RegistrationOptionsEnglishSessions

https://www.ldatschool.ca/annual-educators-institute/

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Accommodationsforthe2018Educators’InstituteHiltonMississauga/Meadowvale

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Day1:Tuesday,August21st,20187:30–8:30 Registration&Breakfast

8:30–8:45 WelcomeAddress

8:45–10:00 PanelPresentationTalkLDLive-WhatYouNeedtoKnowAboutDSM-5

10:00–10:20 CoffeeBreak

10:20-11:35 BreakoutSessions#1E.1.1There'sanAppforThat:LinkingOptimalTechnologieswiththeCognitiveProfilesofStudentswithLDs

E.1.2UnderstandingLearningDisabilities:HowProcessingAffectsMathematicsLearning

E.1.3AllAboutMemory:UnderstandingtheImpactofMemoryonAcademic,Social,Emotional,andBehaviouralWell-beinginStudentswithLDs

E.1.4Anxiety&LearningDisabilities:StrategiestoSupportStudentsWhenWorriesandLearningChallengesGetintheWay

11:35–12:35 Lunch&TimetoVisitExhibitors

12:35–1:50 BreakoutSessions#2E.2.1

EffectiveIntegrationofATintheClassroom

E.2.2

DevelopingSelf-AdvocacySkillsinStudentswithLDs:TheSelf-Advocacy“Snapshot”,andDesigninganExcitingSymposiumExperienceforStudentsandParents

E.2.3

L4AllK-12Facilitators’Guide-KnowingtheLearnerwithLearningDisabilities

E.2.4

ActivatedLearning:UsingEFstoReinvigorateSelf-RegulatedLearninginInstruction,Assessment,andFeedback

1:50–2:10 Break

2:10–3:25 BreakoutSessions#3E.3.1

BuildingSelf-AdvocacyfromtheGroundUp:TurningtheIEPintoaLearningProfileviaa'Meta-cognitionContinuum'

E.3.2

SupportingStudentswithLearningDisabilitiesthroughTechnologyintheMathematicsClassroom

E.3.3

UnderstandingandSupportingPrimaryStudentsWhoareStrugglingwithReading

E.3.4

HowtoSupportStudentswithLearningDisabilitiesDuringUnstructuredTime

3:25–4:00 TimetoVisitExhibitors

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OpeningKeynote–Day1 8:45–10:00TalkLDLive-WhatYouNeedtoKnowAboutDSM-5

DSM-5haschangedthegamearoundassessmentanddiagnosisofLDs.Forprofessionals inOntario’s school boards, it has raised many questions. In this second annual TalkLD Livesession,joinyourhost,LawrenceBarns,andourexpertpaneltofindoutwhereweare,whatthefutureholdsand,mostimportantly,theimplicationsforyourclassroom.

PanelGuests

Dr.ToddCunningham,OISE,UniversityofTorontoAllyson G. Harrison, Ph.D., C. Psych, Clinical Director, Regional Assessment and ResourceCentre,QueensUniversityDr.CarolynLennox,ChiefofPsychologyServicesinTDSBWestRegion

BreakoutSessions#1 10:20–11:35

E.1.1-There'sanAppforThat:LinkingOptimalTechnologieswiththeCognitiveProfilesofStudentswithLDsColinRankin,JonJones&LeannLaframboiseSTARSupportProgramAvonMaitlandDistrictSchoolBoardGradeLevelFocus:Junior,IntermediateandSeniorIntendedAudience:Teachers,Parents,Principals,EAs,andSuperintendentsLevelofKnowledge:Beginner'sKnowledgeofiPadand/orChromebooksTheironyofhavinganappforeverythingisthatitcanquicklymakethingsoverwhelminginaschoolsetting. Inthispresentation,wewillguideyouthroughourteam'sbesttechnologicalsolutionson iPadandChromebook toaccommodateour studentswith learningdisabilities.Thegoalistoleveragetechnologytoenhancestudentstrengthsandalleviatethechallengespresentedby their areaof need.Wewill look at how the information in a cognitiveprofilehelpstonarrowthefocustothemostappropriatetechnologicalaccommodations.

E.1.2-UnderstandingLearningDisabilities:HowProcessingAffectsMathematicsLearningDr.SueBall,ChiefPsychologist,YorkRegionDSBJanineFranklin,Vice-PrincipalandformerMathCurriculumCoordinator,YorkRegionDSBGradeLevelFocus:Primary,Junior,IntermediateandSenior

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IntendedAudience:AllLevelofKnowledge:IntroductorytoAdvanced(LearningforAllFormat)Wewould likeparticipants tounderstandhowprocessingaffectsmathematics learning, thevalueofaLearningforAlltieredapproach,theimportanceofstudentvoiceandself-advocacy,and the importance of strategies to support learning, achievement and well-being for allstudents,butparticularlyforstudentswithlearningdisabilities.WewillbesharingthenewlydevelopedMathWaterfallChart.

E.1.3-AllAboutMemory:UnderstandingtheImpactofMemoryonAcademic,Social,Emotional,andBehaviouralWell-beinginStudentswithLDsSarahGlover,MSc.ClinicalSupervisor,IntegraProgram,ChildDevelopmentInstitute(CDI)Hayley Stinson, MSW, RSW, Child and Family Clinician, Community Education andEngagement,IntegraProgram,ChildDevelopmentInstitute(CDI)GradeLevelFocus:Primary,Junior,IntermediateandSeniorIntended Audience: Classroom Teachers, Special Education Professionals, andAdministratorsLevelofKnowledge:IntroductorytoAdvancedThis presentationwill provideparticipantswith a practical understanding of howdifferentmemory challenges (visual, verbal, working memory) impact children and youth withlearningdisabilities,onadailybasis.Manychildrenandyouthwithlearningdisabilitieshavechallengeswiththeirmemory.Theymay have trouble learning and remembering what they hear or see (e.g., verbal or visualmemory, long-termorshort-term),retrievingwhattheyknowfrommemory(e.g.,notbeingable to “recall”whenaskedaquestion,butbeingable to recognizewhengivenchoices),orholdinginformationintheirmindwhilemanipulatingorchangingit(e.g.,workingmemory).Tryingtounderstandachild’smemorystrengthsandchallengescangiveusinsightintohowthey learn and remember best. This can then inform what supports and accommodationsmighthelpchildrenandyouthbesuccessfulatschool.For instance, some children learn best in onemodality, such as verbally or visually, otherswith meaningful information (e.g., connected to their knowledge, interests, or pastexperiences),whereasothersdobestwithrepetitionandreview(e.g.,mathfacts).Weknowthatmemorychallengesnotonlyimpactchildrenandyouthacademically,butcanalsohavesignificantsocial,emotional,andbehaviouralimplications.Interactive activities, group discussion, and a case study will be used to talk about howchildren with learning disabilities might experience stressors related to memory in theclassroomandschoolyard.Thepresentationwillalsointegratecurrentresearchinthefieldoflearning disabilities, as well as practical strategies to support students with learningdisabilitiesintheschoolenvironment.

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E.1.4-Anxiety&LearningDisabilities:StrategiestoSupportStudentsWhenWorriesandLearningChallengesGetintheWayDr.AnthonyFolino,C.Psych,Psychologist,ThamesValleyDistrictSchoolBoardandPrivatePracticeDr.ColinKing,C.Psych,PsychologistandDirector,ChildandYouthDevelopmentClinic,WesternUniversityGradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:AllLevelofKnowledge:IntroductorytoAdvancedAnxiety isa struggle formanychildrenandyouth,but it canbeparticularlychallenging forstudentswitha learningdisability.Thispresentationwillpresentanoverviewofanxiety inchildhood and how educators and caregivers can understand and support studentsexperiencing anxiety. Participantswill leavewith strategies and tools for the classroom, aswellasa framework tohelpdifferentiate"worries"versus “problems" thatarecommon forstudents with learning differences. Participants will have the opportunity to practice andapplycognitiveandbehaviouralstrategiesusingseveralstudentcasestudies.

BreakoutSessions#2 12:35–1:50E.2.1-EffectiveIntegrationofATintheClassroomDr.ToddCunningham,C.Psych,OISE,UniversityofTorontoBronwynLamond,MA,OCTGradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:SpecialEducationTeachersandGeneralEducationTeachersLevelofKnowledge:IntroductorytoIntermediateAssistivetechnology(AT)hasbeenidentifiedasanytechnologythatcanassistorimprovethefunctional capabilities of individuals. As such AT may improve the academic, social, andfunctional skills for a range of individuals with a variety of disabilities. For students withlearningdifficulties,ATaidsincircumventingspecificareasofacademicdifficulties.However,thereisadisconnectbetweenwhattechnologyisabletodoandhowitisimplementedintheclassroom.ThispresentationlooksathowwecanempowerteacherstounderstandhowATintegrates into their curriculum. Participants will learn strategies to integrate AT into thecurriculumthatcanenhanceitseffectivenessandhowtosupportregularclassroomteachersin this endeavor.Practical exampleswill beprovided.Bringyourowndevice toparticipatealongsidethepresentation.TheaimisforparticipantstowalkawaywithnewknowledgeandstrategiestheycanimmediatelyusetosupporttheirstudentswhouseAT.

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E.2.2-DevelopingSelf-AdvocacySkillsinStudentswithLDs:TheSelf-Advocacy“Snapshot”,andDesigninganExcitingSymposiumExperienceforStudentsandParents

TammyGroulx,EducationalCoordinator,GreaterEssexCountyDistrictSchoolBoardJoeYounan,Principal,DougallPublicSchool,GreaterEssexCountyDistrictSchoolBoardMatthewCornies,StudentSuccessTeacher,MasseyS.S.,GreaterEssexCountyDistrictSchoolBoardGradeLevelFocus:IntermediateandSeniorIntendedAudience:Teachers,Administrators,SupervisoryOfficers,ProfessionalServicesStaff,andEducationalSupportStaffLevelofKnowledge:IntroductorytoAdvancedSeveral elementary and secondary schools recently piloted the new SOAR document fromLDAO.Theseschoolsinvolvedhadmuchsuccessinequippingourstudentswithself-advocacyskills.Inthecurrentschoolyear,weaskedeveryLearningSupportTeacherineveryschooltoimplement the document, and create student awareness of their own IEP, especiallystrengths.Thestudentsdevelopedthe“snap-shot”whichshowedwhotheyareasalearner.Studentsusedthisassignmentasatooltotalktotheirteachersaboutwhattheyneedinorderto meet with more success. The students’ work in understanding their learning needsculminated in attending an exciting symposium. The snapshot/symposium committeeincluded teachers, administrators and special education resource staff, as well as arepresentative from the Learning Disabilities Association Windsor/Essex. The committeeworkedforeightmonthstoprovideameaningfulandrelevantoverallexperienceforstudentswithLDs.Thisworkshopwilltakeparticipantsthroughourjourney,andprovideapracticalunderstandingofhowtoreplicateasimilarexperience(smallor large)forstudents intheirorganization/district.Wewill begin the sessionwith a brief description of the historical context above.Wewilldescribetheimplementationoftheself-advocacypartsoftheSOARdocumentintheDistrict.ParticipantswillhearabouttheworkofthecommitteetodesignandimplementtheSTRIVE2018SymposiumintheDistrict.Thecommitteewilldescribethesuccessesanddifficultiesinsuchanundertaking.Amodelforimplementingtheself-advocacysnapshotandanensuingsymposiumatanylevelwillbegiventotheparticipants.Whethertheapplication,isfor50or500studentswithLD,theparticipantswilleasilyunderstandwheretobeginintheirowncontext.Wewillexplainhowtogeneralizetheactivityforallstudents(notonlythosewithLD),sothattheycanbemoreself-awareoftheirlearningprofiles.Implicationsfortransitionfromelementaryschooltohighschoolwillbepresented.E.2.3-L4AllK-12Facilitators’Guide-KnowingtheLearnerwithLearningDisabilities

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ZhengXu,EducationOfficer,SpecialEducation/SuccessforAllBranch,MinistryofEducationUshaJames,CriticalThinkingConsortiumWillGoodman,Principal,Superior-GreenstoneDistrictSchoolBoardGradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:Teachers,Principals,Superintendents,andStudentSupportStaffLevelofKnowledge:IntroductorytoAdvancedBeginninginJune2016,theSpecialEducation/SuccessforAllBranch(SESAB)oftheMinistryofEducationbegan collaborationwithTheCriticalThinkingConsortium (TC²) todevelopaprofessional learning facilitators’guide tosupportadeeper implementationofLearning forAll, K-12 (2013). The Facilitators’ Guide supports educators in thinking deeply aboutinnovative practices that support all learners with attention to students with specialeducationneeds, includingstudentswith learningdisabilities. Itseekstonurtureeducators’mindsets, specifically rethinkingwhat constitutes an evidence-based, collaborative decisionmakingprocess indevelopingand implementing,monitortheeffectivenessofequitableandinclusivepractice.Aniterativeprocesswastakentodevelopaseriesoffourlearningmodulesto scaffold professional learning about a cyclical process of learning and teaching. Draft"ModuleOne:KnowingourLearners"hasbeenpiloted in fivedistricts across theprovince.Althoughweareearlyintheprocessofthisinnovativeapproach,ouremergentfindingsfroma school board that has begun to fully implement this resource, indicated that professionallearning that invites educators and leaders to position themselves as critical thinkers andtakes a systematic and scaffolded approach to nurture and enhance educators’ thinkingabilities,increasesthelikelihoodofauthentictransferintoclassroompractice.Educatorsareengagedinareflectiveprocessthatisjobembeddedtoworkthroughthelearningmodule.E.2.4-ActivatedLearning:UsingEFstoReinvigorateSelf-RegulatedLearninginInstruction,Assessment,andFeedbackLaurie Faith, Ph.D. Candidate, University of Toronto, (Applied Psychology and HumanDevelopment)GradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:AllEducatorsLevelofKnowledge:IntroductorytoAdvancedTo be successful in the future, all students, including thosewith learning disabilities, needresilience, learning skills, and dynamic 21C competency. Laurie Faith will review self-regulated learning, resilience, and EFs, and show you how to build them in your dailyinstruction,feedback,andassessmentpractice.Teachers,grabasecondcupofcoffee,andgetready to talk about the real problems of real classrooms. We’ll write, reflect, and discusstogether,andpracticeusingnewapproaches.

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The activities in this workshop will take teachers beyond “Yet” bulletin boards towardsclassroom practices that directly teach and strengthen growth mindset every day. Byattending thisworkshop,you joinaconversation that is takingplaceacrossseveralOntarioschool boards, and among educators in California and London, UK. A chapter detailing theapproachwillbeincludedinthe3rdedition(availableinMay,2017)ofDawsonandGuare’sExecutiveSkillsinChildrenandAdolescents.

BreakoutSessions#3 2:10–3:25E.3.1-BuildingSelf-AdvocacyfromtheGroundUp:TurningtheIEPintoaLearningProfileviaa'Meta-cognitionContinuum'MichaelvandenHengel,OCT,TrilliumLakelandsDistrictSchoolBoardAngelaLandry,OCT,TrilliumLakelandsDistrictSchoolBoardGradeLevelFocus:ElementaryGradesIntendedAudience:TeachersLevelofKnowledge:IntroductorytoIntermediateForsomestudents, the IEPhasbecomean individualeducationplan thathasnothing todowiththeindividual,andasaresult,studentlearningisbasedonexternalevaluationinsteadofindividual input. Our goal for teachers to gain a better understanding of the how studentswith LDs learn through the development of the learning profile, and theway inwhich thelearningprofileshiftsfromanadult-leaddocumenttoonethatisstudentdriven.ThiswouldallowourstudentswithLDstobetterunderstandthemselvesaslearners,andinturnbecomebetter advocates for themselves. So how dowe get there? How dowe turn the IEP into astudent-owned learning profile? The timeline, which we have referred to as the‘metacognitioncontinuum’,laysouttheprogressionfromastudent’sprimaryyearsinschool,wheredatacollection,skilldevelopmentanddocumentgenerationareprimarilyadultdriven,tothegradualreleaseofownershipfromadulttostudentintheintermediateyears.

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E.3.2-SupportingStudentswithLearningDisabilitiesThroughTechnologyintheMathematicsClassroomCandideDovey,SpecialEducationConsultant,TorontoDistrictSchoolBoardJenniferHearn,ResourceServicesTeacher,TrilliumDemonstrationSchoolGradeLevelFocus:Junior,IntermediateandSeniorIntendedAudience:Teachers,SpecialEducationTeachers,SupportStaffLevelofKnowledge:IntroductoryStudents with learning disabilities often struggle with communication – in both receivinginformationandexpressingtheirknowledgeandunderstanding.Effectivecommunicationinthe mathematics classroom can be an area of significant difficulty. This presentation willreview how technology can be used to support a student with a learning disability in themathematics classroom. Participants will experience a supportive and collaborative digitalenvironment, with a focus on project-based learning and the flipped classroom. Thepresentationwillalsoexploreappsandextensions(e.g.GSuite,GoogleDraw,Aurasma,etc.)thatsupportlearningandcommunicationinthemathematicsclassroom.E.3.3-UnderstandingandSupportingPrimaryStudentsWhoAreStrugglingwithReadingMarciDamen,B.A.SC,B.Ed.,M.Ed.,ThamesValleyDistrictSchoolBoardJenniferGould,M.Sc.,Speech-LanguagePathologist,ThamesValleyDistrictSchoolBoardErinPhillips,B.A.,B.Ed.,ThamesValleyDistrictSchoolBoardGradeLevelFocus:PrimaryIntendedAudience:PrimaryEducators,SystemLeaders,SpeechandLanguagePathologists,andAdministratorsLevelofKnowledge:IntroductorytoIntermediateReadingisacomplexandmultifacetedprocess,involvingmanyskillsthatarewoventogetherinthejourneyofbecomingaskilledreader.Inthissession,wewillfocusonhowschoolteamscan work collaboratively to understand, monitor, and support these skills for primarystudents who are struggling with reading. Time will be spent examining how to use anorganizational framework toefficientlyunderstanda student'spatternof reading strengthsanddifficulties, determinea targeted interventionplan to addressdeficits inword reading,andtrackprogressandskilldevelopment.Exampleswillshowcasehowusingacombinationofinformalmeasuresandformativeassessmentsfrommultiplestakeholderscreatesanearlyliteracy student profile that serves as a valuable starting point for planning readinginstruction and interventions. Ultimately, the goal is to establish a documented history oftargeted early intervention and supportwhich can inform future assessments investigatingLearning Disabilities. The presentation team will share their experience and the value ofcollaboration between curriculum and special education portfolios in supporting studentsthroughatieredmodelofintervention.

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E.3.4-HowtoSupportStudentswithLearningDisabilitiesduringUnstructuredTimeKimHollefriend,DCS,C.Psych,Psychologist,YorkRegionDistrictSchoolBoardKarenMahoney,SpecialEducationConsultant,YorkRegionDistrictSchoolBoardGradeLevelFocus:PrimaryIntendedAudience:PrimaryEducators,SystemLeaders,SpeechandLanguagePathologists,andAdministratorsLevelofKnowledge:IntroductorytoIntermediateDuringthisworkshopparticipantswillreferencetheLearningDisabilitiesProcessingCharttoexaminehowa student’s strengthsandneeds impact theirability to interactandengage inactivitiesoutsidetheclassroom.Participantswillusetheresource,“IdeastoSupportStudentswith Learning Disabilities During Unstructured Time” to interact with case studies thatrepresentavarietyoflearningprofiles.Therewillbeafocusoninvestigatingpreventionandpre-teaching strategies as well as intervention strategies that support students to developskillstomanageunstructuredtime.

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Day2:Wednesday,August22nd,20187:30–8:30 Registration&Breakfast

8:15–9:35 KeynotePresentationOverviewandUpdateontheLearningDisabilityPilotProjectResearchActivities

9:35–9:55 CoffeeBreak

9:55–11:10 BreakoutSessions#4E.4.1

DoingIt"TechdudeStyle"-TechnologyintheClassroom

E.4.2

FosteringMentalHealthandWell-BeingforStudentswithLDsThroughanInnovativeTherapeuticDogProgram

E.4.3

SupportingStudentswithLDsThroughAccessibleMathTasks:AFocusontheRenewedMathStrategyandTransitions

E.4.4

SteppingUp:CollaboratingwithParentsandStudentstoBuildSelf-AdvocacySkillsinHighSchoolandBeyond

11:10–12:15 Lunch&TimetoVisitExhibitors

12:15–1:30 BreakoutSessions#5E.5.1

PrepfortheUpcomingYear-TechdudeStyle

E.5.2

EffectivePartnerships:AStrength-BasedApproachbetweenEducatorsandFamiliesofStudentswithLDs

E.5.3

IDEALME:Confident,Assertive,inCharge:DevelopingtheAttitudesofLeadershipAmongStudentswithLDs

E.5.4PreparingHighSchoolStudentsforPost-secondaryEducation:HowTeacherscanHelpClosetheGap

1:30–1:45 Break

1:45–3:00 ClosingKeynoteBeatingtheOdds:TakingtheResponsibilityforPersonalChangeandGrowth,OvercomingObstacles,FacingFearsandAttainingGoals

Seeyounextyear!

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OpeningKeynote-Day2 8:30–9:35

OverviewandUpdateontheLearningDisabilityPilotProjectResearchActivitiesThis keynote will provide a brief overview of theLearning Disability Pilot Project and the accompanyingresearchactivities.Dr.Martinussenwilldescribewhatweare learning about the pilot after two years ofimplementationanddiscussthebroaderimplicationsforprincipals, resource staff, classroom teachers, andcaregivers. Clear links to practicewill be discussed andidentified.Dr.RhondaMartinussenisanAssociateProfessorintheDepartment of Applied Psychology and HumanDevelopmentwithin the Ontario Institute for Studies inEducation at the University of Toronto. She has taught

intensiveinterventionsforstudentswithlearningdisabilities.Herresearchfocusesprimarilyonstudentswithlearningdisabilitiesand/orattentiondifficultieswiththegoalofimprovingourunderstandingofhowtobestsupportthesestudentsinschool.

BreakoutSessions#4 9:55–11:10E.4.1-DoingIt"TechdudeStyle"-TechnologyintheClassroomStaceyFalconer,Self-containedClassroomTeacheratLakeshoreP.S.,HaltonDistrictSchoolBoardGradeLevelFocus:PrimaryandJuniorIntendedAudience:TeachersandSERTSLevelofKnowledge:IntroductorytoAdvancedThis session will be a showcase of practical tools and strategies for both students andteachers.Asyoupreparefortheupcomingyear,youwillappreciatetheuniquewaysinwhichtechnologycanenhanceyourcurrentpractice.FromonlineIEP's,portableanchorchartsandmessages to your future self to various apps and assistive tools, Staceywill shareways inwhichtechnologyhelpsincreasestudentengagement,accessibilityandoverallsuccess.Thesestrategieswillbeahitwithallofyourstudents,butwillhavethemostsigncantimpactonthestudentswithspecialneeds.The ideashighlightedwillnotonlyhelpyourstudentsachieve,butwillmakeyourassessment,trackingandreportingamucheasiertask.Hardtobelieve,Iknow!Socomeseehowwedoit"TechdudeStyle"andpickupsomeideasyoucanbeginusingrightaway.

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E.4.2-FosteringMentalHealthandWell-BeingforStudentswithLDsThroughanInnovativeTherapeuticDogProgramChrisSamis,M.Ed.,SuperintendentofProgramandSpecialEducation,SimcoeCountyDistrictSchoolBoardHowardBloom,Ph.D.,Professor,ChildandYouthService,GeorgianCollegeJeanHargreaves,RetiredSecondaryPrincipal/BoardChair,SweetCharityMedicalAssistanceDogsGradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:Teachers,Principals,Superintendents,andRiskManagementOfficersLevelofKnowledge:IntroductoryResearchindicatesthatstudentswithLDswhohavestrongrelationships,apositivesenseofself, and a sense of belonging are better positioned to reach their full potential anddemonstrateresilience.TheMinistryofEducation’s(2016)Well-BeingStrategyforEducationrecognizesthatgoodmentalhealthisfosteredbymeetingtheneedsofstudentsincognitive,social,emotional,andphysicaldomains.OnewaythattheSCDSBhaschosentofostermentalhealthandwell-beingisthroughtheuseofaninnovativetherapeuticdogprogramcalledtheCanineAmbassador Program (CAP). Since 2014, Georgian College faculty, researchers andstudentshavebeenworkingwiththestaffresearchers,administrators,andeducatorsattheSCDSBon this collaboration.Basedon research, and in comparisonwith other options, theSCDSBhaschosentoadoptamodelofdeliverycalledtheCanineAmbassadorProgram(CAP)throughSweetCharity.TheCanineAmbassadorProgram(CAP)evaluatesandtrainsteamsofpetdogs and their schoolboard staffpartners toprovidea therapeutic support in a schoolsettings.Oncetrained,staffareabletobringtheirowntrainedpetdogsinveststoschoolsintheSCDSBtoprovideemotionalsupportinthesafetyoftheparticularfacility.Currently,32teachers, principals, guidance counselors, and educational assistants have been trained asCAP companion teams in theSCDSB.TheCAPprogramhasprovenhelpful in severalways,includingcreatingawelcomingenvironment, increasingstudentuseof theservicesthat thedogs supported, improving communication between students and staff, reducing studentanxiety,reducingstudentproblembehaviour,helpingtoimprovefocusandabilitytogetworkdone, helping to teach responsibility, and effectively de-escalating conflictual interactionsbetweenstudentsandstaff. Theintegrationoftherapeuticanimalsinschoolsforindividualand communitywell-being is an increasinglywell-researched topic and research literaturesupportstheefficacyofthehuman-animalbondasatherapeuticfortrauma,autismsupport,school settings, anxiety, depression, and post-traumatic stress disorder. Expansion of thisprogram will further advance the understanding of therapeutic animals in a school boardcontextwillhelpestablishprotocolsrelatedtoinstitutionaluseoftherapeuticanimals,clearguidelinesandstandardizationofprogramimplementationandevaluation.

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E.4.3-SupportingStudentswithLDsThroughAccessibleMathTasks:AFocusontheRenewedMathStrategyandTransitionsBarbaraWilliams,SpecialEducationConsultantwithWaterlooRegionDistrictSchoolBoardMichelleGerman,LDItinerantResourceTeacherwithaSpecialityFocusinMathGradeLevelFocus:JuniorandlntermediateIntendedAudience:Teachers,Principals,Superintendents,SERTs,andConsultantsLevelofKnowledge:AllParticipantsinthissessionwillhavetheopportunityto:

• LearnaboutthekeyhighlightsofWaterlooRegionDSBMathTransitionsLessonStudyLearningSeries

• Examine curriculum expectations related to algebraic reasoning and how theseexpectationsprogressacrossdivisions

• UnderstandtheuniquelearningdifferencesforstudentswithLD(RMSfocus)• Considerstrategiestosupportaconsistentmathematicalexperienceforstudents• Explore strategies to differentiate instruction (research from Peter Liljedahl re:

verticalwhiteboards)• Delveintorecursiveandfunctionalmathematicalunderstandings• Apply accommodations to ensure that math learning is accessible for all students,

especiallythosewithLDs(openendedmathquestions,GapClosingfromMarianSmall)E.4.4-SteppingUp:CollaboratingwithParentsandStudentstoBuildSelf-AdvocacySkillsinHighSchoolandBeyondAlisonParker,TransitionCoordinator,RARC,Queen'sUniversityMarieMcCarron,ClinicalManager,RARC,Queen'sUniversityCandiceDaiken,TransitionSupport,RARC,Queen'sUniversityGradeLevelFocus:IntermediateandSeniorIntendedAudience:Teachers,Administrators,andCommunityOrganizationLeadersLevelofKnowledge:IntroductoryTheadvocacyexpectationsandneedsofstudentschangesconsiderablyfromgrade7topost-secondary,andthispresentationprovidesaframeworkforengagingparentsandsupportingstudents inbuilding self-advocacy skills throughgrades7-12andbeyond. Wewill provideconcretesuggestions,workshopandlessonplanexamples,andstrategiestoengageparentsintheprocess,basedon10yearsofexperienceinrunningtransitionprogramsforstudentswithLDandtheirparents.

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Ourmodelhelpsstudentsincrementallydevelopadvocacyskillsthroughgrades7-12,settingthemupforsuccessbeyondhighschool.Ingrades7-8,thefocusisonself-understandingandbuilding confidence; in grades 9-10, studentsmove to shared advocacywith their parents;andingrades11-12,theybegintakingonamoreindependentself-advocacystance.Wealsoaddress thepivotalrole thatparentsplay inmakingspace for theirchildasaself-advocate,andtransitioningfromtakingaleadingroletoactingasasafety-net.

BreakoutSessions#5 12:15–1:30E.5.1-PrepfortheUpcomingYear-TechdudeStyleStaceyFalconer,Self-containedClassroomTeacheratLakeshoreP.S.,HaltonDistrictSchoolBoardGradeLevelFocus:Primary,Junior,IntermediateandSeniorIntendedAudience:AllEducatorsLevelofKnowledge:IntroductorytoAdvancedThissessionisdesignedtoallowyoutoinvestigatethetoolsandstrategiesmentionedin"DoItTechdudeStyle".Ifyoudidnotattendthisearlierpresentation,donotworry(session4.1).Abuffetofchoiceswillbepresentedusingahyperdoc. Itwill thenbeuptoyoutopickandchoosewhatyouwouldliketoexploreand/orpreparefortheupcomingyear.Staceywillbeonhand toassistwith thisprocessand toansweranyquestions thatmayarise.She isalsohappytocollaborateand/orprovideexamplesoftoolsinactionifyouarewonderinghowthestrategies have been applied to current practise. Fingers crossed, we are hoping someTechdudeswillbeabletojoinusforthissessiontoaddthestudentperspectiveandoffertheirexpertise!E.5.2-EffectivePartnerships:AStrengths-BasedApproachBetweenEducatorsandFamiliesofStudentswithLDsJanetArnold,BehaviourConsultant/AuthorFrancineMcLeod,SocialWorker/SchoolCounsellorGradeLevelFocus: Primary,Junior,IntermediateandSeniorIntendedAudience:ClassroomTeachers,SpecialEducationResourceTeachers,ClassroomAssistantsandPrincipalsLevelofParticipantKnowledge:IntroductoryAs educators, you interact daily not only with your students but with their families aswell. The type of relationships you form will help set the stage for optimal learning andgrowth, especially when a family is going through or has gone through the process of

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receivingadiagnosisofalearningdisabilityfortheirchild.Establishinganeffectivestrength-based partnership allows you to help families navigate through what can be a veryoverwhelmingtime.Thiscollaborationleadstoco-operationandsupportthatcanmakearealdifferencetohowchildrenseethemselvesaslearnersandengageinthelearningprocess.Many students with learning disabilities (LDs) are not aware of their individual learningneeds or of a possible diagnosis and the behaviour associated because of this lack ofknowledgecanhaveasevere impacton theiracademicandsocial skills. It is important forboth parents and educators to work collaboratively to bridge the gap between home andschooltocreateapositiveschoolclimate.Thisworkshop is intended toenhanceparticipantknowledgeof collaborative strategies foreffectivecommunication,considerationsforhelpingfamilieswhohaveachildwithanexistingor early diagnosis of a learning disability navigate the education system, and key tools topromote effective home-school partnerships. During the session, participants will beintroducedtoevidence-basedand informedproactivepractices thatareanessentialpartofforming a strength-based partnership between educators and families to raise studentachievement.E.5.3-IDEALME:Confident,Assertive,inCharge:DevelopingtheAttitudesofLeadershipAmongStudentswithLDsDr.EwaJ.Antczak,RegisteredPsychologist,TorontoCatholicDistrictSchoolBoardGradeLevelFocus:IntermediateIntendedAudience:AllEducatorsLevelofKnowledge:IntroductorytoAdvancedWhenwelooktodayatthemanywaysinwhichtheInternetcaninfluenceourlives,noneismore immediate and more powerful than the impact of social media on young people.Students with LDs, who have not yet developed the emotional tools they need to filter orevaluate what they are hearing on the Internet, may be particularly affected by this rawmaterial.Parentsandeducatorsneedtofocustheireffortsonthedevelopmentofeachchild’sinner core strength and on providing them with the tools they need to maintain self-confidence.Thegoal is toteachchildrenthattheymuststrivetosurpassthemselves,ratherthan others, and that other children are in fact their partners in this effort. This approachcreates inan identitybasedonone’sownachievements. In thisway, thesearechildrenareable tomake themselves themeasure of their success,whether it is in the classroomor insports.Participantsinthisprogramwilllearnhowtodeveloptheskillsandconfidencetheirstudentsneedtodiscovertheirfullpotential.Theprogram’scontentfocusesonhowtoteachthekeyconcepts that are critical for a student’s future success, suchas arealisticunderstandingofstrengthsand limitationsanda consistentdesire for self-improvement. Thegoal is tohelpand encourage students to build the capacity to interact with others in a way that shows

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respect for their ideas and behaviors through cooperation and tolerance inmany differentandevenchallengingsocialsituations.E.5.4-PreparingHighSchoolStudentsforPost-SecondaryEducation:HowTeachersCanHelpClosetheGapSarahTerreberry,M.Ed.,Ph.D.,OCT,Instructor,BrockUniversityKathrynHansen,M.Ed.,Professor,St.ClairCollege,Ph.D.Candidate,WesternUniversityGradeLevelFocus:IntermediateandSeniorIntendedAudience:Teachers,ResourceTeachersLevelofKnowledge:IntroductoryandIntermediateDrawing on their experiences as faculty members in post-secondary education (Sarah inuniversity, and Kathryn in community college), and referencing the findings from theirresearch in these settings, the presenters will engage the participants in an interactivediscussionof:

• Whatarelearningdisabilities(LDs)andhowdotheymanifestindifferentdomains(academic,social,emotional)

• ImplicationsforstudentswithLDswhowishtoattendpost-secondaryeducation• Environmentalsimilaritiesanddifferencesbetweenhighschool,collegeanduniversity

forstudentswithLDs• GapsinfacultypreparednesstoteachstudentswithLDsandhowhighschoolteachers

canhelpbridgethegap• Practicaltechniquesthatcanbeimplementedattheclassroomandschool-widelevel

topreparestudentsmoreeffectivelyforasuccessfultransitionintopost-secondaryeducation.

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ClosingKeynote 1:45–3:00

BeatingtheOdds:TakingtheResponsibilityforPersonalChangeandGrowth,OvercomingObstacles,FacingFearsandAttainingGoals LesleyAndrew,MMUS(Performance&Literature),HBAMusic(PerformanceVoice)

In this closing keynote, Lesley Andrew shares her personaljourney through a mixture of stories, humour, lessons to belearned and inspiration. This session will tackle a variety oftopics including goal setting, multiple intelligence, giftedness,finding joy, creative problem solving, critical thinking skills,humour, organizational skills, timemanagement, being a hero,andbecomingaself-advocate.Lesley Andrew is a popular motivational speaker and isengaged across Canada by Educators, Universities,Corporations,ServiceClubsandStudentOrganizations.A recipient of many awards, including a Canadian Opera

CompanyScholarship,andtheMaureenForresterGuthrieAward(TheStratfordFestival),Ms.Andrewnowadjudicatesandconductsmasterclassesatfestivals,universitiesandschoolsofmusic & drama around the world (voice – classical, Broadway and pop, choral music andspeechartsclasses).HavingmovedfromStratford,Ontario(whereshewastwicenominatedas‘CitizenoftheYear),Ms.Andrewnowrunsherthrivingvoiceanddramastudio,DreaminProgress Productions, in both London (where she now resides) and at the University ofWindsor(whereshecurrentlyteaches).Asadirector,Ms.Andrewismuchindemandinthegenresofmusicaltheatreandopera.Ms.Andrew’sintensivetheatreandmusicprogramforyouth, ‘Summer Glee’, is now in it’s twenty-fifth year, with more programs offered eachsummerincommunitiesacrossOntario,inordertoaccommodategrowingenrollment.