All In for Youth – A Proven Strategy on Moving the Needle on High School Completion
All In for Youth – A proven best practice model on moving the needle on high school completion. Focus on the importance of strong leadership, promoting trauma-informed school cultures, removing barriers to success for youth, creating access to student supports, and successfully transitioning youth into adulthood.
Assessment Through a Growth Mindset
When assessing students, how do you ensure mistakes are truly valued and normalized, students feel that they can actually master the material, and high standards are kept? Does giving grades truly align with the philosophy and research around growth mindset? How do you ensure policies and practices around re-dos, rewrites, and retakes are promoting a growth mindset around learning with all students?
Belonging: Creating Safer Spaces for LGBTQ+ Students, Staff and Families
Through the lens and experiences of an LGBTQ+ teacher you will hear stories of personal growth and pride. This session will include an overview of sexual orientation, gender identity and gender expression, LGBTQ+ terminology and the sharing of inclusive language and actions to help establish communities of belonging by ensuring Safer Spaces exist within schools, organizations and the community. The benefits of gender neutrality when addressing individuals, partners and families will also be discussed as well as how to use LGBTQ+ inclusive lesson plans for any subject.
Bridging Health and Education: Students in Treatment Programs Earning High School Credit by Honouring Therapeutic Work
Principals, Learning Leaders, and Teachers will share the creative and engaging work they have been doing with high school redesign in therapeutic settings in Calgary, including Adolescent Mental Health Hospital programs: South Health Campus, Foothills Medical Centre, Dr. Gordon Townsend School, Adolescent Day Treatment Program, Youth Community Support Program, Community Psychiatric Unit, and Woods Homes Schools and Satellite Programs. The sharing of student artifacts, and video evidence of the successes from the different programs that have been designed and implemented will summarize the journey these staff and students have been on.
- Presentation not yet available
Building Equity: A Practical Model
What does it means for a school to be fair? to be equitable? The challenge of equity is starting to be address at the university level as well as the corporate level. How can we address it at the school level in an increasingly diverse student body? This presentation will look at the concept of equity and provide practical examples of professional development for faculty members. It will also focus on practical ways to change school culture as well as structural approaches to address these challenges.
Building Mathematical Thinking Classrooms
How can math class promote disagreement, discussion, and debate? How do you balance between conceptual understanding and fluency practice? What are successful ways to ensure that all students believe they are able to master the material of the class? Using vertical non-permanent surfaces, visible random groupings, and great questions, mathematics class can be changed from a boring subject to one where the edges are supported and engaged.
Participants will have the opportunity to engage in a learning conversation with colleagues, exploring the topic of collective efficacy and the notion that collective efficacy is what matters most in improving student learning, topping Hattie’s (2016) list of factors that influence student achievement in schools. Collective efficacy refers to the shared perceptions of educators that, through their combined efforts, they can “organize and execute the courses of action required to have a positive effect on students” (Goddard, Hoy, & Hoy, 2004).
Leadership literature discusses the importance of relationships and building those connections in our school, but what does that look like in action? In this presentation, I will share my journey to school leadership and how connections have be key to having a positive impact in my school. I will also share my philosophy around service leadership and how to effectively engage staff. Ultimately, our challenge is to find effective strategies that promote opportunities to create healthy connections for everyone, because connections increases staff wellness, resilience and motivation! It’s all about connection.
Create Digital Career and Post-Secondary Portfolios for CALM 20 with myBlueprint
This session will explore how students can build a personalized digital portfolio in myBlueprint to meet curricular outcomes in CALM 20. Beginning with “Who Am I” interest surveys and “High School Planner”, participants will experience how students can explore careers and post-secondary opportunities, build and reflect on career-planning skills and resources, identify employability and technology-related skills, and prepare for transition into adult roles. There will be the opportunity to review how myBlueprint facilitates a personalized and flexible CALM 20 learning experience at Mother Margaret Mary High School, where CALM 20 is offered outside of the timetable with the support of Flex Block.
Creating Welcoming Learning Communities
When the Syrian refugees were arriving in 2016, teachers identified a need for support in understanding and meeting the needs of refugee students. Dr. Kirova and Dr. Sophie Yohani created a webinar series to support teachers by sharing research-based best practices. These webinars addressed topics such as: creating welcoming learning spaces, understanding refugee experiences, building partnerships with families and communities, assessing refugee children’s learning, among others. These webinars are available online and are a valuable resource for teachers seeking to increase their capacity for supporting refugees and ELLs.
Des pratiques innovatrices au secondaire 2e cycle – une visite aux écoles HTH
Suite à la visite de trois campus du réseau d’écoles publiques High Tech High de San Diego, Mireille Cloutier et Simone Levesque vous présenteront un compte-rendu du modèle pédagogique de ces écoles tout en établissant des liens avec les principes fondateurs de la reconception au secondaire.
E2: Excellence for Everyone!
E2: Excellence for Everyone was developed in September 2018 as a partnership between Edmonton Public schools of the Harry Ainlay and J Percy Page Catchments in response to the increasing need for integrated mental health services for students from vulnerable populations. Through the implementation of school-based supports provided by E2 Wellness Coaches over 750 students and families in 28 schools have received targeted supports in addressing a host of difficulties that create barriers to learning and student achievement.
It is well documented that failure to provide adequate interventions and supports for these students could lead to further negative impacts, such as: bullying, reduced school engagement, school drop-out, addictions, suicide and increased youth violence (Lean & Colucci, 2010). Join us in celebrating student success as we share individualized relational based supports, including our recent E2: Summer Camp, which brought together elementary school students and high school students for three weeks!
Embracing (Re) Assessment
This Research-based session will provide the rationale for (re)assessment based on the work of Tom Schimmer, Dylan Wiliam, Ken O’Connor and Rick Wormeli. Presenters will be share, supported with school – based evidence for proven positive impacts on student success including 5-year data from schools who have adopted a reassessment culture in their buildings. Presenters will share actions completed to date on the development of a District – wide assessment document. Exemplar videos of what (re)assessment looks like in a classroom will also be shared.
Exploring Systemic Structures and Supports for Newcomer Students (Panel) and World Cafe
School and system leaders from five jurisdictions will engage in a panel discussion about the support systems and strategies they have put in place to support newcomer students. Contact information about panelists is provided.
Finding Our Way: Three Years of Redesign at Nelson Mandela HIgh School
Presenters from Nelson Mandela High School in the Calgary Board of Education will share stories of the Redesign journey from various disciplinary lenses, describe what is working well, and overview how we traverse the challenges and bumps in the road. In our first three years of operation, we have developed “The Mandela Way”, the application and implementation of the 9 Foundational Principles of High School Redesign.
Forward by (Re) designing – Models of Leadership, Supports for Students and Staff Development
The past year at Centre High Campus was marked by a shift to a distributed leadership model to create stronger leaders; this shift has led to increasing leadership capacity school wide and in initiatives to better meet student needs through a new model designed to catch students up on missed work and activate wrap around supports. It has also led to a shift in the how of staff development is implemented, and the processes used to gather staff voice.Questions that will be discussed are: How might schools and districts come to embrace the notions of leadership from the middle to affect change? How might we redesign staff development to offer voice and choice for colleagues while continuing to advance the goals of the school and district? How might the redesign of leadership and staff development segway into changing how we support students?
How Competency Development Can Support Meaningful and Engaging Experiences for Knowledge and Employability(K&E) Learners
Alberta Education promotes the development of eight student competencies, including: problem solving; personal growth and well-being; cultural and global citizenship; creativity and innovation; critical thinking; collaboration; communication; and managing information. Knowledge and Employability (K&E) courses students, in particular, benefit from learning opportunities framed through competency development. When the development of competencies happens through learning experiences in the school setting, students are equipped with the knowledge, skills, and mindsets they will need to successfully navigate their personal journeys in living, learning and working.
Impacting Post-Secondary Transitioning with Career Pathway Exploration for Rural Students
Participants will be immersed in the career pathway work of these two school divisions as they share their stories of division-wide development of successful career pathway exploration and post-secondary transitioning through opportunities in dual credit, school-based experiences and partnerships with other school divisions and industry. With post-secondary partners, these divisions have started to identify best practices that prepare students for a successful transition into a trade career with a focus on the needed academic success and experiences in high school that better prepare students for the post-secondary academic component of trades’ training.
Instructional Innovators and Collaborative Creativity in High Schools
It is one thing to call for educational design that is conducive to creative development through continual creative practice leading to innovation and inventions, it is yet another thing to make it happen in educational practice. (Robert Kelly, 2016)
Building on Robert Kelly’s “learning experience design progression for creative development” and Pauline Broderick, Elizabeth Koffman and Beryl Peters notion of “creating conditions for a culture of collaborative creativity,” this session will highlight innovative examples of how Calgary Catholic School District has designed cross-curricular projects that embody the Foundational Principles of personalized learning and community involvement.
Keynote – Part 1:
The Adolescent Brain
Brains aren’t just born – they’re also built through a complex interplay between our biology and our experiences and the environments we grow up in. Even though many of our skills and abilities appear close to adult capacity by late adolescence, the brain is still maturing into our mid-twenties and is still sensitive to experiences and environments. This means that adolescence is a period of both biological risk from toxic stress, and biological opportunity to strengthen the neural circuitry underlying coping skills and resilience. Come and hear about how brain science and the theory of Trauma Informed Practice comes to life in a large urban high school. Consider how strategic implementation of a whole school approach to resilience building at Crescent Heights High School in the Calgary Board of Education has impacted student learning outcomes for all students.
Keynote – Part 2:
Intentional Connections: Applying the Science and Theory of Trauma Informed Practice at Crescent Heights High School
Laureen Laureen Lailey & Jennifer Edmondson-Neily
Layers of Success – Improving Student Achievement and Teacher Efficacy
This session will explore the layers of structure and support within Innisfail High School that fostered a culture of success, for both students and staff. The presenters will share how their guided learning time for students, instructional leadership model for staff, collaborative response model approach to student support, and other nuances make Innisfail High a successful school.
Leveraging Connections to Create Brave Dialogic Spaces and Invitations to Learning
What are the foundations necessary to creating a classroom space filled with student dialogue? How do we overcome resistance? How do we commit to trying when it needs tweaking or doesn’t seem to be working? How do we capitalize on student desires for connection to raise the level of their risk taking and collaboration?
Mental Health Capacity Building
An overview of AHS Mental Health Capacity Building In-School Initiative to explore a universal approach in promoting positive mental health in schools. We will draw on the extensive work of the 44 programs operating across the province with up to 10 years’ experience to highlight creative examples of successful programs, initiatives or events incorporating mental health at the high school level from within a variety of school settings.
Programming for English Language Learners in High School
This session will highlight how to program for ELLs specifically in High School and when they enter Canada at the age of 15-18 years old. Courses to offer, how to access these courses, detailed yearly plans and transition plans will be shared.
Quotes Shared at the Fall Collaborative
Redesigning High School Math
Math teachers are notoriously rule followers, and math as a subject is looked at as inflexible and rigid. How do you implement flexibility in math class? How do you “flex” and not feel out of control? Learn how Peace Wapiti Academy math teaching has changed since we became a “flexible” school 10 years ago. We will share some of our best “redesigned” practices from all high school levels: K&E, -3, -2, -1 and Calculus classes, in a number of areas including assessment, presentation and student engagement.
Relationship Matters – Building a Positive School Culture
Keith MacQuarrie and Joline Wood
How can changing from punitive to supportive school structures and effectively utilizing restorative practices transform a school? Where do you start if you want to build a school culture that supports student success? Two principals will share their experiences of building a positive school culture that drastically reduced dropout rates and major incidents, and increased graduation rates and student success indicators.
School Career Connection Teams: Successfully Transitioning Students to Post-Secondary and the World of Work
Five years ago, Chinook’s Edge School Division was celebrating high graduation rates across its high schools. However, post-secondary transitioning data was not following the trend of improvement. A Career Connections Scope & Sequence document evolved and supported schools in mapping out the key work across Grades 9 to 12. This work included utilizing flex time, creating advisory-style teams, increasing staff capacity, etc. Division level and school level career connections work has continued to use data to strengthen practices, increase staff knowledge of careers, industry and post-secondary. Particular attention has been given to understanding the Trades industries, apprenticeship and the rigor needed for students to be successful in these areas. Close partnerships with Olds College and Red Deer College has enhanced this work and improved practices to better prepare students for the academic requirements of trades learning.
Join us as we dive into the data collected from students who shared their wisdom and insights on how we can better support mental health in schools. This session will look at mental health as a prerequisite for learning and describe a process that can be used to engage the voices of our children and youth in a meaningful way. How will we know how best to support our students? What if we just asked them? Tapping into the lived experience of our students can lead to new understandings and can guide our policy and practice.
Teaching and Learning High School Science: Moving Past “Chalk and Talk”
The last thirty to forty years of science education research has clearly shown that traditional methods of instruction (i.e. “chalk and talk”) are largely ineffective in producing real, lasting changes in students. Come and pick up some ideas on how to turn a high school science class into one that supports interactive engagement, promotes a culture of learning, and results in authentic learning.
The High School Completion Tool Kit: Working Together to Support Students at Risk of Not Completing High School
When families, schools, and community organisations work together to weave a web of support around vulnerable youth, it significantly increases the likelihood of high school completion. Leadership matters in designing these powerful and effective cultures of collaboration. In this session for school leaders, we will use the High School Completion Tool Kit to explore how to design collaborative cultures in schools that support school completion along a continuum of supports – from prevention, to identification, to intervention and specialised supports.As schools work in partnership with parents, students, internal partners, and community organisations, this tool offers structures for on-going planning and communication.
Using Assistive Technology to Support Programming, Engagement & Work Study for Students with Significant Disabilities
When families, schools, and community organisations work together to weave a web of support around vulnerable youth, it significantly increases the likelihood of high school completion. In this session for school leaders, we will use the High School Completion Tool Kit to explore how to design collaborative cultures in schools that support school completion along a continuum of supports – from prevention, to identification, to intervention and specialised supports. Designed for use by school teams, the Tool Kit supports leaders in designing their own comprehensive process for supporting youth at risk of not completing high school. As schools work in partnership with parents, students, internal partners, and community organisations, this tool offers structures for on-going planning and communication.
Using the Principles of Design to Create a Culture of Learning
This interactive session will focus on applying the principles of the Design Process to facilitate school planning and staff learning. The session will walk participants through the processes used to collaboratively build a shared purpose and vision, outlining the standards for High Quality Learning and Teaching aligned with the Teacher Quality Standard (TQS), Guide to Education and Administrative Procedures. This learning centered approach is designed to support the needs of all stakeholders using a triangulated approach to collecting evidence and guide professional learning.
Working with Indigenous Students
This presentation provides an overview of factors which influence Indigenous student success in Alberta’s education system, including the importance and impact of embedding cultural identity in the classroom; the importance of culturally relevant teachings; and the importance of culturally competent educational leaders and staff.