March 27, 2012

WELCOME SPECIAL EDUCATION

LIAISONS

Welcome/OverviewQuestion & AnswerTouring the IEPTContinuum of SupportsQLE/Instructional ImprovementLearning Support TeamsREACH feedback“Leveled” MeetingsWrap Up

OVERVIEW OF THE DAY

Everyone writes something on the paper at your table…Any question(s) or

comment(s) you are thinking about…

Our SS team will do our best to answer all questions…

If you stump us we will find the answer and share this with you at a later time today

QUESTION & ANSWER BOX

INCLUSIVE EDUCATIONPLANNING TOOL (IEPT)

Today’s Outcomes:Touring the toolAccessing information

through the Inclusive Education Library

Q&A

Making a Difference for All Students

IPP IEPTSIMILARITIES DIFFERENCES

• Student focused• Parents as partners• Assessment/ data driven- begins

with classroom assessment

• From looking at disabilities to learner abilities and needs

• Focus on teacher practice and learning environment

• Teacher planning tool rather than goal setting

• Begins with Program of Studies• Uses a continuum of supports

approach to determine possible strategies

• Planning tool informs progress report

• Can be used to support all learners by creating class summaries with:

learning preferences reading levels writing levels

Fundamental Beliefs

All students can learn and be successful

All students can participate and contribute to school life

Goal of the IEPT Pilot Project

To build teacher capacity to better meet the diverse learning needs of all students

INCLUSIVE EDUCATION PLANNING TOOL

Reflection: How does this shift in perspective influence our leadership roles in our schools?

TOURING THE INCLUSIVE EDUCATION PLANNING TOOL

Inclusive Education Libraryhttp://www.learnalberta.ca/content/IEPT2/library/index.html

Contains all the same components and resources used within the IEPT Student perspective resources Parent Perspective resources Language arts assessments Social participation resources Medical conditions/ disabilities resources

RESOURCE

INCLUSIVE EDUCATION:REFLECTION

PILOT SCHOOLS: Q&A

CONTINUUM OF SUPPORTS

PURPOSE: A ‘framework of support’ that provides a ‘common language’ for helping students with diverse learning needs be successful

Planning tool to use with teachers when discussing what students need for support

Communication tool to use with parents when discussing additional resources and supports for their son/daughter

Planning tool and communication tool to use with ‘school based administrators’ when making decisions around ‘resource allocations’ required to ensure students with diverse learning needs have the support needed to be successful in the classroom and school

CONTINUUM OF SUPPORTS

CONTINUUM OF SUPPORTS

HOMEWORK TASK from our last meeting (January 17 th):Think about one student who requires targeted or

specialized supportsFill out the tracking sheet for this student (and others if

you so choose) – REFER to the EXEMPLAR providedProvide feedback on this process/task

YOUR TASK TODAY:At your table, please share:

Your experience completing the task from Jan 17 Feedback for Student Services to consider as we move forward

Feedback from school visits Thank you for your ‘TIME’ - it was truly a ‘GIFT’ to spend time

learning and gaining knowledge about your ‘work’\ Data collection – this process will improve –we are

considering using the ‘Continuum of Supports’ framework to assist with ‘Resource Allocations’

Process to Access Horizon Wanda is the ‘gatekeeper’ for students to attend/register Before talking with parents/guardians, please contact her so

next steps can be considered before parents become involved

If parents/guardians or consultants request or suggest exploring Horizon as a programming option – please direct them to Wanda

STUDENT SERVICES UPDATE

Horizon – ‘New’ program embedded in school Pilot from February to June Students who have neurodevelopmental disorders and exhibit

extreme behaviors putting themselves, other students and staff at a high risk of being verbally and physically injured

All resources and supports have been exhausted at school Frequent and Intense involvement from Wanda, SS Team

members, Mental Health, RCMP and Child and Family Services Meetings taking place bi-weekly or even weekly or daily at some points

Level B Assessment Tool – KTEA Some of you may notice Donelda smiling…why you ask? Let’s ask her…

STUDENT SERVICES UPDATE

LUNCH

Quality Learning Environment…

Instructional Improvement…

Learning Support Team...

What’s Next?

REACH FEEDBACK

TIME: 30 minutesTASK: 1. Meet with the group that best reflects your school situation:K-12 / Elementary Schools / Middle Schools / High Schools

2. Special Education Liaison who has been working CESD the longest decides who is going to be the recorder and who is going to share their key messages with the larger group…

3.Focused discussion - Questions to guide your conversations: What is working? What is challenging you? What supports do you need?

“LEVELS”

Have you registered with Lorrie Morris for May 3rd?

Dr. Julie Causton-Theoharis “Ten Ways to Create Truly Inclusive

Schools and Classrooms”..\..\CARC\May 3 2012\0503 Truly Inclusive Classrooms.pdf

Thank you for your participation and contributions today!

Safe travels – and have a FANTASTIC SPRING BREAK!

WRAP UP