Will Gourley Challenging Topics, Constant Learning, COVID19, Emergency Distance Learning, General, Making a Difference Through Education, Professional Learning and Growth, self reflection

Wrong again

Privilege, position, and power are placed in the hands of all educators. Being a teacher, regardless of instructional medium is more demanding than ever before. While our world in and out of the classroom looks like nothing we have ever seen before, some things haven’t changed – such as the importance of social justice in education. What we teach must always be inclusive of who we are teaching, the community, and the world around us in our instruction.

This is why anti-racist education is so important. We need to continue this work beyond the month of February because systemic racism and bias are hard at work all year long. That means there’s always something more to learn. There’s also a chance that we could get things wrong and that can get in the way sometimes.

As learners, humans can gain much from making mistakes. There’s even an expression for it: “To err is human.” I must be really human because I have learned so much from my mistakes already. From what I am seeing in the news and on social media, our humanity has never been more human based on the loads of mistakes we’re making. Depending on how you see it, this could be good or bad? Isn’t that the essence of what we do on a daily basis? Isn’t education where we model process and progress over perfection?

Confidence does not come without failure

I am confident that there is a line about being ‘lead-learners’ in the fine print of our infinite-paged-job description. That’s because teaching naturally comes with all of the ‘lessons’ ever imagined whether you are leading or learning. The trick becomes knowing how to find them, and then accepting that none of us will ever know everything. Perhaps this peace of mind is why I have grown more comfortable with discomfort of not knowing everything, and even with being wrong at times. I have also discovered that there are many like minded educators just like me – most of us in fact.

In On becoming an anti-racist educator I wrestled with my past along the path, but it also meant confronting the existence of racism in my personal life and my part in it. A younger iteration of myself might have struggled with this, but by examining my past and my responsibility as a bystander has helped move me forward. Throughout my life I have grown accustomed to getting things wrong, but always believed that I was standing on the right side when it came to issues of equity and anti-racism. What I realized, after reflection, mentorship, and deeper learning was how my belief in those lies was solely meant to ease my burden of responsibility for my complicity and privilege.

Black History Month is 10 months away

Cue the current teaching situation where our roles have now expanded to include daily counselling on issues of mental health, experts at PPE, and classroom sanitizers extraordinaire. We have also become distance learning specialists, multi-modal lesson trailblazers, fearless conversationalists about issues of race and racism, and critical thinkers on how to overcome and dismantle systemic racism and bias. All because we have assumed a lead learners mindset fuelled by getting things wrong and working on it along the way to success.

So it doesn’t have to be different in the classroom then. For me it has meant trying to include culturally relevant and responsive content into each day. I am choosing to avoid the prescribed resources from text book companies that have grown largely culturally irrelevant and unresponsive. Now is the time to amplify new voices in our classrooms and staff meetings too. Regardless of the platform being used to deliver learning, the opportunities and responsibilities remain in every lesson and moment we engage our learners about issues of racism and how to fight against them. The work must continue long past Black History Month to undo 400 years of injustice in for the future generations.

Whether it is in my lessons or by omission, my mistakes are at the core of learning how to get things right. In all of this I find my humanity too with more mistakes to come. To misquote a Disney song and without their lawyers hurting me, “no one fails like Will G”. Embracing my messtakes, excepting korrection, and leaning form them are kee ingredients to a butter me in the classruin. Won day aisle get it write.

 

 

Book cover: Favja Singh Keeps Going
Tammy Axt General

Fauja Singh Keeps Going

Once in a while, a book comes out that gets you so excited that you practically knock over your students with your animated read aloud to your class.

This is how I feel about the book released in 2020 called “Fauja Singh Keeps Going” by Simran Jeet Singh.

I LOVE THIS BOOK!!

I understand that my initial enthusiasm for this book is clearly connected to my love of running and obsession with one day being able to complete a full marathon, however this book is so much more. It has so many excellent themes and lessons to examine that this book will be a staple in my future programming for many years to come.

For those of you that are unfamiliar with the story, Fauja Singh is the oldest person to complete a marathon. At the age of 100 (yes, you read that correctly) he competed in and completed the Toronto Waterfront Marathon in a time of 8 hours, 11 minutes and 5.9 seconds. Unbelievable! But that is only one part of a truly phenomenal story that is captured so well in this book.

This book shares his entire life’s journey and begins with an incredible forward written by Mr. Singh himself about overcoming obstacles. There are so many themes that could be explored while reading this book. Below are just a few:

Perservance/benefits of hard work: Fauja Singh was unable to walk as a young child. He did not take his first step until after his fifth birthday. He was home-schooled for much of his elementary years because he could not walk to school. But he never gave up and committed himself to learning to walk. Hard work allowed him to set numerous records and take pride in becoming a world class runner. Every day he just put one foot in front of the other.

Be open to trying new things at any age: At 81, Mr. Singh got on a plane for the very first time and moved to England so he could be closer to family. While there, trying to find something to do to pass the time, he saw some people running on TV and decided to give it a try. It is a good reminder to all of us that we should be open to trying new things and not to be afraid of new opportunities in life.

The impact of racist words: One of the first times Fauja Singh doubted his ability to run was when he was verbally attacked by spectators at the New York City Marathon. The racist words and phrases that were shouted at him at the start line really impacted Mr. Singh and he ran his slowest race that day. He began to ask himself “Maybe this is too hard. Maybe you are too weak.”

Overcoming limitations set by others: Throughout Fauja Singh’s life people told him he couldn’t do things. However, his strong sense of self helped him overcome the limits that other people thought he should have.

Self care of ones mind, body and soul: Mr. Singh focuses on care of his body, mind and soul. This is what ultimately helps him to do what many people believed would be impossible.

On the very last page of the book is a list of Fauja Singh’s records. The records are extensive and amazing! However, there is a very important statement that is shared on this page that would be the perfect impetus for an inquiry assignment. The book states “While many running organizations have recognized his records, the Guinness Book of World Records has yet to officially honor Fauja Singh as the world’s oldest marathoner. Guinness does not accept Fauja Singh’s government documents and requires a birth certificate-even though India did not begin registering births until 1969, 58 years after Fauja Singh’s birth.” This statement could really be at the center of a class study on structures that exist in organizations that are exclusionary and limiting.  It could also be an excellent tool to explore what can you do about a structure that you don’t agree with. The possibilities are endless.

Overall, a really fantastic book that could be used to inspire students of all ages.

 

 

 

 

Velvet Lacasse Advocacy for change, Anti-bullying, Anti-Racism, Building Inclusion, Equity, Gender Equity, General, Inquiry, LGBTQ2S, Music, Social Justice

Gender Splendour!

This year, our school community will celebrate Gender Splendour from April 6-9, 2021.  It will be our 11th year implementing arts-based curriculum that explores gender identity and equity, 2SLGBTQ+ communities, inclusive families, and disrupts homophobia and transphobia. 

Over the years, the Kindergarten-Grade 6 students have participated in several inclusive and intersectional workshops, including: Love Makes a Family, “The F-Word” (feminism), Kiki Ballroom and the History of Voguing, Toys Will Be Toys, LGBTQ+ Rights Around the World, Pronouns and Possibilities, and more! 

When I was in elementary school, my mother came out as a lesbian.  This was in the 1980’s and she told us not to tell anyone because she was afraid of losing her job.  I learned about the painful impact of fear, silence, and homophobia outside of the home.  I also learned about the power and strength of community and love, as we marched in the streets at parades and protests.  My young life as an activist and an ally has developed into a strong, on-going commitment to social justice.  When I became an educator, I was determined to break the silence and celebrate the pride and resistance of 2SLGBTQ+ communities.

All You Need is LOVE….and an ALLY:

When Shannon Greene joined the staff, I found an ally and an accomplice.  We were both creative and committed to transforming our pedagogy.  Together, we brainstormed ideas about how we might support students, families, and staff to explore and express their intersectional identities.  We gathered resources, including picture books and media texts to support these critical conversations.  We reached out to families and community members, and generated guiding questions to investigate.  We wanted to empower students to stand up to injustice and take action.  And we wanted to have fun!!   

Boas and Bowties:

We celebrate Gender Splendour during the second week of April, which includes the International Day of Pink.  This year, COVID-19 has pushed our celebration a week earlier.  In addition to wearing pink, we encourage everyone to dress-up in different ways.  These Dress-Up Days are always optional.  They are meant to be playful and fun, and create brave spaces for community members to express themselves without fear.  In the past, we have worn: Rainbow Colours, Wings and Capes, Boas and Bowties, Clothing Inside-Out, Spots and Stripes, Glitter and Glam, and Pink! 

Free to Be:

Every social movement needs a soundtrack.  Throughout the years, we have discovered several songs that make us think, and make us dance.  “True Colours” by Cyndi Lauper, is an anthem that honours how it feels to be seen.  “Same Love” by Macklemore, explores issues of homophobia and same-sex marriage.  “Stereotype” by Samsaya, invites us to stand up to injustice.  Recently, we collaborated with Freedom School Toronto, and learned about how dance can be a form of resistance.  Everyone enjoyed learning about Kiki Ballroom, and the five elements of voguing, before strutting our stuff on the runway. 

As we prepare to smash gender stereotypes and critically examine gender binary roles in our society, I am feeling reflective, grateful, and proud.  I am also looking forward to practicing my “death drop!”

Will Gourley Challenging Topics, Constant Learning, COVID19, Emergency Distance Learning, General, Mental Health, Teacher Wellness, Wellbeing, wellness

Nothing changes but the day

Vernal Equinox

It’s Spring and the recent trip around the sun finds me with some thoughts about fresh starts, green grass, and bunny rabbits bouncing around meadows laying chocolate eggs. Well at least the chocolate part is plausible. Thank you Cadbury. Anything to get my mind off of the fact that more and more schools are closing due to cases of COVID 19. Looking for any rays of hope, my thoughts turned to vaccinations. Now that we have those life saving jabs ready to distribute, things have to get better. Right?

For better or worse? 

My daily exposure to people in my school is around 300 people. That is 20 times greater than the promised/recommended class size for safe in person learning, and 100 times greater than at home. Who am I kidding? It’s exponentially bigger than that as each student has their own web of contacts. Like all educators, I have taken the safety precautions seriously because lives are at stake. Mine and my family members’ at home and school. All I needed to do was remain diligent, follow the protocols, and maintain my distances.

I did find some comfort knowing vaccines were coming. Having ignorantly assured myself, in January, that our provincial government would priortize educators to receive their shots (I’ll wait for you to stop laughing at my naivete). If not so much for our protection, but so that schools could remain safely opened as promised when “no expenses would be spared” was the promise. Our students needed to be back at school so their safety had to be guaranteed. Ventilation, new PPE, increased safety protocols, nurses(heard that one before), and mental health matters.

Meanwhile, at schools a different reality is playing out. Exhaustion and exhasperation while the world around us becomes smaller and smaller through restricted movement, cohorting, fatigue, anxiety, grief, fighting to speak while constantly masked, and becoming an expert at keeping 2 metres apart outside, but only 1 metre apart inside. Don’t forget the learning. What could possibly go wrong or be wrong with such a sweet set up for a learner’s success?

Gorilla in a sport coat

As an educator, nothing says, “You are NOT important to me.” like not being included in the first rounds of vaccinations. This only seemed logical as the numbers of new infections, hospitalizations, and ICU cases were climbing again through the winter and new year break. I take no joy in knowing that they are on the rise again.

The 800 pound gorilla who promised everyone would be safe, especially front-line workers, must have been distracted by something shiny on a can of buck a beer. 3 months into 2021, and despite ETFO demands for action, nothing has been done that gives me or my colleagues confidence that our health and safety are important to the sport coat set in government. As a frontline worker, I can’t help but feel saddened by the obvious message our current provincial government is sending the public about how little it values our profession by not including educators earlier on for vaccinations. Sadly, this inaction and lack of any rational thought of the long term costs will leave all Ontarians crumpling under the weight of lost lives and lost opportunities.

Is it me or are things getting heavier?

The past 3 months on-line and in person have been exhausting. There has not been a single day where I arrive home and am not wiped out mentally and physically. My students are too. This is like being asked to fix a leak on a dam with Play Doh and being told to hold it in place while the water on the other side evapourates.

January passes by, and February too, yet still little concrete news of when educators would be vaccinated. March arrives, our break is postponed in order to save the province from its collective irresponsibilty due to out of country travel and attending large super-spreader events. Now I am thinking about how each school with a case of COVID has the power to become a pint sized super-spreader event.

At my school and hundreds of others, we have had numerous students going home each week due to precautions. As of March 30th a whole class at my school is in isolation as a precaution. This is playing out across the province while restrictions are easing? If this isn’t reason enough for us to be vaccinated sooner rather than later based on data, then perhaps an appealing to compassion would be better since reason is off the table? Who am I kidding? Compassion is not part of their vocabulary because it gets in the way of patronage and profits.

As the inevitability of another lockdown looms in April, I encourage you all to stay safe and continue standing up for our students and profession as you have each and everyday. Make sure to look after yourselves too. I pray that, when this is all over, the ones who were entrusted to look after the health and safety of our public and failed will not be able to hurt our schools anymore.

 

Arianna Lambert General, self reflection

Lessons From a Teacher Candidate

Over the years I’ve had the opportunity to mentor Teacher Candidates (TC). When asked this year if I would mentor a TC, I had mixed feelings. On the one hand, I thought it would be great to support a TC who is probably experiencing a variety of emotions starting off their career in the middle of a pandemic. At the same time, I thought of how I have been feeling – tired, impatient, uncertain – and wondered if I would be able to provide the level of support needed. Needless to say, I agreed to mentor a TC and I’m learning a lot.

Remembering My “Why”

We all got into teaching for a reason. For me, it was the opportunity to work with some of the greatest and most creative people on the planet. Kids have an incredible ability to make sense of the world and make me realize that the work that we do, matters. My journey to education is one that has taken many turns, in part because of some of the teachers I had. 

Early on in our mentorship relationship, I asked the TC in our classroom why she wanted to become a teacher and she emotionally shared her experiences as a child and wanting to be a teacher she wished she had. Now I’ve been at this for the last 11 years and you would think that I am pretty firm in my “why” but I have to say that this was a conversation that I needed at that moment. I happened organically and it has served as a reminder of my “why” through this incredible time of uncertainty, tiredness, and honestly, fear. After having this conversation, I took some time to really sit with and write about my “why”. On days when I don’t feel like I’m having an impact or I feel like this pandemic is beating me down, I look back at and reflect on my “why”.  While it doesn’t make things easier, it’s my anchor through all of this, in hopes that we’ll get to a better place in education, where these incredible people will be centered.

Open Communication

I’m a fan of clear and explicit communication and I’m often quite frank. What you see, is what you get. For some it’s overwhelming. For others, I think it’s appreciated. When meeting new people, I sometimes try to juggle this but honestly, in the midst of a pandemic, I find I just don’t have it in me. I’m working on speaking the truth from a place of love. In our mentorship relationship, we’ve gone the route of clear and open communication and it’s working. The TC knows what to expect from me and vice versa. That’s not to say that we’re not patient with one another but I think that there is mutual growth because we’ve chosen a position of being open with one another and talking things through, without judgment. At a time when people are experiencing so much, we’re growing in our empathy and I think that’s helping us as a class.

Going With the Good

When students are engaged, there’s a buzz in the air and things are good. The TC has chosen to teach one of the most challenging subjects (in my opinion) – French as a second language – and I have to admit that things are good. The students are eager to learn from and with her and I’m seeing her engage more and more with them as they learn. At a time where everyone is really exhausted and in need of a break, it’s refreshing to see that the students are giving it their all. We were reminded of the importance of centering students and teaching from there. As we await the April Break, we continue to find what interests our students and collaborating so as to keep the learning engaging. 

As I stated at the beginning, I had mixed feelings about mentoring a TC during a pandemic. 3 weeks in, I have to say that I’m so grateful for the time to reflect on my “why”, my practice, and myself.  It’s been yet another learning opportunity and I’m glad that I said yes. 

As we approach April Break, I hope that you continue to stay safe and take care of yourself. I know that this has been a challenging time for us all. Please take care.

Michelle Fenn Celebrating Success, Challenging Topics, Constant Learning, General, Inspiring Teachers, Mental Health, Mindfulness, Play-Based Learning, Teacher Appreciation, teacher efficacy, Teacher Wellness, The Arts, Wellbeing, Wellness, wellness, Women at Work, Women's Health

Rejuvenation Through Creation

For me as a kid, there was no better feeling than opening up a new box of 64 Crayola crayons.  The big box with the flip top lid and the sharpener on the side.  I can remember agonizing over which colour to pick first and being so thrilled by the perfection of the colour palette in neat rows in that box.  I loved to draw and colour. I could do it for hours never lifting my attention from the page.  In adulthood, I abandoned doing art for pleasure.  It seemed silly for me to sit around and draw or paint for no real reason.  I felt I should be doing something productive.  A few years ago I began to create art again and realized how much I had missed it and how much joy it brought to my life. I create digital art now, which isn’t quite the same rush as opening a box of crayons but it is easier to share with others-like the picture above.  I have recently learned about the health and wellness benefits of creating. Creating is rejuvenating, it is rest and it is soul food.

Dan Tricarico, in his book “Sanctuaries: Self-Care Secrets for Stressed-Out Teachers”, he talks about how people get lost in an activity that you love so much that the rest of the world seems to fade away.  He calls it a state of “flow”.  I find myself getting into that state of flow when I draw, create music, write, cook or do jigsaw puzzles.  It isn’t that passive state of binge watching something on Netflix.  However, sometimes life’s answer is just that.  The state of flow is active and when I emerge from that state of flow, I feel rested and invigorated.  In Jessie Scholl’s article, “Go With the Flow: How States of Blissful Concentration Can Boost Your Overall Health and Well-Being” she states that, “Flow triggers the opposite of a fight-or-flight response.  Breathing becomes more relaxed, muscles loosen, and heart rate slows.  The specific biochemistry associated with flow varies depending on the activity, but the overall benefits to health and well-being are the same. ”  In fact, a 2018 Forbes article, “Here’s How Creativity Actually Improves Your Health” written by Ashley Stahl, claims that creativity increases happiness, reduces dementia, improves mental health, boosts your immune system and makes you smarter. Well, who doesn’t want all of those things?

You don’t have to be a professional musician, writer, artist or athlete to practice flow.  You can do it with any activity with some level of skill that requires you to pay attention.  It is really a type of active meditation.  Flow can be found with exercise, writing, dancing, baking, gardening, robotics or whatever activity brings you joy.

Don’t have the “time” for a creative pursuit?  It definitely requires some intentional effort to ensure that you take some time each day to pursue what you enjoy doing. It doesn’t have to be for hours but make it a specific small goal. In building anything into a routine or ritual, micro habits are key.  These are tiny steps towards implementation that grow into longer lasting habits. When I started creating art again, I just started with doing 5 minutes a day.  I just drew something.  I wasn’t worried about perfection or even completion.  I started getting lost in the flow and those minutes eventually became hours over time.  I continued to build my time until I created the habit to attempt to do something creative at least twice a week.  Beware of your inner perfectionism critic if you have one, like I do.  Give yourself some self compassion if you get out of the habit.  No one is keeping score and it is meant to be for you and your health and wellness.  When I get lost in stress and the life’s duties I often think, I should probably create something and get into that flow state-it has been a while.  Ultimately, I never regret taking that time away from the rush and hustle.

If your activity is just one more thing on your to-do list, it isn’t going to bring you joy and happiness.  In order for something to really feed your soul, it has to be something you value, something authentically you and something that you want to do because it brings you a sense of flow, peace, focus and energy.  Hopefully you will find something that gives you that “new box of crayons feeling,” whatever that means for you.

Michelle Fenn General

My Inner Critic and the Teacher Across the Hall

Sadly, I’ve spent a lot of time over my career as an educator listening to my inner critic.  Recently, I’ve actually put a “face” to my inner critic.  My inner critic looks remarkably like the mascot from Montreal’s “Just for Laughs” festival.  Ironically, the name given to the mascot by the festival is Victor.  In more cases than I care to admit, Victor has been victorious in getting the better of me.  Sometimes I can visualize squashing Victor underneath my shoe.  Those are good days.  Other times I might be able to stuff him into a cupboard.  Sometimes he is sitting right on my shoulder and whispering in my ear and won’t go away no matter what I do.  All Victor really wants to do is protect me from getting hurt-inner critics do serve a purpose, but he will lie to me in order to get his way.  What I am constantly practicing is separating the truth from the lies and stories that I tell myself about a situation before it gets out of hand.

Victor gets particularly loud whenever it has anything to do with my being an educator.  My inner critic often compares me to others and makes me feel bad about myself.  It might go something like this, “How can you be so weak?  Everyone else is handling their job during the pandemic just fine! You cannot ask for help or let others see you sweat.  They will think that you are crap at your job and you’ll be fired from teaching altogether.  Why can’t you be more like those Super Teacher-of-the-Year Educators on Twitter?”  Sometimes I can get lost in the middle of Victor’s storytelling.  He can be quite convincing.  However, when I am self aware I can pick apart his rationale.  “How do you know that everyone else is handling things just fine?  I don’t know the story of everyone else.  They might be suffering just as much as I am but don’t want to talk about it either.  People don’t get fired for having bad days.  Asking for help is not weak.  Asking for help is brave.  Those teachers on Twitter might post their best days and best lessons but still have bad days.  What are they even teaching and assessing with this Pinterest project?  I am a strong educator and I am doing my best every day, in the middle of a pandemic and sometimes good enough has got to be good enough.  There is more to life than my job.  Go to your cupboard Victor, you aren’t winning this one.”  Sometimes it works like a charm and Victor scurries away.  Other times I have to stuff him in the cupboard forcefully. (Disclaimer: No mascots were injured in the writing of this blog). The idea is that I have to be self aware and separate fact from fiction.  I have to be very careful with the stories that I tell myself-especially ones that compare me to others.  I never have all of the facts about the lives of other people.

I taught grade one for a number of years and my classroom was across the hall from the Kindergarten teacher.  I was always in awe of her programming, dedication and energy.  In my head, she had it together every single day.  I remember thinking, I wish my program was as amazing as hers.  I don’t feel like what I do with my students measures up.  After many years thinking in this way we chatted about it one afternoon and she admitted that she felt exactly the same way about ME!  That discussion was incredibly enlightening to me. I realized that the stories we tell ourselves about others shape how we feel about ourselves.  Just like on social media, we put our best selves out there and often don’t let others see our cracks.  However, we ALL have cracks.  In the words of Leonard Cohen: “Forget your perfect offering.  There is a crack, a crack in everything.  That’s how the light gets in.”  Perfection is a myth, highly overrated and impossible to sustain.  We need to treat ourselves gently, with care and compassion.  Victor isn’t going to go away anytime soon but I am learning to know when he is lying and I’m calling him on it.  “Go to your cupboard, Victor.”

Tammy Axt General, Professional Learning and Growth

New Spec Ed AQ- Teaching Students with Intellectual Needs (DD)

I just signed up for a brand new AQ that ETFO AQ is offering this spring. It is called Teaching Students with Intellectual Needs (Developmental Disabilities). This AQ was created to support teacher’s professional growth in meeting the needs of their students with Developmental Disabilities.


As a teacher of students with Developmental Disabilities (DD), I have often been approached by colleagues throughout the province asking for help and suggestions on how to meet the needs of their students in inclusive settings. The questions have been plentiful and frequent which tells me that there is a great need for an AQ like this one. Students with DDs are amazing, vibrant, and fantastic members of our classrooms. They bring a unique perspective on the world. They also need a very specialized and individualized program in order to be successful at school. This AQ will give teachers some foundational information to begin to understand the unique needs of students with these exceptionalities.


In preparing for this blog, I was fortunate enough to speak with one of the writers of this new ETFO AQ, Lindsay Freedman. She has been a teacher of students with Special Needs in a variety of settings for many years in the Peel District School Board and is currently a Lead Instructor for ETFO AQ.

Lindsay shared with me that it is important for teachers to take a course that focuses on students with Intellectual Needs for a couple of reasons:
a) Throughout your career, you are going to have a student in your class with an Intellectual Disability. It is not a matter of if; it is a matter of when. This AQ will allow you to be proactive, prepare to meet the needs of these students and learn about the policies and history that will impact your programming decisions.
b) This AQ is important as it will help teachers with inclusion practices. Most school boards in Ontario have a full inclusion policy for students with special needs. This AQ will begin to give teachers the tools to be able to effectively support these students in the classroom and provide an environment that will benefit all learners.
c) If you are an educator that holds Special Education qualifications, this AQ will further expand your knowledge specifically with the many exceptionalities that fall under the Developmental Disability classification. As Lindsay shared, many educators are choosing to specialize more deeply in a specific area such as Behavioural Needs or Communication Needs (LD or ASD). By offering this course, ETFO AQ has really answered educators’ need to go beyond general Special Education courses by continuing to expand the choices available.
d) This course will support you in writing IEPs and transition plans and many of the other mandatory requirements for educators in Ontario. If you have never written either of these documents before, this course will go through step by step how to effectively prepare documentation with a focus on equity and well-being. Personally, I have written IEPs for years and I am really looking forward to seeing if there are any parts that I can refine and improve on.


Knowing that a part of the course focuses on history, I also asked Lindsay, why it is important for teachers to know the history of people with Intellectual Disabilities in Canada?
Lindsay shared with me that to really understand where we are in education, teachers need to realize that there was a shift from institutionalization to inclusion that happened with Bill 82 in 1980. Knowing how people were treated, the absence of services and lack of choice that parents had before this change, provides clarity and empathy. Understanding the history really brings focus to why we have inclusion in Ontario schools. It also highlights how important program and placement choice are for families. During this AQ educators will learn about some of the challenges, awful names and horrible conditions that people with Intellectual Disabilities had to endure and why it’s important for parents to have the right to make choices about their child’s education.

The history of people with Developmental Disabilities is closely connected to many of the policies that were implemented throughout the last 40 years. Educators must understand many of these policies so that they are able to support students correctly. The policies impacting students with Developmental Disabilities will be studied in this new AQ.

Finally, I asked Lindsay, should a new teacher take this course?
She stated that the course will benefit all educators, regardless of teaching experience. It is presented in a very sequenced and practical format so that you are continuously building your skills. For example, when writing an IEP, educators will have access to examples and will be supported to write each section until they have completed an IEP. By the end of the course, teachers should feel confident in the skills they have developed. Lindsay shared that all ETFO AQs are written by teachers for teachers and are easily accessible for teachers at any of their stage of their career.

ETFO AQ is one of the two course providers for this AQ. This AQ is being offered during ETFO AQ’s spring sessions. Registration for the Spring session closes March 30th at 5pm and the course will run from April 6th to June 18th.
You can register here: https://etfo-aq.ca/courses/teaching-students-with-intellectual-needs-developmental-disabilities/

Tammy Axt Diverse Learning Needs, General, transition

Transition Planning

After three years together, many of my fantastic students are transitioning to high school this year. When I think about them moving on, I am incredibly emotional as they have grown so much over the past three years and I am really going to miss them! But before I can sit down and have a good cry about their departure, I must complete something called a transition plan for all my students.

With the introduction of PPM 156 in 2014, a transition plan is now required for all students who have an IEP, whether or not they have been identified. Transition plans are often embedded within the IEP and are reviewed as part of the IEP review process. Transition plans can be made for in class, grade to grade or school to school transitions. In some circumstances, the board may decide to create a transition plan for a student without an IEP but who is receiving Special Education supports. In addition, PPM 140 outlines the mandatory use of ABA methods to support students with Autism Spectrum Disorder in all aspects of school including transitions.

PPM 156 outlines what must be included in Transition Plans. They must include: goals, support needs, the actions required to achieve the goals, roles and responsibilities, and timelines. The aim is to have students develop independence skills so that they can be successful in moving through their school career in Ontario. Below are some examples of transition goals I have used for students in the past.

Examples:

Goal: Student will independently transition between activities within the school day.

The actions required to achieve the goals: Student will use anxiety reducing choice board when feeling overwhelmed during transitions.

Roles and Responsibilities: Teacher and Educational Assistants will develop choice board in consultation with the student. Teacher and Educational Assistants will support student in identifying times in the day when the choice board will be beneficial.

Timelines: Choice board created in September. Used as needed throughout the school year.

Goal: Student will transition to a new school

The action required to achieve the goal: Student will receive a social story about their new school.

Roles and Responsibilities: Teacher and Educational Assistants will review the social story in class with the student. Parents will review the social story over the summer prior to the transition to a new school.

Timelines: Prior to the transition.

According to PPM 156, transition meetings are not a mandatory part of the process of transitioning between schools. However, if you are able to arrange to meet with teachers who have taught your students at another school or who will be teaching them in the future, it is very beneficial. In the past two years, I have presented my students to high schools and I have attended many presentations for my incoming students. These presentations are very beneficial because they allow time for questions and discussion about how to best support the student’s needs.  If you have never presented a student at a transition meeting before, here is some information that I highlight:

  • Background information: name, date of birth, IPRC identification, language(s) spoken at home
  • Supports: Information about any support being provided in or out of school such as Speech and Language Support, Occupational Therapy, Behaviour Therapy etc..
  • Student’s Strengths and Needs
  • Medical Information: medication that the student takes, allergies, special equipment that they use.
  • Communication: verbal, assistive device, augmentative communication etc.. Also, what kind of supports they have to support their understanding in the classroom such as visual schedules, social stories, choice boards, independent work system bins.
  • Interests, Motivators, Reinforcements, Dislikes
  • Literacy and Numeracy Skills: letter, word and number recognition, ability to write and recognize personal information such as phone number and address.
  • Assistive Technology: Boardmaker, Clicker 5 or 6, iPad, touch screen, wireless mouse, SMARTBoard.
  • Mobility: outline support needed for student to move around the classroom and school such as adult assistance or a walker.
  • Behaviour: Outline any physical aggression or challenges with self-regulation.
  • Personal Care: level of independence with eating, dressing and toileting.
  • Transportation: requirement of a travel assistant or harness to successfully ride a bus to school.

Additional Resources:

Niagara Catholic District School Board created a great resource to support with transition planning. There are many great examples of transition plans in this resource and is a great tool to use if you have never written a transition plan before.

A group of school boards collaborated on a one page support guide for educators about writing transition plans.

The Ministry of Education has created a resource that is an overview of Special Education in Ontario.

Tammy Axt General

My students are tired!

My students who are engaged in online learning are tired. This past week has been the most difficult for them since the pandemic began. They had difficulty focusing, answering questions, and staying positive. It has been a lot for them. All my students have an Intellectual Disability and communication takes a lot of effort for them. They have difficulty understanding me with my mask on and have a hard time understanding each other. Up until this week, they have done a great job of meeting every day with a positive smile and enthusiasm for learning but they are running out of steam.

To be honest, I am running out of steam too. It is difficult to teach in a hybrid model where you are constantly going back and forth between being online and in person through out the day.

With the announcement of the delay in March break and the realization that we have 6 weeks together before a break, I decided to try and add some excitement to our online sessions together. I asked my students on Friday to choose the themes for our morning sessions for the next six weeks. They had some great ideas and I hope that this will help us stay engaged through these very challenging times. Below is an example of one of the upcoming morning meeting presentations and how it supports my student’s IEP goals.

The theme for next week:

We start off every meeting with a welcome song.

Many of my student’s have communication goals that connect to speaking to others. The next part of our gathering everyone will be picking someone to say good morning to and sending them a shooting star with their hands.

Many of my students continue to work on developing their literacy skills. Each day throughout the week, we will listen to a different story and have a discussion about it. The first story is really exciting as it is told by an astronaut from the International Space Station.

The IEP goals of many of my students are connected to building skills counting and recognizing numbers. The planet choice board has links to Boom cards that practice those skills. Students will take turns deciding what planet we will be going to visit for our math each day!

Next in our online learning session we focus on movement.

Finally, we practice our reading skills.

Then we end just like we began, with a song.

 

What are you doing to keep your students motivated through these next six weeks?