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 EXECUTIVEJanuary 18, 1994

BY THE RTA WORKING CONDITIONS COMMITTEEARLENE SPEARMAN, CHAIRPERSON

PERSPECTIVES ON INCLUSION

An Exploration of theFocus Group Process

A pilot project co-sponsored by theRichmond School District

and theRichmond Teachers’ Association

Report prepared byPatricia Holborn & Judith McPhie

September, 1994

Report of theAd 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 NeedsAppendix A (RTA): Definition of Special NeedsAppendix B (RSB): Definition of Integration/MainstreamingAppendix B (RTA): Definition of Integration/MainstreamingAppendix C (RSB): Class Size and CompositionAppendix C (RTA): Class Size and CompositionAppendix D (RSB): School-Based TeamsAppendix 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 TFJanuary - TF meets, sets agenda and starts site visitsFebruary - Site visits (Richmond, Burnaby & N. Vanc.)March - Continue site visits, Let’s Talk SessionApril – Begin to frame thinking and languageMay - Discussions with administrators, continue framingJune – Update BoardNovember – Reconvene TF, next stepsDecember (?) – 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

InclusionInclusion 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

CommunitiesInclusion … 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’dWhat’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..