CATCA 2022

In this session, we will explore edtech tools that will level the playing field for students with disabilities in online, hybrid, or traditional classroom settings. We will check out and use accessibility with immersive reader, office lens, and websites that will save you teacher time when it comes to differentiating content! These accessibility tools will knock your teacher's socks off!

Meeting the needs of all our learners in an inclusive classroom can be challenging! More and more students are dealing with traumatic experiences that can make it more difficult to learn. We as educators can be the most significant connection for many of our students. Ensuring our students are “Ready to Learn” requires a Christ Centered Trauma Informed approach. It is not a program, but a transformation of the heart. When we recognize and meet a student’s unmet need(s), we are setting them up for success and the academics will follow. Weaving the works and key messages of Dr. Jody Carrington, Jimmy Casas, David Wells, Pope Francis and more, Patti and Rebecca will share the journey of one school becoming a Christ Centered Trauma Informed community.

Wahkohtowin is a Cree word which denotes the interconnected nature of relationships, communities, and natural systems. Its literal meaning is "kinship", but it is often used to refer to Cree law, or Cree codes of conduct. Participants will explore this idea of wahkohtowin in a sharing circle format and have the opportunity to discuss and ask questions. Learn how this Indigenous world view can be reflected in your classroom and supports your foundational knowledge.

Now more than ever, we are witnessing the impact of trauma on the students and families we work with, and on ourselves as educators. Thankfully, the news isn’t all bad. There are strategies we can use to enhance and adapt our existing practices to respond to trauma needs within ourselves, our students, and our colleagues. In this session you will be introduced to the principles of trauma-informed practice through stories and examples of how schools in Alberta and around the world are implementing them into their classrooms. You’ll leave with practical strategies you can implement right away, and you’ll likely learn that a lot of what you’re already doing as an educator is trauma-informed.

Kindergarten gets it - artifacts from our lives and experiences hold our values, identities, and stories. So how do we bring this time-honoured elementary practice into a high school classroom, and what happens when we do? In this session, we will explore the use of semiosis in the high school classroom, and the ways artifacts can create and hold space for and work with learners’ skills at which they level are entering your secondary classroom. Learn processes that you can use Monday morning to enhance the visibility of your students’ ideas and support their academic learning alongside their social and emotional development. Visual and oral presentation scaffolding and skills build fluency and understanding to improve written, recorded, or performed end products, while preparing your students for 21st Century communication and work.

Engaging students in learning whether it is online, hybrid, or traditional doesn't have to be hard or time-consuming. During this session, we are focusing in-depth on 3 educational technology tools that are versatile, cost-effective, and will give you a quick win every time. We will explore TeacherMade, Canva EDU, and Wakelet! Join me for this hands-on session! First, do you have a stack of worksheets piling up? Don't want to retype them all? With the magic of teachermade, you don't have to! We explore how teachermade can pull your worksheets into digital PDFs that are ready to roll! Then we will put a new spin on presentations and content delivery with canva edu. Tired of the same old same old when it comes to content delivery? Try canva edu on for size there is so much more to it than just infographics! Lastly, we will explore wakelet as content curation and creation tool. Learn how to use this tool with your students to collaborate and connect with content in new ways. Join me for this engaging and hands on session as we explore these tools, how to use them, and why we should think about educational technology as another tool in our teacher toolbelt.

In this session, we will discuss "What are Executive Functions?", how executive functions impact learning and how we can equip our students with a take away toolbox (including games, strategies for inattention, brain breaks, notetaking strategies etc.). We will focus on students building a tool box that allows them to plan and organize, set goals, problem solve, and EXECUTE.To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

Does SEL have to be a separate block in your class schedule? Shouldn't it be easily woven into daily classroom practices? Check out some strategies and activities that can be implemented throughout the day within your core subjects to make SEL apart of your everyday classroom. To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

Using children's books is a great way to teach SEL (social-emotional learning) skills in your classroom, both in-person and virtual. In this session, attendees will learn about different SEL children's book series and various strategies to promote social-emotional learning with them. You'll leave feeling more confident in your understanding of how to incorporate and teach SEL skills using books. This is a pre-recorded session that is offered by TYHO (Teach Your Heart Out)To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

This session will engage teachers and principals in an understanding of how students' brains are impacted by trauma and how we can create safer spaces for students to learn. By addressing our modern pedagogical approach to teaching we can work more emphatically with students and create better learning environments for students. We will discuss the impacts of trauma on development, assessment, and teaching skills to better engage students living with trauma.

Learn the steps of documentary filmmaking through the case study of the 48 Hour Film Challenge. Alexis Marie Chute, award-winning filmmaker, will share her process of creating her documentary short, “Of Love & Light,” during the 48 Hour Challenge in 2021. Alexis will cover developing a shot list, storyboarding, writing interview questions, preparing equipment, working with a team, scheduling the shoot, sourcing music, and editing. The 48 Hour Film Challenge inserts a “Key” when the clock begins of things that must be included in the film. Alexis will share how she incorporated those elements on the fly.

“Of Love & Light” interviews nineteen-year-old Edmontonian Jordan Stonehouse whose mother, Lisa, died at the age of 52 at the University of Alberta Hospital following complications due to AstraZeneca vaccine-induced immune thrombotic thrombocytopenia (VITT). Lisa was the first case of VITT in Alberta.

The video, which has received an award from the Association for Media and Technology in Education (AMTEC), is intended to educate young people about refugees, to help them to identify and understand the discrimination that refugees face, and the effect it has on them. Some of the biggest obstacles to acceptance - entrenched prejudices and discrimination are discussed. A Video User’s Guide and a Teacher’s Guide (available on ACLRC's website aclrc.com), give educators background information on refugees and the refugee experience, on international laws which protect refugees and Canadian laws which protect everyone against discrimination. A former refugee will be in attendance.

Creating a Healthy School Community is not unlike building a puzzle. It takes time, and patience, and if any pieces are missing it's such a bummer! Discover how you can best build your healthy school puzzle through the Canadian Healthy School Standards. In this session, participants will meet the Canadian Healthy Schools Alliance and explore the Healthy School Standards. What are they & how do they look, live and breathe within the school system?

Participants will be introduced to a smudging circle. They will learn about the different smudges that are utilized in the different nations of Turtle Island. Each smudge utilized is also a medicine. Participants will learn more about these plants as medicines. To smudge is to bring balance of mind, body and spirit and to make a connection to the Creator. Smudging circles are a way to start a talking/sharing circle.

Kid s are naturally curious about the world around them. Tap into that curiosity by blending Science into your everyday instruction. This is a pre-recorded session that is offered by TYHO (Teach Your Heart Out).To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

The Rick Hansen Foundation School Program (RHFSP) believes in the importance of teaching youth about equity, inclusion and empowering students to be difference makers – we hope you do too! Learn how the RHFSP can support you in confidently covering the topics of inclusion, accessibility and disability awareness with your class. Our program offers educational resources for youth in kindergarten to grade twelve on these important topics while meeting provincial curriculum outcomes. Our lessons are designed to be easily-implemented into current lesson planning, and are available in different formats to meet your class' needs. Join us for a resource-filled session and take advantage of our unique offerings available to you, such as our engaging and impactful Ambassador Presentations!

The role of the teacher in an inclusive classroom can sometimes be a challenging role with a wide range of expectations. This session will engage teachers in a reflective dialogue focusing on elements that they can build upon in their current classrooms, along with the importance of establishing a collaborative school team as a key component for teachers to share their expertise, strategies and problem-solving. This session is intended to reinforce the teacher’s strengths and encourage them to consider possible ways to extend their practices to ensure equity for all students.

Join Willem as he shares his experience through the child welfare system, whilst navigating his own educational journey. Learn how he leads through resilience despite hardships he’s faced along the way. Willem Fraser creates an intimate experience with his audience. He will impart the audience with in-depth knowledge and understanding of strategies to support vulnerable youth through their educational journey. He hopes to empower educators through a hopeful message that they can support youth from various walks of life to become leaders of resilience too.

In recent years the importance of child and adolescent mental health has been discussed in many forums, including within the education sector. Interest in mental health supports has also increased as a result of the Covid-19 pandemic. As well, suicide has been identified as a leading cause of death for Canadian youth and building mental health capacity is a responsibility of all human services sectors to comprehensively address suicide prevention and intervention.

School staff play a vital role in the identification of mental health concerns, including the identification of risk for suicide and supporting youth to seek help when expressing suicidal thoughts or behaviour. Over the course of a career working within a school setting, it is not unusual for a school staff to experience an instance when they need to meet the immediate mental health needs of a student and/or maintain their safety. However, school staff often report feeling uncertain about how to best support a student in these circumstances.

A School-based Suicidal Ideation Response Protocol (SI Protocol) was launched in August 2019 by Alberta Health Services and is highlighted in the Alberta Government’s Pathways to hope: best practices in suicide prevention for Alberta schools (April 2020). It offers a standardized and structured approach for all roles within a school, whether school teachers/support staff, school mental health providers, or school administrators. The protocol contains a step-by-step process for responding to a distressed student, with activities that are appropriate to the person’s role and training. Implementation of the SI Protocol is supported by online training (freely available through the Alberta Health Services Mental Health Online Resources for Educators website; https://more.hmhc.ca).
The SI Protocol can be adopted by an individual school staff member, a school, or across an entire school authority. Between 2019 and 2021 a number of school authorities across Alberta have implemented the SI Protocol. They have provided positive feedback about its impact to date.

This presentation will provide an overview of the SI Protocol, describe the benefits experienced by early adopters, and highlight the evaluation findings to date. It will also outline the results of recent research related to completely suicide risk assessments virtually and what to pay particular attention to.

This presentation will benefit you if you:
- are interested in support child and adolescent mental health in education settings,
- are interested in improving your comfort or confidence in addressing suicidal ideation,
- want a better understanding of the roles and responsibilities within a school setting related to suicide intervention, and
- want to provide the most appropriate response for a student and their family.

Everyone has their own experiences and perspectives on racism and racial discrimination; we all have biases, and it is important to understand how these play out in our daily work and personal lives and how they may influence (albeit unconsciously) our interactions with others, especially students, co-workers and parents. This session will be a brief introduction to Alberta Civil Liberties Research Centre's "Understanding Anti-Racism and Racial Discriminations" workshop which is usually a minimum of 4 hours long and covers racism, the difference between racism and racial discrimination, the importance of discrimination and human rights law, terminology associated with racism and anti-racism, how unconscious biases and assumptions could affect your interactions with others, and some actions you can take.
We have presented this 4 hour workshop to many schools in Alberta and are currently working with the Anti-Racism Committee of a School District.

Using an interactive learning style test to differentiate instruction to all learning styles. Attendees will learn how to infuse pop culture, sports, and real-world experiences into lessons, as well as how to use each class’ unique culture to create meaningful lessons. J.R. Rivera will also discuss how to reach the unreachable students.To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

Special education systems and accommodations should be used to advance student learning. However, if we are not careful, it can stifle the students that we hope to help. Explore best practices to help ensure a positive meaningful, educational experience for students with disabilities in a variety of settings! To have access to this video you will need sign up with the following Google Form:https://forms.gle/UsdgGceaxX5mrMRx6

Session: Who are our English Language Learners?
The purpose of this session is to give teachers the background knowledge necessary to help support the needs of the ELLs in mainstream classes. A holistic understanding of who these students are and where they are coming from will enable teachers to form more meaningful connections. While we are not focused on any one particular ethnic or language group, we will include information on Islam as many of our new students are devout Muslims. Our topics will include the family culture and home environment of our families. We will touch on the causes for their migration to Canada and some of the adverse experiences that led to that move. We will discuss student and familial attitudes toward school and behavioural expectations. In addition, we will talk about the diversity of these students’ formal education before coming to our school district. Finally we will discuss some divisions teachers may notice playing out in their classrooms. We are happy to provide additional information on our presentation if that would be helpful in this process.

This session is designed for participants to explore several authentic recommended Métis educational materials that help to create teachable moments and provide foundational learning opportunities. Building your foundational knowledge about Métis will empower you to select authentic, accurate resources that honour distinct Métis perspectives. Together we will explore resources designed by Métis educators that integrate Métis voices into purposeful lessons and engaging activities.

This workshop explores the impact of Family History and Genealogy studies on students. Learn how to research your ancestors and /or your students' ancestors. In addition, activities and resources will be shared to use for icebreakers, for Art, Science, Language Arts or Social Studies or Second Language units. DNA, genetics, immigration, Indigenous and Residential School Records, student surnames, are just a few of the topics to be explored. If you are new to Genealogy, or wish to further develop your interest, join me to expand on varied ways to engage, connect and impact your students. Information on classroom and school grants will also be provided.

What works for all students in the inclusive classroom? This entertaining session will provide teachers with a smorgasbord of instructional tips and tools designed to engage reluctant learners. You will also be introduced to some universal strategies that work well for all students. Once we understand these students and their struggles, we can teach the way they learn. Come learn practical tactics and effective approaches that work with struggling students. While many of these strategies come from the field of inclusive education, they are beneficial for all students.

Every year, we participate in Remembrance Day in our classrooms and in our schools. We do art projects, we write, we attend a ceremony, we reflect, and we remember.

The wars that many of us learned about as children continue to get farther and further away from our current day, and new wars and conflicts continue to happen. Does our teaching and school cover or do the same things on this topic or at this time every year? Do our classroom experiences extend beyond Remembrance Day to cover refugees and current conflicts?

This presentation examines picture books, novels, online sites, and virtual and physical learning experiences to bring to your classroom or school for both Remembrance Day and beyond. Diversity of perspectives is given special consideration.

In this workshop participants will explore concepts and terminology regarding gender and sexual diversity. We will look at best practices for teachers to create a safer and more welcoming school for all students as well as strategies for addressing homophobia and transphobia in their classroom. Teachers will also discuss methods for developing allyship skills within their school as well as the community at large.

Riding the pandemic waves has taken a toll on all of us. While there is no “one size fits all” approach to supporting staff and students alike, the Maverick Good Life committee at Charles Spencer High School in Grande Prairie has been developing a program grounded in the CASEL framework and and other resources to create opportunities for staff and students to better understand and meet our personal and professional social emotional needs. In this session, we’ll share some impactful practices and discoveries, as well as easy-to-use practical resources that you can use to create opportunities for connection, build cultural practices of belonging, and hold space for celebration in your school and classroom.

What key elements provide the greatest leverage when leading for equity?

Four key elements that are pivotal to leveraging equity for all will be discussed in this thought-provoking session. School leaders will be invited to reflect on their existing school structures and investigate innovative ways to further promote an inclusive culture. We will begin by discussing the importance of establishing an inclusive culture and specific strategies that include students, staff, families and the community. The intentional layering of teams to support all students will be explored, along with the creation of a schedule that supports success for all. The session will conclude with instructional leadership strategies to support staff in an inclusive school.

Why is taking notes so hard to teach… writing everything down or highlighting is good, but doesn’t help us remember. Why do so many students study by reading… If you don’t have a pen in your hand, you're not thinking, you're reading. My father found a system early in his teaching career which he used as the basis for one of simplest systems to both empower students to THINK and STUDY material, and provide study notes to students that help them learn material, not just read it over. This incredibly versatile system is adaptable for group work notes, lecture notes, research notes, meeting notes, character and plot development, science and math notes, rapid essay planning for exams, elementary story planning… AND, it becomes a map to follow, allowing students to now focus on the art of writing instead of wondering where the story should go next. I fought learning the system as a teen until I had to write a 50 page essay in university. Bring some 11x17 paper and get ready to learn a simple system that everyone who uses it, ultimately adapts the concepts to their own style and needs. One side of one piece of paper... this will become your new mantra.

This session is designed to help mainstream teachers build confidence in working with our ELLs. We will stress the importance of forming relationships with these kids. This includes adopting culturally responsive teaching practices and meeting students where they are at. We will provide teachers with skills and resources they can use every day. Specific topics include:
-activating prior knowledge
-culturally responsive teaching
-use of images, graphic organizers to support learning
-differentiating for ELLs in your mainstream classes
-assessment strategies
-the importance of trust and understanding, based on the science of how we learn and deal with trauma
-how trauma can affect learning and memory (particularly in young adults)

Global evidence suggests that children, parents, and families are presenting to all levels of educational systems with increasingly complex psychosocial needs from a variety of forms of trauma. Therefore, future success of classrooms of all ages will be dependent on the need for continually seeking out creative trauma informed interventions.

This workshop will include discussions from both a trauma informed therapeutic parent and a trauma informed family counsellor to link specific trauma informed literature bases for students of all ages. Strategies and interventions discussed will be suitable for implementation level for both individuals students as well as entire school systems.

Working with children and teens struggling with challenging behaviours can be a very difficult and stressful part of teaching. Collaborative Problem Solving® (CPS) is an evidence based, trauma informed, neurobiological approach that provides a philosophy and tools for working with children and youth with challenging behaviours. This session is an introductory training on CPS. During the session we will explore what causes challenging behaviours and provide an overview of the three key components of the approach. This training is a foundation for professionals and parents interested in learning more about CPS.

Games and culturally relevant stories that deliver a lesson can capture our students' imagination and inspire emotional engagement while also providing context for the lesson. We will cover how to use cultural stories and gamification in your classes or staff training program to improve engagement, comprehension, and retention – as well as active utilization of the new information. Step by step how-to can make your teaching more emotionally engaging starting tomorrow.

Key Takeaways:
* How and why culturally relevant stories improve interest, comprehension, and retention of the lesson
* How to improve emotional engagement in your classes using cultural stories and gamification
* Key components of a good cultural story to inspire your students
* Tips on integrating cultural stories and gamification into your classes starting tomorrow and see the difference immediately

A lack of emotional engagement is a significant factor in attention span as well as interest level on the part of the student – in both virtual and in-person learning environments. We have all heard students say “when will I ever use this?” or “this is so boring” because they feel that it doesn’t apply to them or their interests. However, there is a way to captivate their interest and inspire excitement.

Three powerful motivators for passionate learning and any having an enriching experience are: Autonomy (the ability to choose how you navigate a situation), Progress (and sense of improving in your performance), and Belonging (being a part of something that is bigger than just you).

Culturally relevant stories provide context for experiences, motivate students to learn more about the subjects being explored, and create ownership over the outcome due to a sense of belonging to something larger than themselves. Gamification (adding game elements to a lesson) helps focus students by providing a strong sense of tangible progress as well as a level of autonomy in how they navigate the event.

Teachers and curriculum designers are provided with step-by-step instructions on how to design, plan, and run story-based "adventures" that excite students and provide applicable context for the experience or lesson.

Games and culturally relevant stories that deliver a lesson can capture our students' imagination and inspire emotional engagement while also providing context for the lesson. We will cover how to use cultural stories and gamification in your classes or staff training program to improve engagement, comprehension, and retention – as well as active utilization of the new information. Step by step how-to can make your teaching more emotionally engaging starting tomorrow.

Key Takeaways:
* How and why culturally relevant stories improve interest, comprehension, and retention of the lesson
* How to improve emotional engagement in your classes using cultural stories and gamification
* Key components of a good cultural story to inspire your students
* Tips on integrating cultural stories and gamification into your classes starting tomorrow and see the difference immediately

A lack of emotional engagement is a significant factor in attention span as well as interest level on the part of the student – in both virtual and in-person learning environments. We have all heard students say “when will I ever use this?” or “this is so boring” because they feel that it doesn’t apply to them or their interests. However, there is a way to captivate their interest and inspire excitement.

Three powerful motivators for passionate learning and any having an enriching experience are: Autonomy (the ability to choose how you navigate a situation), Progress (and sense of improving in your performance), and Belonging (being a part of something that is bigger than just you).

Culturally relevant stories provide context for experiences, motivate students to learn more about the subjects being explored, and create ownership over the outcome due to a sense of belonging to something larger than themselves. Gamification (adding game elements to a lesson) helps focus students by providing a strong sense of tangible progress as well as a level of autonomy in how they navigate the event.

Teachers and curriculum designers are provided with step-by-step instructions on how to design, plan, and run story-based "adventures" that excite students and provide applicable context for the experience or lesson.