INCLUSIVE LEARNING COMMUNITIES “A Place of Mind, Not a Place”

Introductions Lynn Archer - Assistant Superintendent Richard Steward - Director Instruction – Learning Services Marilyn Turnbull - Principal, McKay Elementary

Our Intentions To share our process of examining how we are supporting all learners in the Richmond School District To learn and share common experiences with other districts as to how all learners are supported To inform future practice regarding inclusive learning communities

Process to Date…

School District No. 38 (Richmond) INCLUSION REVIEW 2008 What are we learning? What can be done? November 17, 2008 CLASS SIZE / COMPOSITION / INTEGRATION REPORT PRESENTED TO THE RTA EXECUTIVE January 18, 1994 BY THE RTA WORKING CONDITIONS COMMITTEE ARLENE SPEARMAN, CHAIRPERSON CLASS SIZE / COMPOSITION / INTEGRATION REPORT PRESENTED TO THE RTA EXECUTIVE January 18, 1994 BY THE RTA WORKING CONDITIONS COMMITTEE ARLENE SPEARMAN, CHAIRPERSON PERSPECTIVES ON INCLUSION An Exploration of the Focus Group Process A pilot project co-sponsored by the Richmond School District and the Richmond Teachers’ Association Report prepared by Patricia Holborn & Judith McPhie September, 1994 PERSPECTIVES ON INCLUSION An Exploration of the Focus Group Process A pilot project co-sponsored by the Richmond School District and the Richmond Teachers’ Association Report prepared by Patricia Holborn & Judith McPhie September, 1994 Report of the Ad hoc RSB/RTA Integration Committee October, 1990 This committee met during May, June, September and October of 1990 as provided for in the Letter of Understanding in the 1989 Collective Agreement in order to discuss integration and mainstreaming related issues of common interest which might have contract implications. The purpose of these meetings was the clarification of issues and the building of a base of shared understandings which would lead to more successful negotiations. The members of the committee were: Bruce Bearsto, Reuben Chan, Kathy Champion, Terry Forster, Gregory Fitzgeorge-Watts, Toni Morrison, Vicki Rothstein, Louise Walker This confidential report to the negotiating teams concludes the committee’s formal operation. The body of the report is a joint statement of the committee members. Also included are the following appendices which contain separate comments from the RSB and RTA members of the committee. Appendix A (RSB): Definition of Special Needs Appendix A (RTA): Definition of Special Needs Appendix B (RSB): Definition of Integration/Mainstreaming Appendix B (RTA): Definition of Integration/Mainstreaming Appendix C (RSB): Class Size and Composition Appendix C (RTA): Class Size and Composition Appendix D (RSB): School-Based Teams Appendix D (RTA): School-Based Teams Report of the Ad hoc RSB/RTA Integration Committee October, 1990 This committee met during May, June, September and October of 1990 as provided for in the Letter of Understanding in the 1989 Collective Agreement in order to discuss integration and mainstreaming related issues of common interest which might have contract implications. The purpose of these meetings was the clarification of issues and the building of a base of shared understandings which would lead to more successful negotiations. The members of the committee were: Bruce Bearsto, Reuben Chan, Kathy Champion, Terry Forster, Gregory Fitzgeorge-Watts, Toni Morrison, Vicki Rothstein, Louise Walker This confidential report to the negotiating teams concludes the committee’s formal operation. The body of the report is a joint statement of the committee members. Also included are the following appendices which contain separate comments from the RSB and RTA members of the committee. Appendix A (RSB): Definition of Special Needs Appendix A (RTA): Definition of Special Needs Appendix B (RSB): Definition of Integration/Mainstreaming Appendix B (RTA): Definition of Integration/Mainstreaming Appendix C (RSB): Class Size and Composition Appendix C (RTA): Class Size and Composition Appendix D (RSB): School-Based Teams Appendix D (RTA): School-Based Teams

Establishment of the Task Force Diversity in our classrooms is a significant topic in education currently, as we strive to engage all learners successfully, support our educators fully, and allocate resources wisely. For some time Richmond educators have indicated that teachers were finding meeting the diverse needs of learners challenging.

Three Foci To re-examine our understanding of “inclusion” and establish guiding principles for Inclusive Learning Communities To research and describe current and innovative strategies and structures for organizing for Inclusive Learning Communities To identify areas of ongoing professional learning for educators

ILC Task Force Timeline December - Stakeholder Meetings, Establish TF January - TF meets, sets agenda and starts site visits February - Site visits (Richmond, Burnaby & N. Vanc.) March - Continue site visits, Let’s Talk Session April – Begin to frame thinking and language May - Discussions with administrators, continue framing June – Update Board November – Reconvene TF, next steps December (?) – Final report, TF ends

Think, Pair, Share What do you think about the re- examination of our practices and understanding of inclusion?

Site Visits Richmond – Differentiated Structures for Student Learning Needs; IEP Learning Goals Burnaby – Assessing Independence to Allocate Resources; Learning Centres; Differentiated Structures North Vancouver – Protocol for Providing Support to At-Risk Students in Schools, Limited Alternative Programs, Integrated Alternative Programs

Share with a partner… … a question, an aha or an experience

Inclusion Inclusion describes the principle that all students are entitled to equitable access to learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion is not necessarily synonymous with integration and goes beyond placement to include meaningful participation and the promotion of interaction with others. (Ministry of Education)

From Inclusion to Inclusive Learning Communities Inclusion …Inclusive Learning Communities …  Recognized and honoured students with special needs within our schools  Recognize and honour all students in our schools and our communities  Included students with special needs in classrooms  Ensure all students realize they have a place and a sense of belonging in our schools  Supported students with special needs through appropriate programming  Organize a variety of learning environments for all students as needed and when appropriate  Provided Educational Assistants for students with special needs  Provide educational supports where appropriate, with the goal of students achieving independence

From Inclusion to Inclusive Learning Communities cont’d What’s the difference?  Inclusion, as practiced, focused on placing students with special needs in classrooms at all times regardless of individual learning needs  Inclusion relied heavily on providing education assistants to support the placement of students in classrooms with limited learning and scheduling flexibility  An inclusive learning community provides a variety of learning environments, including the classroom, ranging from long-term structures such as Learning Centres to short term structures such as literacy interventions or behaviour interventions  An inclusive learning community involves all educators working collaboratively to ensure successful learning for all students

Guiding Principles All students are entitled to equitable access to learning, achievement, and the pursuit of excellence in all aspects of their education. All students are entitled to experience a sense of belonging in their learning environments. All students are able to experience meaningful learning through differentiated structures. All learning needs to reflect the principles of learning: o Active participation of the student, o Learning in a variety of ways and rates, o Learning individually and in a group

Guiding Principles cont’d Inclusive learning communities provide a variety of learning environments, which may be accessed when, where, and as needed. Educators share responsibility for the learning success of all students in the school. This requires regular planning and reflecting upon the differentiated structures being used to support student learning. Educators, in an inclusive learning community, participate in ongoing collaborative professional learning. Inclusive learning communities value and rely upon strong partnerships among home, school, and the greater community.

Table Talk What is on your mind? Inclusion  Inclusive Learning Communities Learning Continuum/RTI Triangle ILC Guiding Principles

Possible Next Steps… Communication - Stakeholder Groups Organizational Sustainability - Action Research Student Success - Evidence Drives Practice

Concluding Thoughts..