Pre-Recorded sessions are still being determined. Please check back in January 2022 to see a full listing of pre-recorded sessions!

The 2021 pre-recorded sessions listed below can be accessed through the Collaborative Response Membership site.

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• General (G)
• Collaborative Structures and Processes (CSP)
• Collaborative Planning (CP)
• Collaborative Team Meetings (CTM)
• School Support Team Meetings (SST)
• Case Consult Team Meetings (CCT)
• Data and Evidence (DE)
• Continuum of Supports (CS)
• Digital Solutions (DS)
• District Coordination (DC)

General (G)

G-1 - Developing a Ready, Fire, Aim Culture Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning Building a collaborative, responsive culture is essential to consider when implementing Collaborative Response. Lorna will share the mindset of "Ready, Fire, Aim" which provides the opportunity to engage in the process of change with courage and acceptance.

G-2 - Supporting At-Home-Learners through Collaborative Response Kim Wedman - Learning Services Coordinator, Wild Rose School Division This year has been like no other. Meeting the needs of students and families at home requires flexibility, communication, and meeting families and students where they are at in a non traditional school environment. Join Kim in celebrating the journey of supporting at home learners with Collaborative Response to help students in their success.

G-3 - Creating a Culture of Collaboration and Continuous Improvement in a Virtual Learning Environment Tara Tanner - Divisional Principal, Livingstone Range School Division Pursuits Program; Sandi Harrower - Early Learning Supervisor and Learning Coach, Livingstone Range School Division Pursuits Program Many divisions have had to shift to providing a virtual learning environment for students this year. This session will examine how one school has used this opportunity to create a collaborative staff culture centered around student learning. Ideas will be shared around how to engage your staff in understanding and sharing current pedagogical practices using a collaborative response framework.

G-4 - Establishing Collaborative Response Teams for an Online School Colin Desnoyers - Lead Coordinator for Lakeland Catholic Online Learning, Lakeland Roman Catholic Separate School Division; Pamela Guilbault - Deputy Superintendent, Lakeland Roman Catholic Separate School Division; Julie Chorney - Online Teacher and Literacy Coach, Lakeland Roman Catholic Separate School Division This session will guide participants through creating a Collaborative Response for their online school and staff, based on our experiences in Lakeland Catholic. In this recording, we will highlight 1) How to establish a culture of collaboration in an online school setting, 2) The process of learning it together as a team of online staff, and 3) Taking Collaborative Response to the next level.

G-5 - Refining Collaborative Response Through a Team Approach Todd Samuelson - Principal; Annetta Labash - Classroom Support Teacher; Erin Sand - Classroom Support Teacher, Alexandra Middle School, Medicine Hat Public School Division In this session, Todd, Erin and Annetta will share how a new admin team at Alexandra Middle School re-established a leadership team and used a workshop model to ensure the foundational components were in place to reignite the work coming into a new school year.

G-6 - Diving into Collaborative Response at a K-6 School Alli Martin - Assistant Principal, AB Daley School, Livingstone Range School Division; Jason MacDonald - Classroom Teacher, AB Daley School, Livingstone Range School Division In this session, we will share the beginning steps that we took in our Collaborative Response journey. We will describe the process we took in learning about Collaborative Response and how we began to incorporate aspects to enhance our school's Learning Support Structures. We will also share some successes and challenges that we encountered.

Collaborative Structures and Processes (CSP)

CSP-1 - Understanding the Importance of Norms for Collaboration Collette Sylvestre - Learning Associate, Jigsaw Learning Establishing norms is a critical process for collaborative teams hoping to deeply reinforce what it truly means to engage collaboratively. In this session, Collette will discuss the purpose of team norms and explore the shift in direction meetings can take when norms are not established, reviewed and refined over time.

CSP-2 - Developing Effective Team Norms Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning Team norms provide the foundation for how teams agree to work together. Lorna will share a defined process for developing team norms which honors each individual's beliefs while recognizing and naming the commonalities between all team members.

CSP-3 - Impact of Layering Meeting Structures Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning There are four foundational layers of team meetings that are essential for ensuring the needs of all students are met. Lorna will share the layers of structures and how each layer serves a distinct purpose.

CSP-4 - Étayage de la structure collaborative Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Pour répondre à la diversité des besoins des élèves il y a quatre types de rencontres collaboratives essentielles. Lors de cette session Nancy expliquera ces types de rencontres et offrira des outils pour en assurer leur efficacité.

CSP-5 - L'impact des célébrations dans les rencontres collaboratives Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Lors des rencontres collaboratives les célébrations sont importantes! Lors de cette session Nancy expliquera comment maximiser l'impact des célébrations pour alimenter les pratiques des enseignants.

CSP-6 - A Unique Approach to High School Teams and Timetabling Chris Adamson - Vice Principal, Innisfail High School During this session Chris will walk-through his unique approach to creating successful collaborative high school teams. Flexible high school timetabling to assist the approach will also be discussed.

CSP-7 - L’importance de l’organisation et de l’action dans une rencontre collaborative Barbra Deskin - Conseillère pédagogique, Conseil scolaire Francosud Lors de cette session, on vous présente comment bien partir une rencontre collaborative avant même que la rencontre commence et comment se mettre à l’action par la suite.

CSP-8 - Embedding Time for Effective Collaboration and Communication Lynnette Anderson - Principal; Kerri O’Connell - Inclusive Consultant; Jessica McCourt - Learning Coach; Amber Nicholson - Assistant Principal (École Monsignor William Irwin School, Edmonton Catholic Schools) Educational assistants play an important role in supporting our students. A successful collaborative partnership is achieved by providing time for teachers and educational assistants to define roles and responsibilities, as well as meet regularly with the learning team to respond to students’ needs. In this session, team members at École Monsignor William Irwin School will share some tools and strategies to guide your team meetings.

CSP-9 - Comment faire fonctionner l’approche collaborative dans une petite école francophone en milieu minoritaire Barbra Deskin - Conseillère pédagogique, Conseil scolaire Francosud Dans cette capsule vidéo nous vous présenterons deux exemples d’écoles francophones et leurs structures de l’approche collaborative. Nous allons explorer les horaires et les fréquences des rencontres ainsi que les divisions des groupes impliqués dans le processus afin de vous montrer qu’il existe une variété de façons de vivre l’approche collaborative dans nos écoles.

CSP-10 - The Importance of Celebrations for Student Focused Team Meetings Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning When meeting to respond to the needs of students, starting with celebrations is about more than just starting off the conversation on a positive note. In this session, Kurtis will explore the impact an intentional focus on celebrations can have on school-wide collective efficacy across the organization.

CSP-11 - Timetabling for Embedded CTMs: Going 'Outside the Box' Lorna Vardy - Principal, Darwell School, Northern Gateway Public Schools; Nicole Bruvold, Classroom Teacher, Darwell School, Northern Gateway Public Schools; Nadine Power, Classroom Teacher, Darwell School, Northern Gateway Public Schools Working in a small school and trying to embed time for Collaborative Team Meetings? There is no 'one size fits all'. Take a peek to see the variety of ways we have made it work in our K-7 school.

CSP-12 - Collaborative Structures & Processes: Layered Meeting Structure Visuals Marilyn Schmitke - Learning Associate, Jigsaw Learning In this session, Marilyn will share how the development of visuals help staff identify, clarify and scafold the layers of meetings within a Collaborative Response.

CSP-13 - Collaborative Structures & Processes: Establishing Collaborative Meeting Spaces Marilyn Schmitke - Learning Associate, Jigsaw Learning In this session, Marilyn will share considerations for designing collaborative meeting spaces that have been established to support staff collaborative meetings and planning. Several samples and resources will be shared.

Collaborative Planning (CP)

CP-1 - Timetabling for Collaborative Response (Elementary) Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning In this recording, Kurtis will share a fundamental mindshift needed when designing master timetables for collaboration and intervention, as well as share a number of samples and resources to support the refinement of timetables at the elementary level.

CP-2 - Establishing a Teacher Team Focus for Collaborative Planning Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning The layering of team meetings is an essential structure in Collaborative Response. In this session, Lorna will share how teacher teams establish team goals or inquiry questions, related to school priorities, to guide their ongoing collaborative work.

CP-3 - Ensuring Focus and Structure for Collaborative Planning Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning When engaging teams in Collaborative Planning, an intentional layer of Collaborative Structures and Processes, it is important to balance structure, focus and flexibility for teacher teams. In this session, Kurtis will share strategies and resources aimed at helping teams determine a focus for their Collaborative Planning time and then structure for their ongoing work.

Collaborative Team Meetings (CTM)

CTM-1 - We're Talking About the Same Students! Targeting Students for Discussion in Collaborative Team Meetings Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning When it seems that the same students are coming to the forefront at every Collaborative Team Meeting, you are ready to refine your processes! In this recording, Kurtis shares three next steps to consider to begin surfacing other students during the Collaborative Team Meeting. CTM-2 - Setting up the Structures Necessary for Effective Collaborative Team Meetings Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning The underlying structures foundational to Collaborative Team Meetings are critically important to their overall effectiveness. In this recording, Kurtis describes the essential elements to consider when establishing Collaborative Team Meetings. CTM-3 - Focusing on Key Issues in Collaborative Team Meetings Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning Focusing on key issues is absolutely fundamental to the fidelity and overall impact of the Collaborative Team Meeting on Tier 2 classroom practices. In this recording, Kurtis reviews this process and shares a number of resources to support a focus on key issues. Review a blog posting sharing further information about the shift to key issues. CTM-4 - What I've Learned About Collaborative Team Meetings for Online Instructors Colin Byers - Learning Associate, Jigsaw Learning Online instructors face unique challenges and opportunities when engaging in teams. In this session, Colin will explore how Collaborative Team Meetings can be utilized to improve instructional practices while meeting the diverse needs of online students.

CTM-5 - Building Capacity in Literacy through Collaborative Team Meetings Cheryl Gascoyne - Learning Associate, Jigsaw Learning; Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning With a school or district priority on literacy, building capacity through the process of a Collaborative Team meeting provides the opportunity to engage as a learner and an expert to support the literacy needs of all students.

CTM-6 - Les défis clés des élèves dans les rencontres collaboratives Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Cibler les défis clés est absolument essentiel pour maximinser l'impact des rencontres collaboratives. Dans cet enregistrement Nancy expliquera le processus pour cibler le défi clé et ainsi répondre aux besoins d'un maximum d'élèves.

CTM-7 - Introducing Collaborative Team Meetings - Lessons Learned Collette Sylvestre - Learning Associate, Jigsaw Learning In this session, Collette will share key lessons learned in starting Collaborative Team Meetings with staff, including the successes and ground that can be covered when they are set up effectively.

CTM-8 - Are You Ready? The Value of Pre-Meeting Organizers Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning In the Collaborative Team Meeting, the structures we put in place are highly intentional and ensure high levels of productivity and efficiency. In this session, Kurtis will share why the pre-meeting organizer not only ensures every team member comes prepared but in time, ensures the data helps to surface particular students for examination.

CTM-9 - The Role of Generative Dialogue in a Collaborative Team Meeting David Silcock - Educational Consultant, Collaborative Growth International, New South Wales, Australia “Collaborative inquiry begins when a group of educators commits to asking, exploring and answering a compelling question about their practice” (Adams, P., Mombourquette, C. & Townsend, D. 2019). In this session I will outline my experience of how successful Collaborative Team meetings draw upon elements of collaborative inquiry and generative dialogue to generative purposeful actions that benefit students and teachers.

CTM-10 - Collaborative Team Meetings: Maximizing Adult Roles Marilyn Schmitke - Learning Associate, Jigsaw Learning Ensuring diversity of thought in Collaborative Team Meetings is critically important when engaging in "what if" conversations. In this session, Marilyn will discuss the impact of having maximum adult roles involved in the Collaborative Team Meetings.

CTM-11 - Collaborative Team Meetings: Establishing an Annual Calendar Marilyn Schmitke - Learning Associate, Jigsaw Learning Collaborative Team Meetings do not happen "ad hoc" - they are strategically planned every 3-5 weeks throughout a school year. In this session, Marilyn will discuss how an annual calendar of Collaborative Team Meetings can bring focus, consistency, and alignment to your meetings.

CTM-12 - Collaborative Team Meetings: Implementing Meeting Roles Marilyn Schmitke - Learning Associate, Jigsaw Learning Distributing leadership in the Collaborative Team Meeting through the intentional use of roles can have substantial impact over time. Join Marilyn as she shares strategies to establish clearly defined roles for your Collaborative Team Meetings.

CTM-13 - Collaborative Team Meetings: Meeting Agendas and Notes Marilyn Schmitke - Learning Associate, Jigsaw Learning Not only is the structured agenda important in a Collaborative Team Meeting - so is the way in which we design our meeting notes document. In this session, considerations for Collaborative Team Meetings agendas and notes documents will be shared, along with templates and examples.

CTM-14 - Collaborative Team Meetings: Focusing our Actions on Tiers 1 & 2 Marilyn Schmitke - Learning Associate, Jigsaw Learning In the Collaborative Team Meeting, "so what are we going to do?" is one of the most important questions we can ask! In this recording, Marilyn will discuss how and why we need to focus our Collaborative Team Meeting actions on universal/classroom support at Tiers 1 and 2.

School Support Team Meetings (SST)

SST-1 - Continuing the Layering of Meetings - Focusing on Students with Individualized Needs through focused, action-oriented Discussion Lana Nogue - Learning Associate, Jigsaw Learning How do meeting participants maximize the effectiveness of a School Support Team Meeting? This session will examine how participants may ensure that discussion focuses on supporting the immediate needs of the student with individualized needs, supported by action items to be accomplished within a particular timeline. How to create a focused, effective and action-oriented discussion will be explored.

SST-2 - School Support Team Layer Lana Nogue - Learning Associate, Jigsaw Learning Do you find the discussion at CTM meetings is occasionally focused on a particular student with intensive needs, limiting the opportunity to examine key issues for a number of students? This session will examine the purpose, structure and team members that allow for in-depth discussion of students with more intensive needs that moves beyond the CTM meeting as an additional layer of support.

Case Consult Team Meetings (CCT)

CCT-1 - Case Conference Team Layer Lana Nogue - Learning Associate, Jigsaw Learning Supporting students with complex needs requires the collaboration of several team members. In this session, we will discuss how to bring in-school, district and external service providers together to create an action plan for an individual student with complex needs.

Data and Evidence (DE)

DE-1 - Developing a District Literacy Assessment Framework Cheryl Gascoyne - Learning Associate, Jigsaw Learning; Kim Wedman - Learning Services Coordinator, Wild Rose School Division When you have a framework across your system for Literacy Assessment it will provide you with the structure to support the Data and Evidence foundational component of Collaborative Response at both the district and school level. DE-2 - Effective Organization of Data for Collaborative Team Meetings Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning Having data is not enough - how that data is organized for effective use is what truly matters. In this recording, Kurtis shares some tools and strategies for effectively organizing your data to truly have an impact on Collaborative Team Meetings. Review a blog posting sharing further information about the shift to key issues.

DE-3 - Supporting Literacy Through Data and Evidence Cheryl Gascoyne - Learning Associate, Jigsaw Learning; Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning Most schools have an abundance of literacy data available to their teams. Using the data in a purposeful way to enhance our understanding of students and to identify the students we should focus on during Collaborative Team Meetings is a critical element of Collaborative Response.

DE-4 - Three Types of Assessments Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning A clearly defined system of assessments provides a response to the question "Who should we talk about?". During this session, Lorna will share the three types of assessments that are used to produce data that can flag the students who require additional supports and how each of these assessments work together to ensure supports are working for students.

DE-5 - L'organisation des données pour les rencontres collaboratives Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Avoir des données n'est pas suffisant! Comment les organiser efficacement afin de les utiliser dans les rencontres collaboratives pour alimenter les discussions. Dans cette session Nancy partagera comment organiser les données pour les rendre utilent et qu'elles aient un impact sur vos actions.

DE-6 - Les trois types d'évaluations Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Lors de cette session Nancy partagera les trois types d'évaluations utilisées pour identifier les élèves ayant besoin de soutien et pour mesurer l'efficacité des stratégies mises en place. DE-7 - Organizing Literacy Data to Inform Collaborative Response Cheryl Gascoyne - Learning Associate, Jigsaw Learning Do you have literacy data but are not sure what to do with it? How that data is organized for effective use makes a difference. In this recording, Cheryl shares some strategies and considerations for effectively organizing your school/district literacy data to make the most ot it and have an impact on Collaborative Response.

DE-8 - Behaviour Data to Inform Collaborative Response Collette Sylvestre - Learning Associate, Jigsaw Learning In this session, Collette will discuss how to approach the collection and analysis of behaviour data to inform the team's Collaborative Response and plan for effective interventions.

DE-9 - Choosing Literacy Assessments Kathleen Robertson - Learning Associate, Jigsaw Learning Choosing a literacy assessment that meets the needs of you school can be challenging. In this recording, Kathleen will discuss items to consider when selecting literacy assessments to inform your collaborative conversations and responses.

DE-10 - Strengthening Our Relationships Through the Intentional Use of Data Kris Herbert - Principal, E.G. Wahlstrom School, High Prairie School Division; Audrey Ghostkeeper - Vice Principal, E.G. Wahlstrom School, High Prairie School Division We believe that building more connections and relationships between staff and students is important for student success at schools. As a school how do you identify these connections (gather data) and transfer this information to action? Kris and Audrey will share the process that was implemented at E.G. Wahlstrom School to gather data regarding the number of connections between students/staff and how they use this information to generate action that makes their big school feel small.

DE-11 - Purposeful Organization of Data for Team Analysis Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning Ensuring the purposeful determination, administration, and collection of student data is important, but we also need to be thinking about how we engage as teams to analyze that data to determine next steps. In this session, Kurtis will share a simple flowchart for consideration, as well as an analysis process to assist teams looking to use data to drive instructional adjustments.

DE-12 - Data and Evidence: Determining Key Measures Marilyn Schmitke - Learning Associate, Jigsaw Learning What are the key measures determined for school priority areas? In this session, Marilyn will discuss the importance and key function of universal screens and how they tie into the Collaborative Team Meeting.

DE-13 - Data and Evidence: Developing an Assessment Schedule Marilyn Schmitke - Learning Associate, Jigsaw Learning Establishing a clear schedule for conducting universal screens is incredibly important when trying to align our data and evidence with opportunities to analyze and use the information collected to support students and reflect on our practices. In this session, Marilyn will discuss the value of an assessment schedule to your annual calendar.

DE-14 - Data and Evidence: Administering and Collecting Data Marilyn Schmitke - Learning Associate, Jigsaw Learning Efficient administration and collection of key measure data is critical to providing timely and specific supports for struggling students. In this session, Marilyn will examine considerations when administering and collecting data, as well as share samples of data collection tools.

DE-15 - Data and Evidence: Progress Monitoring Marilyn Schmitke - Learning Associate, Jigsaw Learning Progress monitoring for primary support areas is critical to student success. In this session, Marilyn will discuss how we might track growth through the use of progress monitoring assessments.

Continuum of Supports (CS)

CS-1 - Supporting Literacy Through Continuum of Supports Cheryl Gascoyne - Learning Associate, Jigsaw Learning; Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning How do we build consistent literacy practices from classroom to classroom while still having the autonomy to teach as a skilled teacher of reading and writing? The Continuum of Supports ensures effective practices that meet the needs of all students while clarifying the critical components of a literacy classroom.

CS-2 - Collaborative Approach to Behaviour Expectations: Building a Behaviour Matrix Barb Pears - Learning Associate, Jigsaw Learning Behaviour expectations work to ensure that all staff and students consistently understand the importance of commonly established expectations and are committed to these across the entire student community. This session wil explore the components involved in collaboratively creating a behaviour matrix to ensure that all staff are on the same page in terms of their approach to appropriately resonding to students with behaviour challenges.

CS-3 - Establishing a Foundation for Responsive Behaviour Supports Barb Pears - Learning Associate, Jigsaw Learning When our students are having a difficult time and the flow of the classroom is being disrupted, we try many different strategies and techniques to manage their challenging behaviour. This session will explore Tier 1 and Tier 2 behaviour supports that are generally provided by the classroom teacher to proactively respond to the needs of student who exhibit challenges in the classroom.

CS-4 - Responsive Behaviour Supports for Students who Continue to Struggle Barb Pears - Learning Associate, Jigsaw Learning Responding to challenging behaviour after Tier 1 and Tier 2 supports have been exhausted requires a systematic approach that understood by staff at all levels of an organization. This session will provide you with Tier 3 and Tier 4 processes to consider when responding to student who continue to experience extreme difficulties.

CS-5 - Le continuum de soutiens: Interventions, stratégies et accommodations Nancy Roy Halun - Associée à l’apprentissage, Jigsaw Learning Le continuum de soutiens est une composante essentielle de l'approche collaborative. Lors de cette session les interventions, les stratégies et les accommodations seront définis afin de rendre le continuum plus pertinent.

CS-6 - Developing a Continuum of Supports Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning Collaboratively defining a school's continuum of supports is a powerful exercise in identifying the practices in each classroom and recognizing supports essential at the school and district level. Lorna will share a process to clearly identify and define the strategies, interventions and accommodations used through a school.

CS-7 - Examining Strategies, Accommodations and Interventions Kathleen Robertson - Learning Associate, Jigsaw Learning Defining strategies, interventions, and accommodations are helpful to purposefully meet the needs of students. In this recording, Kathleen will share the differences between them and how they can be best used when establishing and refining a Continuum of Supports.

CS-8 - Strengthening Our Relationships Through a Continuum of Supports Kris Herbert - Principal, E.G. Wahlstrom School, High Prairie School Division; Audrey Ghostkeeper - Vice Principal, E.G. Wahlstrom School, High Prairie School Division Learning starts with a genuine connection with our students through impactful relationships. Collaboratively defining a school's continuum of supports is a powerful exercise in identifying the practices in each classroom and recognizing supports that are essential at the school. Kris and Audrey will share the journey they completed at E.G, Wahlstrom School to build an effective continuum of supports for relationships.

CS-9 - Continuum of Supports - A Living Document Lana Nogue - Learning Associate, Jigsaw Learning It is sometimes challenging to generate new and effective accommodations, strategies and interventions when supporting students with differentiated needs. In this session, we will explore a 'Continuum of Supports' through a 'placemat approach' and discuss how we can use it as a living document to access new ideas.

CS-10 - Refining Tier 1 Across a School or District Kurtis Hewson - Lead Learner/Co-Founder, Jigsaw Learning When a school or district spends time refining Tier 1 of their Continuum of Supports, they establish non-negotiables across the organization upon which to hang conversations about classroom practice. This session will share examples of how schools and systems have refined Tier 1 and the impact it can have on pedagogy across classrooms and even across schools.

CS-11 - Online Teaching: Balancing Pedagogy and Tools within Collaborative Practice Collette Sylvestre - Learning Associate, Jigsaw Learning At the heart of our practice as teachers is pedagogy: balancing the art and science of our work. Online teachers need to know how to use the tools as a starting point. Of equal importance is balancing the needs of the learner with Tier 1 instructional design that is engaging, accessible and differentiated. Within a collaborative framework, teachers are more informed and purposeful in their practice.

CS-12 - Continuum of Supports: Informing Professional Learning Marilyn Schmitke - Learning Associate, Jigsaw Learning In this session, Marilyn will examine how the development of a continuum of supports can inform professional learning for staff, focusing on the premise that we are all experts and we are all learners.

CS-13 - Continuum de soutiens pour une gestion efficace des comportements Céline Tassé - Directrice, École Francophone d'Airdrie, Conseil scolaire FrancoSud; Denis Gagnon - Directeur adjoint, École Francophone d'Airdrie, Conseil scolaire FrancoSud Dans cette capsule vidéo, nous vous expliquerons la démarche entreprise dans notre école afin de développer notre continuum de soutiens (pyramide d'interventions) pour une gestion efficace des comportements.

CS-14 - Examining Best Practices in Mathematics at Tier 1 Kathleen Robertson - Learning Associate, Jigsaw Learning; Kathy Charchun - Learning Associate, Jigsaw Learning In this session, Kathy and Kathleen will discuss a process for aligning requirements of the Alberta Program of Studies with best practices in mathematics, focused on establishing and refining exemplary Tier 1 foundations for numeracy.

Digital Solutions (DS)

DS-1 - WeCollab - Student Alerts for Pre-Meeting Preparation Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning In this session, Jennifer walks through the process in WeCollab that is intended to support the pre-meeting organizer in preparation for a Collaborative Team Meeting.

DS-2 - WeCollab - Creating Custom Team Boards Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning Custom Team Boards can reflect a process by which students receive support, a collection of supports to which students are subscribed, or any other context where a visual representation of students will benefit the user or group. In this session, Jennifer takes the user through step-by-step in WeCollab to create these digital displays of students.

DS-3 - WeCollab - Student Reports as Evidence Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning Student information can be compiled in a variety of formats for different purposes to provide evidence of support and its context. In this session, Jennifer shows users how to generate a variety of student reports in the WeCollab system.

DS-4 - WeCollab - School Reports as Evidence Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning In this session, Jennifer walks through the multiple ways school information in the WeCollab system can be aggregated and disaggregated so as to display information in an accessible format.

DS-5 - WeCollab - Goals and SubGoals in the Student Support Plan Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning The Student Support Plan module in WeCollab brings to fruition the desire for an organic and action-oriented individualized plan within the context of Collaborative Response. In this session, Jennifer highlights these features in relation to student goals and sub-goals.

DS-6 - WeCollab - Building, Accessing, and Assessing a Continuum of Supports Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning What does a Continuum of Supports look like in a digital system? How can having a digital system with an embedded Continuum of Supports enhance Collaborative Response? In this session, Jennifer walks through how to build, access, and assess a Continuum of Supports in the WeCollab system.

DS-7 - WeCollab - Supporting Schools as District Leaders Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning Districts can replicate the Collaborative Response structures and processes in place for students in recording the supports that are provided to schools by creating a visual representation of the schools. In this session, Jennifer describes this process in the WeCollab system.

DS-8 - WeCollab - Supporting Students at a District Level Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning Districts can engage in Collaborative Response structures and processes for students in recording the supports that are provided from a district level. Student Team Boards at the district level in WeCollabcan demonstrate these supports, as Jennifer will share in this session.

DS-9 - WeCollab - Conducting a Collaborative Team Meeting Jennifer Ferguson, Digital Learning Liaison, Jigsaw Learning The Collaborative Team Meeting is at the heart of Collaborative Response. In this session, Jennifer walks through this meeting process in WeCollab and identifies the features designed to ensure transparent and efficient communication.

District Coordination (DC)

DC-1 - Developing a District Literacy Framework Cheryl Gascoyne - Learning Associate, Jigsaw Learning; Lorna Hewson - Lead Learner/Co-Founder, Jigsaw Learning; Kim Wedman - Learning Services Coordinator, Wild Rose School Division In this session, a process will be shared for creating a district Literacy Framework which will support your work across the district as it pertains to literacy needs within Collaborative Response.

DC-2 - Empowering New Principals through Collaborative Response: Three District Leader’s Perspectives David Dyck - Education Director, Calgary Board of Education; Lori Cooper - Education Director, Calgary Board of Education; Sandra Fowler-Brown - System Principal - Calgary Board of Education In this session, participants will learn how three district leaders worked with nine new principals to engage their instructional leadership in Collaborative Response. Lessons learned, a-ha moments, examples, and next steps, will be shared.

DC-3 - Layering of Internal and External Supports Lana Nogue - Learning Associate, Jigsaw Learning The continuum of supports for students with individualized needs may include school, district and external supports. This session will discuss a process for accessing additional supports and building relationships with service providers who are familiar with the school and system processes.

DC-4 - Building Capacity in Collaborative Response Through In-School Coaching and Support Shan Jorgenson-Adam - Assistant Superintendent of Learning, Battle River School Division; Brenda Herder - Director of Learning-Inclusion, Battle River School Division Battle River School Division has worked closely with Jigsaw Learning to develop a model of in school coaching and support that has built school staff’s capacity in using the Collaborative Response process to support staff’s abilities to meet the needs of all students across the division. In this video, Shan and Brenda will reflect on their journey in relation to this work in Battle River School Division.

DC-5 - Infusion of Professional Learning Directly Connected to CTM Conversations Shan Jorgenson-Adam - Assistant Superintendent of Learning, Battle River School Division; Brenda Herder - Director of Learning-Inclusion, Battle River School Division Battle River School Division has worked closely with Jigsaw Learning to develop a professional learning model tied to the Collaborative Team Meeting where Jigsaw Learning consultants support staff in building a repertoire of high impact strategies that address key issues discuss during the CTM. Join Shan and Brenda as they discuss this work that is happening in 4 pilot schools in their division.

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