2. Inclusive Learning in our Schools and Community
The District Learning Support team and the school based inclusive learning teams are rich with expertise, knowledge, experience and passion. We share a common goal and we are continuing to build a common vision on how we can work together to provide supports for students and families in our elementary schools.

3. Learning Support Plan Goal 1
Provide meaningful and purposeful educational opportunities for vulnerable students with diverse needs while considering the physical, social-emotional and academic domains.

4. Goal 1 – examples of school and district teams
Classroom Teacher
Learning Support Teacher
School Counsellor
Youth and Family Counsellor
Educational Assistant
Speech and Language Pathologist
School Psychologist
School Based Team
District Based Team
Behaviour Support Consultant
District Behaviour Support Teacher
District Learning Support Teacher
Teacher for the Visually Impaired
Teacher for the Deaf or Hard of Hearing
Calming spaces with calming tools
Silent bikes
Fidgets
Self Regulation and Mindfulness

5. Goal 2
Support the mental health needs and well-being of all students within an inclusive learning model.
Goal 2 from the Learning Support Plan:
We know that students are presenting with mental health concerns at a younger age. Supports available in the community are strained and appropriate interventions do not always occur in a preventative and proactive manner.
Thus our work in the district to support the mental health needs and well being of all students, staff and families continues to be a focus.

6. Examples of current district initiatives to support Goal 2
Social Emotional Wellness Advocate
Safe contact – SOGI
Educating the Heart and Mind Series
Childhood Anxiety: Empowering Strategies
and Effective Support
Mindfulness Training for Teachers
Educating the Heart Series – year 2 – Social Emotional Wellbeing advocates – Four sessions – exploring practices that support social-emotional wellbeing and the core competencies, reflecting on current practices and personal competencies that support social emotional skill development, and formulating a plan of action that supports the social-emotional wellbeing of students and staff

7. Different Models of Support
We have explored three different possibilities to support students and their families in elementary schools
Base + Model
Whole School Inclusive Service Delivery Model
Profile Block Funding

8. Base + Model
A base level of support is provided to every school and additional levels of support is provided based on the diverse needs of the school.

9. Elementary Counselling example
Base +
Elementary Counselling example

11. Profile Block Funding
Level 3 funding for students with Intensive Behaviour Intervention/Serious Mental Illness will be provided without the requirement to prepare and submit a file.
Elementary counsellors and Learning Support Teachers will now have more time to support the students.

12. Discover, Dream, Design, Destiny
DISCOVER: What are the bright spots to support all of our students?
DREAM: What would a leading practice inclusive school look like?
DESIGN: What supports need to be in place in order to achieve the vision?

13. Discover, Dream, Design, Destiny session
What are the bright spots in your journey to create a more inclusive learning community?
Creating conversations/working together towards solutions
Gender Identity and Gender Expression progress
Open and Honest Conversations
Using/modeling the language of Inclusion
Our students are ready for Inclusion
EA/Teacher/Parents are working on what will fit for all of our students
Tailored student programs
All stakeholders on the team

14. What would leading practice look like?
Enough support for all students
Pro D/training
Co-planning time
Differentiation is proactive
Support is not just individual support for a student – it’s about building capacity of professionals
Reframe spaces in our schools
Student voice is evident in planning and programming

15. What supports need to be in place in order to achieve the vision?
Create better and more seamless connections with community agencies
Support for parents to help navigate the medical system
Wrap around support for children to support our SBT
Time for our support staff to be involved in the planning
Facilitate and Encourage parents to participate
Time for reflection
Need to fund students according to their needs and abilities, not their designation
Flexible, staffed space

16. Discover, Dream, Design, Destiny
DISCOVER: What are the bright spots to support all of our students?
DREAM: What would a leading practice inclusive school look like?
DESIGN: What supports need to be in place in order to achieve the vision?

17. Next steps