We had a great start to our Covid school year because we were able to follow the plan for the fall we created in June.  In the middle of December our Inclusion Support Team met to review where we were and what we needed to do to further improve our capacity.  As a note of learning, the last week of school before Winter Break after a stressful and exhausting four months is not a good time to hold a meeting.  However, everyone participated, and everyone engaged.  Our Inclusion Support Team is outstanding.  From this meeting we mapped our next steps.

  1. Support the creation of class profiles and use that to direct the supports.
  2. Begin laying the groundwork to launch Positive Behavioural Interventions and Supports (PBIS).
  3. Get support from SET BC.
  4. Build capacity with our technology.

With the support of SET BC, we were able to release each of our teacher teams to meet for half a day with one of our Learning Support Teachers to prepare comprehensive class profiles following a template introduced by Shelley Moore.  Once they did that, they worked together to plan based on the class profiles and our Learning Support Teachers were able to collect themes common to all 7 teams in our learning community.  This informed their support work over the winter.

A small group of us pooled our networks and resources to identify a good print sourcebook for PBIS.  We ultimately decided on the PBIS Team Handbook: Setting expectations and building positive behaviour by Char Ryan and Beth Baker.  Our counsellor, Jocelyn, has volunteered to take the lead on this and now has a committee of 27 people from our learning community and district personnel to guide our work as we learn and prepare to introduce our individualized PBIS model in September.

Working with SET BC we have been able to release teachers, gather pertinent resources such as the PBIS Handbook, and get training for our Education Assistants and Teachers.  We have also been able to tap into their expertise in areas of planning and differentiating instruction.  With respect to technology, they have sourced key supports and provided guidance on applications for a myriad of technological supports.

At our district Professional Development Day in February we had an outstanding morning of presentations connected to our work with the Downie-Wenjack Foundation and our acts of ReconciliAction.  Every school in our district signed up as a Legacy School when the opportunity was first presented and we have benefited from our three year connection with this evolving project.  In the afternoon, most schools worked through the outstanding learning resource, Continuing our Learning Journey: indigenous Education in BC.  Our staff had worked through this last year, so we spent the afternoon in our teams sharing resources and our thinking as each team planned and prepared for at least one event designed to support reconciliation.

In late February, our Inclusion Support Team met and identified common themes they were seeing across our school and prepared a menu of supports.

VISION: We will help make each child’s life better and develop expert learners.

Members of the LTCMS Inclusion Steering Committee (Sarah D, Lana, Jocelyn, Nicole, Tonya, Gerald, & Jane Rondow) have created a chart of INCLUSION PRIORITES in our school & POTENTIAL SUPPORTS.

Please review the 18 ideas below & consider if an approach offered here could support your class needs & initiatives.  

PRIORITIES
& WHY
based on needs addressed in classroom profiles
Diverse learning gaps:
ability range gr. Gr.1-11
Executive Functioning:
support planning, organizing, and executing tasks
SEL and Mental Health: 
self-reg & behaviour
SUCCESSES: 
what has been working in some classrooms
• Manipulatives in Math
• Reading fluency w. iPads
• ARC-BC & Hi-Lo books
• Ready / Do / Done
• Timers
• Use of visuals in class
• Immersive Reader tools
• Organizational Bins
• RedCat / sound fields are helpful
• Daily class walks
• Phone management
• Mental health and addictions workshops
• Diversity workshops
• ISW outreach
• ALSUPS (Ross Green-Collaborative Proactive Support)
MENU OF SUPPORTS ON OFFER to address your KEY CLASSROOM NEEDS –
 
UDL Math workshops modeling All/ Most /Some Model Ready/ Do / Done Positive connections:
• 2/10 Strategy > INFO
• good calls home
ARC-BC novels and textbooks on iPads
– LSTs & TL can download digital books to devices; E-books in audio when used in conjunction with the Voice Dream Reader app
Demonstrate how to collaborate within OneDrive documents Sarah’s 3 diversity lessons so students better understand:
– flipping your lid
– Autism
– LD
– anxiety
– trauma
Promote Quick Read section of LLC
– library section of high interest – low reading level books
Break learning requirements into ‘doable’ steps Vanessa’s workshops (mental health/addictions)
Thematic Hi-Lo book bins
– overcome the hurdle of book accessibility by having a bin available
Close reading with highlights & notes in Immersive Reader SEL games/curriculum
• Offer resources & support to start
Incorporate (more) visuals into classroom & lessons:
• Google Read & Write support
• LST access to BoardMaker to create custom visuals
Growth Mindset
– resource sharing
– model self-talk
Graphic organizers: on-line apps (EX: Popplet), mind maps, Venn Diagrams Regular outdoor time
– offer resources
Targeted individual adaptations:
– EX: “writing without writing” lesson using iPad apps to determine which tools helps a student with output
Inner Explorer
– support to start
NEXT STEPS (2021-22) Buy Voice Dream Reader app for all school iPads Each class needs a rolling white board PBIS initiative
• Steering committee established now
  Buy Math manipulatives Smartboards & AppleTV in classrooms SEL curriculum
  Art therapy

 

With this information and our support team’s leadership, we have again released each of our teacher teams to plan, using their refined class profiles.  They will set their directions for the rest of this year insuring inclusive design for all.  This will be done before they leave for Spring Break.  Our hope is that by providing the menu above, teachers will select areas they would like support in to better meet the diverse needs in their classes.

After Spring Break, we will implement the plans created in these meetings.  Measures of our success will come from student and parent responses on the Student Learning Surveys – we survey students in all 4 of our grades – self-reports on Core Competencies, and core learning growth.

This spring we will be turning our heads to our new school.  In September we move into a new building, on the same property, that has been designed based on modern learning principles.  We have been involved in this process for the past 5 years, and 3 years ago our staff committed to learning how to support inclusive learning in a very different physical space.  As the date roles closer, our focus is sharpening, and our learning will be more specific and connected.  How do we support those with backgrounds of trauma in large, open spaces?  How do we support student learning without walls?  What executive skills will we need to focus on to help adolescent students be successful without many of the structures we are used to having?  We have been very fortunate to have received considerable support from Canyon Falls Middle School in Kelowna, as their pedagogical underpinnings align with ours and they are two years ahead of us in this journey, and we know we have a lot to learn.

Our inclusive journey has been challenging and very rewarding.  We are thankful for the many supports we have and are proud of our evolving culture of inclusion.