1. March 27, 2012 WELCOME SPECIAL EDUCATION LIAISONS

2.  Welcome/Overview  Question & Answer  Touring the IEPT  Continuum of Supports  QLE/Instructional Improvement  Learning Support Teams  REACH feedback  “Leveled” Meetings  Wrap Up OVERVIEW OF THE DAY

3. 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

4. INCLUSIVE EDUCATION PLANNING TOOL (IEPT) Today’s Outcomes:  Touring the tool  Accessing information through the Inclusive Education Library  Q&A Making a Difference for All Students

5. IPP  IEPT SIMILARITIESDIFFERENCES 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

6. 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?

7. TOURING THE INCLUSIVE EDUCATION PLANNING TOOL

8.  Inclusive Education Library http://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

9. INCLUSIVE EDUCATION: REFLECTION

10. PILOT SCHOOLS: Q&A

11. CONTINUUM OF SUPPORTS

12. 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

13. HOMEWORK TASK from our last meeting (January 17 th ):  Think about one student who requires targeted or specialized supports  Fill out the tracking sheet for this student (and others if you so choose) – REFER to the EXEMPLAR provided  Provide 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

14.  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

15.  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

16. LUNCH

17. Quality Learning Environment… Instructional Improvement… Learning Support Team... What’s Next?

18. REACH FEEDBACK

19. TIME: 30 minutes TASK: 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”

20.  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