Strand 1: Inclusive Education and Universal Design for Learning – 3 days
Dr. Jennifer Katz
Today’s classrooms reflect the diversity of a global world. This diversity means that students vary in what they already know, what they are ready to learn, the pace at which they are able to proceed through curriculum, and the level of adult support they require for success. Building inclusive learning communities requires that students see school as a place where they belong, are valued, and have something to contribute. The Three-Block Model of Universal design for Learning (TBM) weaves together the work of CASEL on social and emotional learning with the work of CAST on UDL. Informed by research and practice in inclusive education, and Indigenous educators and elders, implementing the TBM allows teachers to meet the needs of diverse learners K-12, and address critical issues in education today including mental health, SEL, the TRC, and the new BC curriculum. Together we will walk through a synthesis of all the strands teachers are being asked to address, in a practical framework that makes both teaching and learning more engaging. Sample units, lessons, rubrics, video, and student work will be shared!
Strand 2: Positive Positive Supports And How This Benefits All Kids In All Classrooms – 3 days
Dr. Brenda Fossett
This strand will introduce participants to a Positive Behavior Support (PBS) approach to addressing problem behavior in school settings. Participants will learn about indirect and direct assessment strategies for understanding the function of a student’s problem behavior, as well as ecological influences that increase the likelihood that problem behavior will occur. Participants will also learn about evidence-based strategies for addressing problem behavior. Participants will have the opportunity to engage in a variety of activities to practice assessment strategies and identify intervention strategies that are logically-linked to the features of problem behavior.
Strand 3: Transition and Employment – 3 days
Dr. Paul Malette
High School Transition Planning and Customized Employment-Pathway to an Inclusive Adult Life
This three- day strand focuses on current, evidence based high school transition practices for students with diverse abilities. An emphasis is placed on two of the highest predictors for an inclusive life after high school; self-determination instruction and paid employment in the high school years. Participants will be shown detailed exemplars of research in practice in 70 BC schools. Specifically, participants will be shown the process of self-determination instruction, and students developing and acting upon their Self-Directed Life Plans with a focus on paid employment in the high school years. This three day strand is interactive with inspiring British Columbia based stories and practices that support BC’s New Curriculum, core competencies and successful career development for all students.
Strand 4: Literacy Across The Curriculum: Meaningful Inclusion for Students with Developmental Disabilities– 3 days
“We do not believe that a different curriculum is required in order for children with disabilities to succeed in learning to read and write. We have learned, however, that teachers must attend consciously and thoughtfully to the significant learning differences of children with disabilities in order to make good instruction accessible to these students.” Karen Erickson and David Koppenhaver from Children With Disabilities: Reading and Writing the Four Blocks Way
Designing and implementing effective literacy instruction for students with developmental disabilities requires intentional planning. Educators and teams need to incorporate best practices for all learners while taking into account the strengths and needs of individual students in the classroom. In this three-day strand participants will learn how to provide daily comprehensive literacy instruction that aligns with the B.C. curriculum and classroom activities to meet specific instructional targets in literacy areas. We will begin with learning how to assess the literacy needs of students (emergent and beginning conventional readers and even those that are nonverbal), then address how to match their literacy profiles to specific goal areas and objectives that can be incorporated into IEPs. Finally, we will incorporate selected literacy goals and objectives into the content, activities and ongoing routines of the classroom curriculum by working with examples from the curricular areas of Social Studies and Science.
Strand 5: Self-Regulated Learning as a Framework for Creating Inclusive Contexts for Diverse Learners – 3 days
Dr. Deborah Butler
Dr. Nancy Perry
Dr. Leyton Shnellert
This strand looks at self-regulated learning (SRL) as a framework for creating meaningful and inclusive learning experiences for all students in BC’s classrooms, including students with disabilities and high abilities, students who are English language learners, and students from diverse cultural backgrounds/heritages. Special emphasis will be given to the ways in which SRL promoting practices link to existing initiatives in BC’s schools (e.g., universal designs for learning, inclusive pedagogical frameworks, personalized learning, assessment for learning). Participants will be provided with strategies that enable them include “self-regulation for learning” as a focus within their ongoing learning initiatives.
Strand 6: The New Curriculum: Planning and design frameworks to support inclusive classrooms using BCs renewed curriculum- 3 days
This strand will guide participants through hands-on design and planning activities that will look at the renewed curriculum through the lens of inclusion. We will use real life examples to uncover how all students can be included in any context – with the emphasis on building student agency and independence. An additional thread in this strand will be an aim to move away from the historically retrofit accommodation of adaptations and modification for individuals and towards inclusive and universal support plans that can benefit all learners.
|Schedule||Day 1 – August 20, 2018||Day 2 – August 21, 2018||Day 3 – August 22, 2018|
|Daily Guiding Question||What is BC’s renewed Curriculum?
How do we plan using BC’s renewed curriculum?
|How do we plan using BC’s Renewed Curriculum?
|How do we evaluate using BC’s renewed curriculum?|
|Learning Activities||· Class Profile
· Response to Instruction (RTI)
· Backwards Design
|· Planning Pyramid
· Curricular IEPs
· Learning Maps
|· Learning Maps
· Triangulating evidence
· Standards based assessment
Strand 7: Social Emotional Learning– 3 days
Dr. John-Tyler Binfet
Dr. Kimberly A. Schonert-Reichl
This strand will provide participants with a review of current findings in the field of Social and Emotional Learning (SEL) including their applications in varied educational contexts and how SEL supports optimal mental health and well-being. Dr. Schonert-Reichl will set the stage with a morning workshop on Day 1 and provide an overview of SEL and current findings from her research. Illustrating the application of SEL, Dr. Binfet will lead the remainder of the sessions to showcase how SEL can support all students’ development and learning. This interactive workshop will address topics including the role of stress contagion, using SEL to establish a positive affective learning climate, how intentional acts of kindness can foster well-being, and how SEL can facilitate positive student-teacher rapport.