WELCOME
SPECIAL EDUCATION
LIAISONS
March 27,
2012
OVERVIEW OF THE DAY
 Welcome/Overview
 Question & Answer
 Touring the IEPT
 Continuum of Supports
 QLE/Instructional Improvement
 Learning Support Teams
 REACH feedback
 “Leveled” Meetings
 Wrap Up
QUESTION & ANSWER BOX
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
Making a Difference for All
Students
INCLUSIVE EDUCATION
PLANNING TOOL (IEPT)
Today’s Outcomes:
 Touring the tool
 Accessing information through
the Inclusive Education
Library
 Q&A
IPP IEPT
SIMILARITIES
• Student focused
• Parents as partners
• Assessment/ data driven- begins with
classroom assessment
DIFFERENCES
• 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
INCLUSIVE EDUCATION PLANNING TOOL
Fundamental Beliefs
Goal of the IEPT Pilot
Project
 All students can learn
and be successful
 All students can
participate and
contribute to school
life
 To build teacher
capacity to better
meet the diverse
learning needs of all
students
Reflection: How does this shift in perspective
influence our leadership roles in our schools?
TOURING THE INCLUSIVE EDUCATION
PLANNING TOOL
RESOURCE
 Inclusive Education Library
http://www.learnalberta.ca/content/IEPT2/library/index.html
Contains all the same components and
resources used within the IEPT
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Student perspective resources
Parent Perspective resources
Language arts assessments
Social participation resources
Medical conditions/ disabilities resources
INCLUSIVE EDUCATION:
REFLECTION
PILOT SCHOOLS:
Q&A
CONTINUUM OF SUPPORTS
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
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
STUDENT SERVICES UPDATE
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…
LUNCH
What’s Next?
Quality Learning Environment…
Instructional Improvement…
Learning Support Team...
REACH FEEDBACK
“LEVELS”
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?
WRAP UP
 Have you registered with
Lorrie Morris for May 3rd?
Dr. Julie Causton-Theoharis
“Ten Ways to Create Truly Inclusive Schools and
Classrooms”
..\..\CARC\May 3 201 2\0503 Truly Inclusive Classrooms.pdf
 Thank you for your participation and contributions
today!
 Safe travels – and have a FANTASTIC SPRING BREAK!