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January LST Newsletter |
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Executive Function (EF) skills are the foundation for independent management of learning and behaviour across environments, ultimately, enhancing learner engagement. Anxiety, however, can get in the way of accessing executive function skills, even when they are developed. Recognizing the constellation of factors impacting students' behaviours, especially when it means that one (i.e. anxiety) impedes access to another (i.e. EF Skills), gives us a lens and compass with which to boost student engagement.
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Working memory, among other executive functions and self-regulation skills (i.e.mental processes enabling planning, focused attention, remembering instructions, and juggling multiple tasks successfully) is impaired when students are anxious, which means that all of the information they need to keep in mind and use to regulate their behaviour, thoughts and emotions becomes inaccessible. Anxiety can keep a brain looping in the limbic system, focusing instead on safety, and inhibiting access to problem-solving and executive functions. Disrupting looping requires us to recognize behaviours as communication; try not to get overwhelmed by what behaviours look like, and instead get curious as behaviour translators, keeping in mind: * misbehaviour (i.e. work avoidance, disengagement, refusal, etc.) is a symptom of an underlying cause (i.e. she can't yet versus she won't) * behaviour has a function * behaviour occurs in patterns * the only behaviour an adult cannot control is their own * behaviour can be changed We are better able to respond to the hidden feelings, requests, and messages when we understand them and the related skills developing. Hot spots for anxiety resulting in difficulty accessing EF skills include: unstructured times, transitions, writing tasks, social demands, novel/unexpected change, and independent work. One strategy to support students whose anxiety gets in the way of engagement is to "Change the Channel," or provide a cognitive distraction from worry, according to Jessica Minahan. Minahan explains that thought disruptions are breaks that do not leave students alone with their own thoughts (i.e. water break, couch time, colouring, etc.) but rather require a student to redirect their thoughts. Examples include: (i.e. Sudoku, iSpy, trivia cards, alphabet backwards, and/or asking them individual-specific tasks based on what you know about them such as, What are the first 3 lines of Star Wars? What is the second verse of your favourite song? etc.). The gauge for determining if a break is helpful is reflected in the student's demonstrated readiness to engage. When students are calm, they can access, learn and practice the executive function skills they require to engage in learning, persist towards a goal, and succeed. An approach
that embeds “scaffolding” to support practicing these skills with a plan for fading supports towards independence can facilitate skill development in the area of executive functions. Establishing routines, modeling social behavior, and creating and maintaining supportive, reliable relationships are just a few ways we can do this. Harvard recommends ensuring children and youth have opportunities that “foster creative play and social connection, teach them how to cope with stress, involve vigorous exercise, and over time, provide opportunities for directing their own actions with decreasing adult supervision.” For more resources and references, see
wwww.jessicaminahan.com,
www.efpractice.com, and
Harvard University: Center on the Developing Child
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Tackling Negative Thinking in the Classroom Anxiety is the most prevalent mental illness in North America, significantly affecting learning and behaviour. Behaviour Consultant, Jessica Minahan, discusses the 11 strategies to use right away to change a students' narrative, reduce their stress and consequently, improve their engagement.
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Show & Tell: Why Do Students Disengage? Fisher and Frey (2021) identify 9 barriers to student engagement grounded in learning struggles. Following recognition of the root of the behaviours, they offer approaches to overcome them. This byte begins as a short article, and the video is a quick scroll down.
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| Bolstering Executive Function in Middle & High School Students Adolescent years, when students juggle priorities and manage workloads from multiple teachers, are critical for the development of EF Skills. These skills are indicators of success in school and in life. Watch this video for tips and tools to support EF development in our learners.
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15 Actionable Strategies for Increasing Student Motivation & Engagement Extrinsic motivators can be effective short-term, while intrinsic motivation provides a more sustainable framework for long-term successes in school. Based in the 5 keys of strength-based relationship-building, offering relevant choices, goal-setting and goal-tracking, and consistent, constructive and timely feedback, 15 strategies are explained to put each of the 5 keys into practice.
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| Increasing Engagement with "I notice" and "I wonder" Diverse skills, abilities and experiences are typical in each of our classrooms. Using the "I notice" strategy gives students an entry point with which to make observations based on facts, while the "I wonder" strategy taps into students' abstract thinking by asking them to take their thinking further and ideate.
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January - Ch. 8 - Cultivate Compassion If you are reading Onward then you know that each chapter explores a habit and disposition of resilient people, and in addition, takes a dive into knowing an emotion. This month, Cultivating Compassion, dives into envy. First, a few quick definitions: Envy is pain over something you don‘t have; jealousy is fear of losing something you already have. Watch Geshe Tashi Tsering – How to Stop Being Envious of Others. This perspective of envy may give hope, as Aguilar shares how cultivated compassion for self and others is an envy antidote.
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Two Compassionate Responses to Envy: 1. When you notice envy arise in yourself, pay attention to what it‘s trying to tell you? What‘s behind it? Be curious and be kind to yourself. Envy can tell us something about a part of us that is hurting. Use self-compassion to courageously turn towards your envy and be with it.
2. You may find relief from envy if you practice compassion for others. When someone gets something or has success, if you can be genuinely happy for this person, envy is tempered. Remind yourself that nobody has it all. Everyone experiences pain; everyone has troubles. Recognize your interdependence, shared humanity, and interconnectedness. We are all connected, so the good fortune of another can bring a positive benefit to you, too.
Our next opportunity to discuss Onward will be at our
LST-Counsellor Collaborative meeting, date and time to be determined in response to pandemic adjustments. In the meantime, consider discussing point of interest or this chapter together with a colleague or at your own SBT Meeting.
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Learning Support Timeline The January timeline is based on suggested approximations that are meant to be fluid and flexible. Recognize that experience in the role and caseloads may vary; you may be in the midst of new learning (e.g. CB IEPs), and being responsive to and compassionate with ourselves, our colleagues and our students as we navigate this new month is ultimately the most important item on our agenda.
January Considerations: - IEP Collaborative Meetings - Progress-monitoring to identify if instruction is supporting needs, honouring strengths, developing stretches - Assessment for reporting - Report writing - IEP meetings completed by 1st reporting period, initial copy in Blue folder - Planning, assessment for transitions in semestered schools
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January Snapshots Topic: Social Media
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Speech & Language Pathology Documentation Requirement As a provincially regulated profession, SLPs are required to prepare, communicate and maintain written records documenting their support for students. Required primary and secondary documentation includes assessment and diagnostic reports, consultations, progress reports, discharge reports, formal letters & correspondence, diagnostic information, test protocols, working documents and progress notes. This is in addition to school district documents, including IEPs, statements of need, home program parent instruction and communication.
The timeliness The College of Speech and Hearing Health Professionals of BC requires of registrants for this documentation means that administrative time will be scheduled during the school day. All SLPs in SD61 will schedule regular time away from
schools and direct service to students, in order to complete these mandated tasks.
If you have any questions regarding this information, please speak directly with your school SLP.
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Designation Review Committee (Gifted, ASD, IBI, PDCH): Meets the 3rd Wednesday of each month. Access
our District Referral App to submit your designation request packages.
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Competency Based-IEP(CB-IEP) Updates and Entry Points: We began a soft launch into Competency-Based IEPs (CB-IEPs) with our first cohort in the fall of 2021. As we continue intentionally shifting in 2022 to using CB-IEPs, we will offer: a) CB-IEP 2-Part Series Training Session with b) MyEd IT Lab Support to two new cohorts.
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| 2022 CB-IEP 2-Part Series Training Sessions - Cohort 2 & 3 Two morning training sessions dive into understanding the new CB-IEP approach to assessment, planning, and programming, with students and families. Session 1 begins with Personal and Learner Profiles, Supports and Plans. Session 2 uses the information from profiles and supports to design core and curricular competency goals, objectives and strategies. An optional third session on Assessment is offered after-school.
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2022 CB-IEP February Training Option: Cohort 2
February 7, Date 2 TBD - mornings Optional: February 15 - after school
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2022 CB-IEP April Training Option: Cohort 3
April 19 and April 25 - mornings Optional: May 4 - after school
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MyEd IT Lab Support Support with navigating MyEd is available at the Tolmie Board Office from 12:30-3:30 on February 18, March 11, April 22, May 13 & June 10.
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| KTEA-3 Workshop
What: An Introduction to the KTEA-3 workshop for district staff who have Level-B training and lack familiarity with the KTEA-3 or those looking for a refresher. Staff who are currently enrolled in Level-B training but have not yet completed their course work are also invited to join. During the session, we will cover information regarding administration, scoring, and interpretation of the KTEA-3 subtests and related assessment information.
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When: February 2, 9:00 am to 3:00 pm (with a one-hour lunch break) Where: Quadra Warehouse, 2549 Quadra St
Please bring a complete KTEA-3 kit (with protocols) to the session. Further details will be sent out to registrants closer to the workshop date. | Registration details: This session will be limited to 10 participants. Limited TTOC coverage is available; however, participants are encouraged to make other arrangements if possible.
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POPARD has many upcoming courses, workshops and mini workshops for school staff and families. There are a number of offerings and many are free for school staff!
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ABA, ASD, and ASD Flex Courses
1- and 2-Day Courses specific to Social Skills, Reading and Communication Skills
Family-School Liaison Workshops specific to Supporting Girls with Autism
BC-Wide Mini-Workshops Preparing Students with ASD for Life After High School, Inclusive and Functional Programming in High Schools, and ASD and Sensory Differences.
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POPARD Quick Hit Videos
Understanding Behaviour - When we hear the word behaviour we tend to think of challenging behaviours. But a behaviour is anything a person says or does. Drinking a cup of coffee is a behaviour and speaking out of turn in a classroom is another behaviour. Keep
learning here. Anaylizing Behaviour - Knowing behaviour is anything a person says or does, let’s now turn to uncover WHY we do what we do by analyzing behaviour. Learn more
here. Managing Behaviour - Once we better understand behaviour and can analyze it, we can then begin to plan for managing behaviours. More about managing behaviours
here.
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| Autism Focused Intervention Resources & Modules (AFIRM)
Autism Focused Intervention Resources & Modules (AFIRM) offer free and easily accessible Evidence Based Practice (EBP) modules and resources that are designed to help learn the step-by-step process of planning for, using, and monitoring an EBP with learners with ASD from birth to 22 years of age. Supplemental materials and handouts are available for download. Download an overview of the
Components of AFIRM to readily access details relating to this resource!
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We will be highlighting one module per month for those that are interested. January’s
highlight: Introduction to ASD - Autism spectrum disorder (ASD) is a lifelong developmental disability that primarily affects social communication. This introduction to ASD describes characteristics of autism, including social communication, repetitive behaviors, thinking and learning, and how to support learners with ASD.
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| Compassionate Communities Dr. Kimberly Schonert-Reichl, Dr. Linda O'Neill, and author Monique Gray Smith share their expertise on fostering wellness and compassionate spaces for students, especially during times when the learning environment is ever-changing. They detail how innovative concepts and practical approaches can assist us to build compassionate learning environments in which both educators and students thrive. Dr. Kimberly Schonert-Reichl speaks to A New Kind of Fitness, Monique Gray Smith shares how Love is Medicine, and Dr. Linda O'Neill discusses ACES-informed Schools during COVID.
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Challenging Behaviours Trauma-informed educators Sarah Brooks, Perveen Engineer, Fiona James and Regan Rankin use Lily's story to share strategies on how to: respond to challenging behaviours, foster self-regulation and nurture a growth mindset.
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MindUP As part of the Mental Health in Schools Strategy, the Ministry of Education has partnered with MindUP to develop two courses to support adult self-care and well-being in the K–12 system. For more information and to register, see the MindUP course flyer. These courses are available at no cost to registrants.
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| Mental Health Literacy Module Exploration This session for Middle & Secondary MHL trained educators will focus on implementation of the 6 Modules of MHL. Collaboratively and with colleagues, we will explore the modules more deeply. Previously scheduled for January 12th, we are making adjustments in response to the pandemic and will keep you posted on the new.
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CASEL Leading Schoolwide SEL: Preparing for the Journey Ahead This 4-part series on social and emotional learning aims to help you plan, sustain, and continuously improve systemic SEL implementation throughout your school community. Each 2 hour session will run 9-11 a.m. (PT) on the following dates (registration closes January 11, 2022): * January 25 * February 1 * February 8 * February 15
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| LST-Counsellor Collaborative Meeting Postponed; new date TBD.
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