Inclusive Schooling NWT New Teachers Conference 2015 N2NEC “Building Student Strengths from the Permafrost on UP” Liz Baile Weledeh Catholic School

NWT Inclusive Model Overview Vision & Current Underlying Principles of Inclusive Schooling NWT Model for Service Delivery Your Role + others 5 Inclusive Schooling Teacher Tips for your teacher backpack

Schooling & Diverse Learners: Evolving concepts

Traditional Model uFocus on Student uAssessment by Expert uDiagnostic Profile uProgram for Student uPotential Placement in Program NT Inclusive Model  Focus on Classroom  Collaborative Consultation  Classroom & Instructional Needs  Strategies for Teacher  Responsive & Flexible Classroom - G. Porter Two Education Models “ PUSH IN” AND SKILL

Inclusive Education…  Rejects the “Defective Student” Model  Invests in the School Improvement Model

Diverse learners include… those with disabilities, the gifted, English/French language learners, students considered vulnerable, at-risk, those who are from varied cultural backgrounds, who have mental health problems, who drop out and everyone in between. INSTRUCTIONAL SUPPORT FOR ALL STUDENTS AT ALL GRADE LEVELS INCLUSION is about every learner…

INCLUSION & EFFECTIVE SCHOOLS Student Diversity Individual Needs Engagement of All Students Student Learning Philosophy Winning strategies Diversity = an advantage Inclusion ALL students receive a quality education, adapted to their needs Excellence for All!

What do we know about teaching the student? Travelling the Pyramids

Inclusive Schooling

Common learning environment Success for every learner Diversity in the needs of learners Effective and Responsive Teacher Supports Collaborative, problem solving culture in our schools*** Research & evidence based practices in schools and classrooms NWT IS Vision

NWT Inclusive Directive Principles Equal Access to Education Opportunities Builds on Student Strengths and responds to student challenges Shall be community based Promotes and involves parents/guardians Collaboration

NWT IS Service Delivery Community

Inclusive Schooling... Effective Instruction/Innovation/Problem Solving /Responsive Groupings Indirect Service & Collaborative Support o The School-based Team o Program Support Teacher o Counselor o Principal (VP) o Educational Assistant o Others o Regional Staff Regular Classroom Teacher

Role of the Teacher Teachers are the key actor in successfully implementing inclusive learning. Proper knowledge and education qualifications are required as well as high commitment to students individual needs. Relationship and taking time to understand the students strengths, their “stretches” and learning style preferences is critical. Teachers must actively seek a variety of ways to assess the inconsistent learner and their performance levels.

Main Responsibilities of the Teacher Design strength based learning opportunities Plan, implement, assess and evaluate an education program for all students Facilitate delivery of required supports for diverse and complex learners Collaborate in teams as leader, learner and as reflective professional Communicate with Parents/Guardians Respect and maintain student confidentiality

What teachers tell us … - 5,000 NB Teachers – Oct. 2012

Approaches that facilitate Inclusion Universal Design for Learning (UDL) Differentiated Instruction Self Regulation Project Based Learning Response to Intervention (RTI) Assistive Technology Flexible Groupings throughout the day

NWT Working Documents Territorial Student Database Tienet Student Support Plans Accommodations for Difficulty or Enrichment Modifications for Difficulty and Enrichment Behaviour Plans

For Individuals who require it: Student Support Plans/IEP Addresses critical learning needs and identifies learning outcomes Outlines “effective” strategies and assessment timelines for the teacher Timely interventions Is teacher friendly and clear Is considered a “work in progress” Classroom Teachers & Program Support Teachers – as well as school leaders are responsible for results

To work in collaboration with The Teacher Principal Assistants, and Other system support staff Role The Role of the Program Support Teacher is: To work in collaboration and partnership with The Home School System support personnel The Community 3

The PST: Key member of the School Based Team Coordinates (not develops) the students’ IEPs / SSPs Prepares school meetings Provides diagnostic assessments Supports classroom teachers by: Assisting with the development of modifications and/or alternative learning expectations Providing materials and resources Coordinates different supports NOTE: will vary according to the time of year; e.g. the first 30 days of a school year would involve more work in collaborative development of student IEPs and therefore more work with teachers on their prep time % Out of Class Supports % Testing & Administration % Classroom Teacher Support

Support Assistants SAs work to support teachers to meet the diverse needs of all students: Acts as a collaborative team member Assists in implementing the teacher’s educational programming for students in the class Provides Personal Care support with the goal for independency. Supports the teacher in facitilatating positive behavioural, social, emotional support objectives and explicit teaching opportunities.

SAs work to support teachers to meet the diverse needs of all students: Act as a collaborative team member through collaboration with teachers, other staff and parents Receive training specific to their role Be formally evaluated like other staff members Currently, number of SAs in each board varies widely and criteria for positions is not consistent. Providing additional PST support will ensure that SAs are utilized to greater effect for student learning and teacher support. May Support Assistants (SAs)

“ Take a Break” Choices

TOP FIVE TIPS R is for Relationship, Know Your Hyper/Hypo C is for Collaborate, Problem Solver T is for TEACHING SLOW -TRANSITIONS U is for Understand: Assess, Reflect, Tweak, Trial P is for Permission, Perserve, Patience,

The Tools in a NWT Backpack Know thy self as a creative problem solver and teacher collaborator Know your own self regulation needs Commitment to understanding Diverse Learners Work towards creative ways to relationship build, relationship build, relationship build Understand the importance of culture and community Use Universal Based Strategies and targeted Tier Strategies Create took kits for students to have choice and give feedback Use flexible grouping and reflect Find time to dig deeper with inconsistent learners

When inclusive education is fully embraced, we abandon the idea that children have to become ‘normal’ in order to contribute to the world. … We begin to look beyond typical ways of becoming valued members of the community, and in doing so, begin to realize the achievable goal of providing all children with an authentic…Tim Villegas