Topics to help us understand:

-What is trauma?

-How does trauma affect cognitive abilities?

-How do we identify trauma related behaviors?

-What are trauma informed practices?

-What are Adverse Childhood Experiences (ACEs) and how do they impact students?

-Behaviorism

-What is included in the definition of trauma (racism, bullying, poverty, community violence, and peer victimization)

-Understand the role the environment plays in creating trauma and helping to overcome trauma.

Topics to understand: gifted identification, social/emotional implications

Benefits:

1. Tailored instruction

2. Intellectual peer interaction

3. Excelleration

4. Opportunities for enrichment

Barriers:

1. Resource allocation

2. Isolation from diverse perspectives

3. Stigma and social dynamics

4. Teacher preparation and PD

5. Identification challenges

Culturally Relevant Pedagogy

• What is Culturally Relevant Pedagogy?

Culturally Responsive Teaching

• What is Culturally Responsive Teaching?

• What is the effect of classroom removal on scholars?

• What are the effects on the classroom with scholar removal?

• How do you create a classroom community?

Gloria Ladson-Billings

DR. Chris Emdin

Zaretta Hammond

Daily physical activity is important for all students. It should be a right and not something that is used to reward or punish students.

• adequate time for daily recess

• access to school sports that is not limited by grades

• frequent P.E. classes

• after school programs that are based on physical activity

How can UDL be applied to support student success with DP assessments?

Theories concepts, topics that help to understand the question:

Resources:

• IB policy, standards and practices

• UDL/CAST

Final IB assessments do not allow flexibility due to the need to uphold the integrity of IB, however there are options for self-assessment of development of student's aspects of the learner profile....ultimately this is what matters in to context of an IB education to the individual as a member of a global community. This is also important in the context of university admissions with interviews making up a greater component of the application process.

UDL strategies can be incorporated into class assessments to allow students to experience success and develop determination, resilience, confidence and self-esteem.

Why do students with documented deficits have to do high stake Testing?

Topic:

Obstacles: LRE, reasonable accommodation of single test score.

Consequences: Dropping out, retention, Alternative H.S diploma or certificate.

Lack of opportunities

No federal law to restrict standardized assessment for students with disabilities.

Inquiry questions for school leaders:

What does a school look like, sound like and feel like when we promote reflection, honour the community and support authentic collaboration among staff, students and parents?

What does a classroom look like, sound like and feel like when it is inclusive and when instruction is responsive to the full range of student diversity?

What further information would be helpful in considering cultural relevance and cultural responsiveness in our school?

How do we work with our communities to help everyone appreciate the importance of culturally responsive teaching?

What is the impact on our students when we do not acknowledge the complexity of culture and difference?

Outcome:

-Opportunities for students to think critically about inequities in their peers and own experiences.

-Hands on learning experiences

-None of the above translates to testing.

-Everyone takes away a different perspective from their experiences learning.

Topics to understand: Prerequisites for kindergarten, teacher shortage, SWD and ML

Barriers:

-Time

-Prerequisites

-Professional learning

-Low expectations

-Teacher Shortage/turnover

-Preparation/Engagement