struggle in math. Fortunately, there are strategies that benefit

learners with LDs that also make learning math more accessible to all students.

Students with LDs often have deficits in working memory and processing speed, and

struggle with attaching meaning to the symbols used in traditional, paper-pencil math

instruction. Students with memory issues have difficulty remembering procedures,

especially if they have not first developed a conceptual understanding of the math, and

also struggle to keep track of numbers as they work through a problem. Most struggle

with representing their thinking following traditional algorithms.

This workshop will model strategies to address these issues including:

how the mathematical processes can provide a framework for instruction and

monitoring growth across all strands;

the use of manipulatives to develop conceptual understanding before introducing

or co-developing procedures; and

low-prep use of technology to capture student learning and for assessment.

Participants will solve problems using concrete materials and discuss the merits of

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different instructional strategies in today’s 21st century classroom.

E.3.4 Preventing Reading Failure using RTI: Putting Science to

Work in the Classroom

Dr. Erin M. Picard, Chief Psychologist, Windsor-Essex Catholic District School

Board

Grade Level Focus: primary, junior

Intended Audience: teachers, administrators, psychologists

Level of Knowledge: some knowledge of RTI and reading intervention

When the Ontario Psychological Association (OPA) student assessment project was

implemented in 2007, the WECDSB, like many boards within the province, had been

experiencing a backlog of referrals for psychological assessment. The WECDSB plan

targeted early intervention/prevention programming in reading, as this was identified

by the research and experts consulted as the only viable means to decrease the burden

and costs associated with lengthy waitlists. Fast forward 9 years and the lessons learned

have been invaluable. Year one data indicated that the number of students struggling

in reading could be reduced by 70% using systematic and explicit phonics instruction.

This data highlight the cost of not acting early on using a classroom based Tier 1

intervention.

The PALS reading program has become the cornerstone of a broader system emphasis

on early intervention and prevention. Tied to this programming is the use of Curriculum

Based Measurement tools to guide instructional decision making. These are quick and

easy-to-administer probes that do not take away from valuable instruction/intervention

time. Comparisons will be made between these formative assessment tools and the

more traditional and time consuming summative tools. Samples of these and targets

developed will be shared.

E.3.5 Beyond Extra Time: Leading the Implementation of

Universal Design for Learning and Differentiated Instruction

Jenessa Dworet, Special Education Assistant Curriculum Leader at York Mills

Collegiate Institute, Toronto District School Board

Chris Sands, Special Education Assistant Curriculum Leader at Sir John A.

MacDonald Collegiate Institute, Toronto District School Board

Grade Level Focus: intermediate, senior

Intended Audience: teachers, principals, consultants/coordinators, superintendants


The Ontario Ministry of Education, through Policy/Program Memorandum No. 8, expects

the provision of “personalized, precise, explicit, and intensive” assessment and

instruction for students with learning disabilities or who require more support in order

to be successful in school. Many teachers and support staff are at a beginning level of

understanding about how to accommodate or modify their teaching to meet the needs

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of their learners. The Ontario Secondary School Teachers’ Federation understands that

“PPM8 speaks to the importance of… member-directed PD and training.”

This workshop is for staff who will be encouraging, coaching, and training their

colleagues in strategies that reach every student. Using case studies and experiences

from the front lines, two experienced educators will move beyond simply listing

accommodations for the classroom, and engage participants in the process of leading

the school-wide implementation of Universal Design for Learning and Differentiated

Instruction. This session will support educators in returning to their schools or districts,

and in moving their peers to meet the Ministry’s vision in which “high-quality, evidence-

based assessment and instruction are systematically provided and respond to an

individual student’s strengths and needs.”

Accommodations for the 2017 Educators’ Institute

Hilton Mississauga/Meadowvale 6750 Mississauga Road

Mississauga ON, L5N 2L3 1-800-445-8667

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Day 2: Wednesday, August 23rd, 2017

7:30 – 8:30 Registration & Breakfast

8:30 – 9:45 TalkLD Live

Hosted by Lawrence Barns, with special guests

Pauline Janke and Minister of Education Mitzie Hunter

9:45 – 10:05 Coffee Break


E.4.1 The

Renewed

Mathematics

Strategy

Zheng Xu

E.4.2

Understanting

Attention and

Hyperactivity/

Impulsivity

Problems in the

Classroom

Dr. Sue Ball &

Lynn Ziraldo

E.4.3 Battle of

the SEA

Devices: iPad VS

Laptop

Cynthia Gozzard

& Joe Archer

E.4.4 Planning &

Implementing

Effective

Literacy

Interventions

Based on CBM

Data: PART 1

Dr. Todd

Cunningham &

Dr. Julia Ferrari

E.4.5 Closing

the Reading Gap

for Learners of

All Ages: PART 1

Donald

Shattuck, Mary-

Ellen Thompson,

Martin Smit

11:20 – 12:05 Lunch & Time to visit exhibitors


E.5.1 A

Collaborative

Approach to

Building Teacher

Capacity in

Supporting

Students with

LDs in the Math

Classroom

Marci Damen &

Karen Doupe

E.5.2 The

Itinerant LD

Team: A

Comprehensive

Look at

Accommodations

for Students

Barbara Williams

E.5.3 Teaching

Written

Language to

Students with

LDs 101

Chris Samis

E.5.4 Planning &

Implementing

Effective

Literacy

Interventions

Based on CBM

Data: PART 2

Dr. Todd

Cunningham &

Dr. Julia Ferrari

E.5.5 Closing

the Reading Gap

for Learners of

All Ages: PART 2

Donald

Shattuck, Mary-

Ellen Thompson,

Martin Smit

1:20 – 1:40 Break

1:40 – 3:00 Closing Keynote

ADHD? Who, me? Myths Busted and Tools That Work

Rick Green

See you next year!

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TalkLD Live 8:30 – 9:45

The TalkLD podcasts on the LD@school website are typically recorded in studio, but for the very first time, this edition will be presented to a live audience! Join

your host Lawrence Barns for a live recording of TalkLD with very special guests, Minister of Education Mitzie Hunter and Pauline Janke, as they discuss their areas

of expertise in education.

Mitzie Hunter was first elected to the Ontario legislature in 2013 as the MPP for Scarborough-

Guildwood. She was re-elected in 2014. Mitzie currently serves as Minister of Education. She was

previously Associate Minister of Finance, responsible

for the Ontario Retirement Pension Plan. She has worked as CEO of the Greater Toronto CivicAction

Alliance. She champions unlocking the GTA’s potential by ensuring fair and inclusive access to

employment and prosperity. Hunter and her family immigrated to Canada from Jamaica in 1975, and she

grew up in Scarborough. Hunter graduated with a B.A. from the University of Toronto (Scarborough

Campus) and completed an MBA from the Rotman School of Management at the University of Toronto.

Pauline Janke holds a Masters of Education in

Inclusion and Special Education, with a special interest in Autism Spectrum Disorders (ASD). She has

been a teacher in Ontario since 2008, and, in 2013,

she became a Special Education Resource Teacher, running a specialist ASD program in the Waterloo

Region DSB. Pauline served as one of the Equity and Inclusion leads, working with her school and school

board to promote and develop culturally responsive resources, and create inclusive school cultures. In the

last year, she has been on secondment with the Ministry of Education, at the Trillium Demonstration

School where she is one of the senior literacy leads, working with students with severe learning

disabilities. Pauline has a passion for ensuring that educators are well-informed with regard to meeting the needs of an ever-changing Ontario population. She

values diversity, and works to enhance equity and inclusion in our education system, so that all students feel valued for what they bring to the learning

partnership, and are encouraged to reach their personal potential.

https://news.ontario.ca/profiles/en/mitzie-hunter

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E.4.1 The Renewed Mathematics Strategy

Zheng Xu, Education Officer, Special Education Policy and Programs Branch,

Ontario Ministry of Education

Grade Level Focus: elementary, secondary

Intended Audience: all educators Level of Knowledge: introductory

This session is designed to share information and updates about the Renewed Mathematics Strategy (RMS). To support the implementation of RMS in 2016-17, the Ministry of Education has provided focused, responsive and differentiated professional

learning opportunities to strengthen mathematics learning, teaching and leading across Ontario for students with special education needs, particularly for students with learning

disabilities. Participants will also be invited to share their experiences and learning at individual, school and/or system levels.

E.4.2 Understanding Attention and Hyperactivity/Impulsivity

Problems in the Classroom: Strategies for Success

Dr. Sue Ball, Ph.D. C. Psych., Coordinator of Psychological Services, York Region District School Board

Lynn Ziraldo, Strategic Advisor, LDAYR

Grade Level Focus: intermediate

Intended Audience: teachers, principals, superintendants, students Level of Knowledge: introductory

This presentation will document the impact of attention and hyeractivity/impulsivity on

learning for all students and particularly for students with learning disabilities (LDs). We will highlight practical strategies for supporting students across the tiers as well as showcase a student profile with student voice and advocacy card. Participants will learn

about the significant implications impacting on understanding of lifelong learning, student resilience and well-being. We would like participants to recognize the impact of

attention, hyperactivity/impulsivity problems on learning, the value and importance of student voice and self-advocacy, and the importance of strategies to support learning, achievement and well-being for all students, but particularly for students with LDs.

E.4.3 Battle of the SEA Devices: iPad VS Laptop

Cynthia Gozzard, Learning Resource Teacher, Delhi Public School, Grand Erie


Joe Archer, Grade 3 Teacher, Hagersville Elementary, Grand Erie District School

Board

Grade Level Focus: elementary

Intended Audience: classroom teachers, special education teachers, department support

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Choosing the right device to support an elementary student may be as important as

choosing the correct instructional strategies to teach a student with learning disabilities

(LDs). This presentation aims to break down a variety of learning profiles of students

who have LDs to discuss which devices may best match learning needs. The

implementation of BYOD has brought a number of different devices to our classrooms,

each one offering unique accessibility features. Word prediction and text-to-speech may

be assistive technology supports that can support students; however, each one of these

tools works differently, depending on the device they are used on.

Presenters will model the use of these assistive technologies as well as provide student-

generated examples and testimonials. Participants in the session will be provided with

ready-to-use checklists and student profile sheets that may help to make the best

choice, when it comes to selecting a device. To maximize learning in the classroom,

students with LDs need Individualized Education Plans that are tailored specifically to

develop their strengths and support their weaknesses. Join us to discuss the variety of

devices found in 21st century classrooms and see which device may be best, depending

on the student learning profile.

E.4.4 Planning and Implementing Effective Literacy Interventions Based on CBM Data: A Tiered Approach to Introduction in the

Inclusive Classroom

*Please note that this is a 2-part session. Delegates who register for

E.4.4 must also register for E.5.4.

Dr. Todd Cunningham C.Psych., Clinical and School Psychologist at OISE/University of Toronto

Julia Ferrari Ph.D, OCT, Literacy Development Project Manager at Learn Different and Sessional Lecturer at OISE/University of Toronto


Intended Audience: teachers Level of Knowledge: introductory, intermediate

Identifying and monitoring students at-risk for literacy difficulties is critical in the inclusive classroom. Curriculum-based measures (CBM) are empirically validated tools that educators can use for this purpose. In addition to identifying students at-risk of

reading failure, CBMs help educators, working with students in kindergarten to grade 6, to evaluate the academic skill level of all students in their class. Using the approach

outlined in this workshop, educators will develop the necessary skills to make on-going instructional decisions for their at-risk students, based on data collected from CBMs, while providing evidence-based Tier 1 instruction for all students in the class. Tier 1 and

Tier 2 instructional strategies, using a balanced literacy framework, will be demonstrated.

In order to illustrate the key concepts in this workshop, we will use a problem-based learning approach involving case studies. Participants will work in groups to determine

how to adapt interventions based on benchmark and progress monitoring data in order

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to foster student growth. This workshop will empower educators to provide more

effective and targeted instruction to all their students especially those who need it most.

E.4.5 Closing the Reading Gap for Learners of All Ages

*Please note that this is a 2-part session. Delegates who register for


Dr. Donald Shattuck, Psychologist, Sagonaska Demonstration School Dr. Mary-Ellen Thompson, Speech-Language Pathologist, Sagonaska

Demonstration School

Martin Smit, Principal, Sagonaska Demonstration School


Intended Audience: teachers, principals, superintendents Level of Knowledge: introductory to advanced

Accommodations and assistive technology are the typical supports for students with

Learning Disabilities (LDs) in Ontario schools. Unfortunately these supports do not always facilitate closing the reading gap in these students. Sagonaska Provincial Demonstration School teaches reading to students with the most severe LDs in the

province. During the last four years we have seen our reading results nearly double. Students who stay with us for two years are experiencing an average gain of nearly five

academic years in reading. In this session, we will explain how our staff is able to accelerate the reading development of our students.

Part 1 of this session will focus on the essential components of the reading process from

the perspective of psychology, speech-language pathology and education. The goal is for participants to better understand what specific skills need to be developed in

students with LDs for reading to advance.


E.5.1 A Collaborative Approach to Building Teacher Capacity in

Supporting Students with LDs in the Mathematics Classroom

Marci Damen, Learning Coordinator for Special Education, Thames Valley


Karen Doupe, Learning Coordinator for Mathematics K-8, Thames Valley District School Board

Grade Level Focus: junior

Intended Audience: teachers, systems leaders Level of Knowledge: introductory

This session will outline a collaborative project initiated in an effort to increase teacher understanding of appropriate learning goals and expectations in mathematics, for students with learning disabilities (LDs). Using the Teaching and Learning Cycle and W

Model as the foundation, this project led teachers on a collaborative journey with administrators, special education resource teachers (SERTs), instructional coaches and

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learning disabilities itinerant teachers, to understand individual student strengths as

well as the impact that cognitive processes can have on mathematical thinking and learning. Not only did classroom teachers and SERTs build pedagogical content

knowledge in teaching mathematics, they also increased their understanding of the profile of students with LDs, leading to more personalized Individual Education Plans for their students. The foundation of this project aligned with the Renewed Mathematics

Strategy focus on supporting students with LDs in the mathematics classroom.

E.5.2 The Itinerant LD Team: A Comprehensive Look at

Accommodations for Students

Barbara Williams, Special Education Consultant/Program Leader for Learning

Disabilities, Waterloo Region District School Board


Intended Audience: teachers, SERTs, consultants, psychologists, administrators Level of Knowledge: introductory to advanced

This session will provide a comprehensive overview of tiered supports for students with

Learning Disabilities (LDs). Practical suggestions, resources, and programming considerations will be presented based on the work of the itinerant LD team in WRDSB.

An accomplished team of educators work collaboratively to meet the varied needs of students at primary, junior, intermediate, and senior levels. Reflecting on a decade of service via an itinerant model, this session will describe, in more detail, supports and

resources in the areas of:

Numeracy strategies (RMS)

Literacy strategies Referral process, screening and identification Differentiated instruction & accommodations

Understanding student profile, IEP consultation Technology (GAFE)

Executive functioning Self-advocacy, social skills, self-esteem Transition to intermediate/secondary

E.5.3 Teaching Written Language to Students with Learning

Disabilities 101

Chris Samis, Superintendent of Special Education, Simcoe County District

School Board

Grade Level Focus: primary, junior, intermediate

Intended Audience: teachers, principals, superintendents Level of Knowledge: intermediate

Students spend nearly 60% of their school day actively engaged in the process of

writing; therefore, the importance of being able to translate thought into written language is critical to success at school. The ability to organize thought into symbolic representation (writing) continues to be a central barometer of success in education.

That said, arguably no other task represents a bigger challenge to educators than providing written language instruction and/or remediation to students with learning

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disabilities.

This learning session will provide participants with an introduction to the sub-types of written language disabilities (i.e. dyslexic dysgraphia), as well as how to tailor specific

interventions to student need. The session will also include practical instructional strategies to support students in the area of orthography (i.e. spelling, conventions, capitalization etc.) in order to increase opportunities for success.

E.5.4 Planning and Implementing Effective Literacy Interventions Based on CBM Data: A Tiered Approach to Introduction in the

Inclusive Classroom

*Please note that this is a 2-part session. Delegates who registered for


Dr. Todd Cunningham C.Psych., Clinical and School Psychologist at OISE/University of Toronto

Julia Ferrari Ph.D, OCT, Literacy Development Project Manager at Learn Different and Sessional Lecturer at OISE/University of Toronto


Intended Audience: teachers Level of Knowledge: introductory, intermediate

Please see the description for session E.4.4 for more information.

E.5.5 Closing the Reading Gap for Learners of All Ages

*Please note that this is a 2-part session. Delegates who registered for


Dr. Donald Shattuck, Psychologist, Sagonaska Demonstration School Dr. Mary-Ellen Thompson, Speech-Language Pathologist, Sagonaska

Demonstration School

Martin Smit, Principal, Sagonaska Demonstration School


Intended Audience: teachers, principals, superintendents Level of Knowledge: introductory to advanced

Part 2 of the session will be more “hands-on” and intended for teachers and schools to

put into practice the theory from Part 1. Participants will reflect on the tools they currently have or tools that could be put in place to help accelerate the reading

acquisition of students with LDs in their schools.

Please see the description for session E.4.5 for more information.

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Closing Keynote 1:40 – 3:00

ADHD? Who, me? Myths Busted and Tools That Work

Rick Green, comedy writer, performer, and director

Comedian Rick Green’s hilarious story takes us through his childhood struggles, lonely

adolescencs, and chaotic show-biz career that unexpectedly turns into a life dedicated

to ADHD. Risk takes us into the tornado of emotions that erupted after he was diagnosed

in his 40s. What follows is a wild roller coaster of unexpected successes, unforeseen

calamities, and a surprising crusade to change how the world sees ADHD.

“First crisis was my own reaction: regret, anger, sadness. Looking back at how I’d

struggled in school, in relationships, at work… All that suffering could have been avoided

if only I’d known sooner! What could my life have been like?”

“Second crisis was other people’s reactions. The sneering dismissal that I might have

ADHD, or even that it was a read disorder. At my lowest, I wished that I’d never found

out the truth. And never told anyone else.”

Instead, Rick chose to tell everyone the truth. The comedy writer, director, and

producer became a mental health crusader, determined to transform how the world

understood and dealt with this disorder.

Rick also discusses the myths associated with ADHD, and strategies that help to live

with it. Drawing upon the paradigm for understanding ADHD as an issue with executive

functions, Rick identifies the myriad ways the disorder sabotages people, and then

offers practical, ADHD-friendly strategies to manage, to master, and to avoid disaster.

Rick will touch on areas like productivity, focus, follow-through, priorities, time, energy,

and complex tasks. This will be helpful to all educators who have students with ADHD

in their classroom.

Rick Green began his career as a teacher at the Ontario

Science Centre. In 1979, he shifted gears to become a full-

time comedian. He has written and performed in over 700

television and radio programs. Education has been an

ongoing theme in Rick’s work and he taught courses and

workshops on creativity, writing, physical comedy, and the

power of story. In 2009 Rick and his wife Ava produced a

groundbreaking documentary on ADHD in adults, ADD &

Loving It?!. As tens of thousands of adults suddenly

recognized their own life stories, and the reason for their

life-long struggles, they were desperate to learn more.

Knowing resources were scarce Rick and Ava launched the

hugely popular website TotallyADD.com. Rick has given

scores of talks to the general public, colleges, business organizations, companies,

unions, school groups, doctors, health care professionals, and families.

Documents

English Sessions - LD@school · 2017. 8. 17. · Development Dr. Peg Dawson E.2.5 Supporting Students in Mathematics Through the Use ... years—why it’s a better way to describe