School District 23Collaborative Model of Support – Partnership Project with SD23:

It is time to work differently in our schools to better meet the needs of our diverse learners. Central to the success students’ learning experiences are teachers who act responsively and intentionally based on a sound research regarding quality teaching and support for diverse learners. In this project educators are part of a collective of professionals who work collaboratively to ensure the learning needs of each individual are met. In order for the power of this collective to work, schools and classrooms that adopt a belief system that embraces inclusion and incorporates differentiated strategies and structures that enable all learners to thrive. Through collaborative planning, teaching and reflection educators respond to the diversity of learning in their classrooms. Teams from elementary, middle and secondary school teams come together several times a year to further develop and share their Collaborative Models of Support. Approaches explored include School-Based Teams, Collaborative Teaching, Class Reviews, Universal Design for Learning, and Backward Design (Understanding by Design).

Screen Shot 2014-02-10 at 2.17.04 PMChanging Results for Young Readers (CR4YR)

  • Facilitator of School District 10 (Trail) Team

The goals of the Changing Results for Young Readers initiative is to increase the number of BC children who are engaged, successful readers. The initiative will use current research and an understanding of what fosters reading success.

Every student has the potential to be a successful reader and teachers work hard to allow every student to participate in literacy activities. Teachers create an environment rich in language, oral expression, respect and understanding. They work on developing not only reading skills but also thinking skills, including self-awareness and self-regulation, which act as gateways to reading. They provide meaningful reading materials that appeal to different interests. And they provide choices about when and where to read and how to use and extend what students learn from reading.

Successful early reading is not just a matter of teaching children how to read but also of building an environment that fosters and supports strong literacy skills. That means teaming with schools and families to build a community of reading, within and beyond the classroom. Perhaps more than anything, it means supporting learners to be proficient readers and most importantly, experience the joy of reading.

Every child can learn to read, and every child wants to read. In partnership with teachers, districts, families, communities and students themselves, our goal is to give them that opportunity.