Pre-Recorded Sessions

Access 100+ pre-recorded sessions!

(Beginning April 18, 2022, on the restricted Symposium website)

Here is a sample of one of the pre-recorded sessions from the 2021 Symposium!

Please note that Symposium attendees will have access to slides as well, to view all links and additional resources shared in the recording.

2022 Pre-Recorded Sessions

General (G)

G-1-22 - Aligning Collaborative Response with School Improvement Planning

Kurtis Hewson, Lead Learner / Co-Founder - Jigsaw Learning
For school principals, Collaborative Response should in time become the overarching framework that drives your school improvement plan forward. In this session, Kurtis will describe, with examples, how key priorities in your school improvement plan aligns with all three fundamental components of Collaborative Response.

G-2-22 - Our messy, yet necessary journey in Collaborative Response

Marnie Davidson, Principal; Meipsy Shackleford, Assistant Principal, Isabelle Sellon School - Livingstone Range School Division
Come learn about our school's journey to build a culture of collaborative response in our school, which has certainly not been clean or polished. It has been messy, conflicting and challenging, Here's how clear structures and processes have allowed us to implement a "ready, fire, aim" philosophy.

G-3-22 - Building Collaboration with Colony Schools

Margaret Carlson, Principal, Battle River Hutterite Colony Schools, Battle River School Division
Colony schools offer unique challenges when it comes to developing a culture of collaboration. In this session, Margaret will share her experiences with initiating collaborative team meetings with ten colony schools.

G-4-22 - Prime the Space - Creating Optimal Conditions for the Successful Implementation of Collaborative Response

Robynn Stirrett, Executive Leadership Coach / Master Facilitator, Bright Wire
Join Robynn Stirrett, Executive Coach and skillful Adaptability consultant in a discussion of how to create an environment that supports the optimal implementation of Collaborative Response in your school. Topics include common barriers and how to overcome them for maximum alignment and uptake

G-5-22 - Supporting Beginning Teachers: A Road Map for Success

Collette Sylvestre, Learning Associate - Jigsaw Learning
Developing a district or school plan to support beginning teachers can be a critical part of their success in the first year. Join Collette as she outlines a plan of supporting teachers in their first year to build their capacity to be integral members of the school team at all layers of collaboration.

G6-22 - Getting Started with Collaborative Response

Kurtis Hewson, Lead Learner / Co-Founder - Jigsaw Learning
A common question asked by leaders looking to establish Collaborative Response is "It seems overwhelming - where do I start?" In this session, Kurtis will share some ideas and resources for introducing Collaborative Response to your school staff team.

Collaborative Structures and Processes (CSP)

CSP-1-22 - Designing a Space for Collaborative Response

Coral James, Coordinator of Learner Services, Horizon School Division
Where does your team come together for Collaborative Response? This session will look at the process one school went through in designing their collaborative space and what considerations were taken into account.

CSP-2-22 - Are we focusing on the right student in the right team?

Lorna Hewson, Lead Learner / Co-Founder - Jigsaw Learning
While addressing the needs of all students, we align structures to ensure a layer of team aligns with the levels of support provided. This video will share the students that are addressed at each level as well as the indicators that we may be discussing a student at the wrong level.

CSP-3-22 - The Importance of Celebrations for Student Focused Team Meetings

Mike Lewis, Principal - Oski Pasikoniwew Kamik School; Lisa Thunder, Principal - Oski Pasikoniwew Kamik School
Celebrating students is an integral part of student-focused team meetings. Administrators of Oski Pasikoniwew Kamik School, along with staff members, will share how taking time at each meeting helps to focus the conversation on the successes and strengths of individual students and establish a foundation of solution-focused conversation throughout the remainder of the meeting.

CSP-4-22 - Continuing the Layering of Meetings - Focusing on Students with Individualized Needs through Focused, Action-Oriented Discussion

Mike Lewis, Principal - Oski Pasikoniwew Kamik School; Lisa Thunder, Principal - Oski Pasikoniwew Kamik School
Administrators of Oski Pasikoniwew Kamik School will share the importance of layering meetings to ensure that students are supported by the school team through regularly-scheduled focused, action-oriented discussions. This session highlights how the school team collaboratively plans for tier 3 and 4 individualized supports for students and their families during Student Champion Meetings.

CSP-5-22 - La structure collaborative au niveau du conseil

Barbra Deskin, Conseillère pédagogique - FrancoSud
Afin d'être un bon modèle pour les écoles, il faut d'abord se pratiquer! Les équipes du siège social sont souvent en rencontre, alors pourquoi pas être efficace et accomplir le plus possible? Pour optimiser les discussions avec vos équipes, il est essentiel de suivre la structure collaborative. Cette approche peut également vous mener à instaurer un climat positif, respectueux et professionnel.

CSP-6-22 - Collaborative Development of CTM Norms Through our Values

Iikiinayookaa Yellow Horn, Principal; Benji Williams, Assistant Principal; Tracy Evans, Indigenous Education Strategist; and Sara Reinikka-Scott - Piitoayis (Eagle Lodge) Family School, Calgary Board of Education
This session will detail the process by which Piitoayis Family School teachers developed the norms that guide the work of our Collaborative Response work. The norms, our values, guide all our work in the building and support teachers and students in everything we do. Discover our guiding principles and our process for uncovering them specific to the CRM.

Collaborative Planning (CP)

CP-1-22- Purposeful Planning: Collaborative Team Meetings at Innisfail Middle School

Dana Schafer, Vice Principal, Innisfail Middle School, Chinook's Edge School Division
Professional Learning Communities are an integral part of the Collaborative Response Structure at Innisfail Middle School. Learn how teams have implemented the use of a Collaborative Team Planning Guide to help focus team's work during shared planning time to ensure we are moving forward towards a common purpose that not only aligns with district, school and professional goals but more importantly is focused on data and responsive to the needs of the students.

Collaborative Team Meetings (CTM)

CTM-1-22 - Developing Effective Team Norms and Roles Within Collaborative Team Meetings

Kristoffer Herbert, Principal; Deanna Sloan, Vice Principal; Patrick Kennedy, Vice Principal; Linnea Jones, Learning Support Teacher; and Tara Boyle, Learning Support Teacher, Roland Michener Secondary School - High Prairie School Division

At Roland Michener Secondary School, we believe it is important that a set of team norms exists and defined roles are established for all Collaborative Team Meetings. During this presentation, we will discuss how our school worked collectively to develop consistent expectations for every team in the school in regards to team norms and meeting roles. We will unpack the process that guided us in creating our norms and discuss how we continue to incorporate the norms within all our meetings. Our team will also explore the different types of roles we use during our Collaborative Team Meetings to increase engagement and establish shared responsibility.

CTM-2-22 - Setting up the Structures Necessary for Effective Collaborative Team Meetings

Kristoffer Herbert, Principal; Deanna Sloan, Vice Principal; Patrick Kennedy, Vice Principal; Linnea Jones, Learning Support Teacher; and Tara Boyle, Learning Support Teacher, Roland Michener Secondary School - High Prairie School Division
At Roland Michener Secondary School, we have established and conducted regular team meetings to support our students for the last two years. This current school year, we started to reflect on how we can maximize the effectiveness of our Collaborative Team Meetings to ensure responsive supports for students, the examination and adoption of impactful instructional practices, and how we increased our sense of collective efficacy. During this presentation, we will explore the transformational journey that took place to help our school develop Collaborative Team Meetings that are solution focused and action oriented. We will go into detail about the processes and structures that we have embedded within our meetings to make this change take place.

CTM-3-22 - Ensuring Follow-Through on Actions from Collaborative Team Meetings

Kurtis Hewson, Lead Learner / Co-Founder - Jigsaw Learning
A question often asked in sessions by leaders is "How can I ensure accountability and follow-through on actions from the collaborative team meeting?" In this session, Kurtis will share considerations for leaders looking enhance the follow-through on actions assigned to team members.

CTM-4-22 - Building Leadership and Collective Efficacy through Collaborative Team Meetings

Lori Lundeen, Principal; Tracee Laba, Assistant Principal; Yvette Cassavant, Learning Coach, St. Martha School - Edmonton Catholic Schools
In order to establish a successful environment to openly share at a collaborative team meeting, we first worked at creating a collaborative culture where connections were important and where leadership is shared.

CTM-5-22 - La rencontre collaborative du point de vue de l'enseignant

Karine Desgagnés, Enseignante de 3e-4e année - École de la Source
La rencontre collaborative, ça sert à quoi? De sa perspective d'enseignante, Karine explique comment rendre la rencontre collaborative efficace et pertinente. Elle parle de son expérience avec l'approche collaborative dans son école francophone M à 12 où elle joue un rôle de leader.

School Support Team Meetings (SST)

SST-1-22 - Establishing School Support Team Meetings at E.G Wahlstrom School

Audrey Ghostkeeper, Assistant Principal, E.G. Wahlstrom School, High Prairie School Division; Jennifer Taylor, Learning Support Teacher, E.G. Wahlstrom School - High Prairie School Division
Audrey and Jennifer will share their journey on establishing the next layer of Collaborative Response, evolving from focusing only on Collaborative Team Meetings to include the next layer of School Support Team Meetings. In the presentation, they will share the challenges that they faced and what structures have been established to overcome these challenges.

SST-2-22 - Layers of Success - Meeting Beyond the Collaborative Team Meeting

Chris Adamson, Vice Principal, Innisfail High School, Chinook's Edge School Division
Learn how the layered collaborative structure at Innisfail High School supports students most at risk by taking a closer look at our Student Wellness Action Team (SWAT); the meeting after the Collaborative Team Meeting. SWAT occurs weekly and its merit is a product of team diversity and a unique approach to student success.

SST-3-22 - The importance of Formalized Structures for the School Support Team

Lorna Hewson, Lead Learner / Co-Founder - Jigsaw Learning
The school support team ensures that students requiring additional supports beyond Tier 1 and Tier 2 are provided what they need. This structure operates through proactive processes which requires consistent communication and follow-up.

Case Consult Team Meetings (CCT)

CCT-1-22 - Involving Parents and Students in Case Consult Meetings

Lorna Hewson, Lead Learner / Co-Founder - Jigsaw Learning
The layering of teams is a critical structure in Collaborative Response. At the case consult team level, we involve parents and students to ensure wrap around supports are clearly understood and implemented for students with intensive needs.

Data and Evidence (DE)

DE-1-22 - Considerations When Organizing Data

Kurtis Hewson, Lead Learner / Co-Founder - Jigsaw Learning
Having data and evidence to inform collaborative conversations is important but without thoughtful consideration regarding how it is organized, it may be difficult for teams to really purposefully engage in what the data is saying. Key considerations for the organization of data will be shared in this session, with numerous samples and templates.

DE-2-22 - Shades of Thought - Decolonizing Data Pallets

Allison Field, Principal, Niitsitapi Learning Centre - Calgary Board of Education
Elder Kerrie Moore teaches us that all colours come from Mother Earth and are created equal. Come along on a transformative journey as we challenge the impact colour has on teacher perspective and student well-being.

DE-3-22 - Looking for a Numeracy Assessment? Informing Instructional Next Steps and Responses

Kathy Charcun, Learning Associate, Jigsaw Learning; Shannon Wickett, Teacher, A.B. Daley Community School, Livingstone Range School Division
Join Kathy and Shannon as they share a numeracy screen, used by schools in Alberta, to inform instructional next steps and potential numeracy interventions. Links and resources to support the exploration of the screen will be provided.

DE-4-22 - Supporting Student Behavior with Targeted Data Collection

Andrea Gutmann, Principal, Sparling School, Battle River School Division
When supporting complex student behavior, it is vital we collect the right data efficiently to support our Collaborative Response work. Through the lens of Duration, Intensity, and Frequency we are able to collect meaningful data, collaborate around strategies, and celebrate successes.

DE-5-22 - Understanding Lead and Lag Measures for Divisional Data and Evidence

Kurtis Hewson, Lead Learner / Co-Founder - Jigsaw Learning
When using Collaborative Response to support schools in relation to key divisional priorities, it is important to understand the difference between lead and lag measures. In this session, Kurtis will clarify the difference, why lead measures are important and provide examples from two different school divisions.

DE-6-22 - Données et preuves pour une gestion efficace des comportements

Nancy Roy Halun, Associée à l’apprentissage - Jigsaw Learning
Pour assurer une gestion efficace des comportements au sein d'une école, il est important de s'appuyer sur des données. Dans cette capsule vidéo Nancy partegera avec vous des outils de collecte de données simples à tous les niveaux d'intervention afin d'orienter les discussions et prendre des décisions éclairées au niveau comportemental.

Continuum of Supports (CS)

CS-1-22 - Developing a Multigrade Targeted Intervention

Nancy MacLellan, Teacher, Oscar Adolphson Primary School - Northern Gateway Public Schools
Use your school resources and staff expertise to develop and implement an intervention program to support the systematic development of literacy skills across multiple grades

CS-2-22 - Intervention to Meet the Needs of all Students

Nancy MacLellan, Teacher, Oscar Adolphson Primary School - Northern Gateway Public Schools
As schools are working to provide targeted literacy interventions for struggling students, there is a valuable opportunity to also provide enrichment to students who are working at or above grade level. In this session, I will share how we use our BLAST intervention time to work with these students in larger groups and some of the activities we use to challenge them.

CS-3-22 - The Essential Components of a Literacy Intervention

Nancy MacLellan, Teacher, Oscar Adolphson Primary School - Northern Gateway Public Schools
In this session, explore how to use a structured literacy lesson plan, along with word sorts, to support consistency in the development of intervention units. These lessons can serve as a template to be completed by teachers in their development of intervention kits.

CS-4-22 - Organizing a Multigrade Intervention Block

Nancy MacLellan, Teacher, Oscar Adolphson Primary School - Northern Gateway Public Schools
How do you get 150 students to the right place at the right time for small group instruction targeting their specific literacy needs? In this session, I will share the organizational tools from the BLAST program that are used to track student placement, progress, and how students are moved from one skill to the next.

CS-5-22 - Root Causes of Behaviour: Responsive Behaviour Supports

Barb Pears
Social, emotional, physical, or developmental difficulties are often expressed through behaviour when the child is unable to articulate the deeper issue. Using a tree analogy, Barb will give you tools to understand and investigate the root causes of challenging behaviour in order to align appropriate supports, as well as inform the development of a behaviour continuum of supports.

CS-6-22 - Developing a Behaviour Continuum of Supports

Collette Sylvestre, Learning Associate - Jigsaw Learning
Looking to refine the behavioural supports in your school ? Collette will take you through the process of how to refine supports in tier 1 through 4, focused on root causes of behaviour. This process will help you clearly identify unique areas of expertise in your building, gaps and explore potential professional development needs.

CS-7-22 - Exploring the Interactive Roots of Behavour Tree

Collette Sylvestre, Learning Associate - Jigsaw Learning
The Interactive Behaviour Tree can be used as a reflection tool to explore potential factors that may manifest as challenging behaviours with students. Collette will examine the potential roots contributing to challenging behaviour and take you through the process of guided questions to help identify what interventions, accommodations or strategies a child might need as you plan and implement behaviour supports.

CS-8-22 - Responsive Behaviour Supports (School Perspective - Inclusive Support Perspective)

Collette Sylvestre, Learning Associate - Jigsaw Learning
The inclusive support teacher in a school can become overloaded with referrals and requests for interventions and supports. This session explores strategies to help inclusive education teachers in their work with the school team in developing structures and supports that support building capacity in tier 1 and 2 and strengthen processes and procedures in tier 3 and 4 to ensure that students are getting the supports they need without the overload.

Digital Solutions (DS)

DS-1-22 - Conducting a Collaborative Team Meeting in WeCollab

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.

DS-2-22 - Creating Visual Team Boards in WeCollab

Jennifer Ferguson, Digital Learning Liaison - Jigsaw Learning
Visual Team Boards can reflect the tiers of support that are being received by students, a process by which students receive those supports, 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. Such examples may include reading groups, graduation tracking, medical alerts - the possibilities are endless! In this session, Jennifer takes the user through step-by-step in WeCollab to create these digital displays of students.

DS-3-22 - Developing a School Based Continuum of Supports in WeCollab

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-4-22 - Understanding the Student Profile in WeCollab

Jennifer Ferguson, Digital Learning Liaison - Jigsaw Learning
WeCollab provides a digital space where a comprehensive and ongoing student profile can be developed, managed, and leveraged to ensure that student needs are being met effectively and efficiently. These profiles allow for enhanced staff communication: details can be accessed in a timely and user-friendly manner so that information can easily be shared among colleagues. In this session, Jennifer provides an overview of the student profile in WeCollab and discusses its potential for transitioning and planning for students.

DS-5-22 - The Student Support Plan as a Living Document in WeCollab

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-6-22 - WeCollab at the District Level

Jennifer Ferguson, Digital Learning Liaison - Jigsaw Learning
Districts can engage in Collaborative Response structures and processes for both school and students in recording the supports that are provided from a district level. School and Student Team Boards at the district level in WeCollab can demonstrate this layer of support through Collaborative Response, as Jennifer will share in this session.

District Coordination (DC)

DC-1-22 - Practice what you Preach - Collaborative Response from a Divisional Lens

Crystal Lothian, Director of Support Services; Carmen Larson, Director of Learning; Aaron Skretting, Director of Religious Education - Holy Spirit School Division
Join members of the Senior Administration at Holy Spirit Catholic Schools as they share part of their journey in making Collaborative Reponse a reality for their school division. This session will focus on how they approached building indicators, generated and aligned guiding questions for school meetings, and engaged with school-based administrators in shifting practice from a divisional level.

DC-2-22 - Responsive Behaviour Supports (District Perspective)

Lana Nogue, Learning Associate - Jigsaw Learning
Providing responsive behaviour support from a district team requires a systematic approach to the structures and processes established from tiers 1, 2 and 3 at the school through to the request for tier 4 district supports. This session will examine the structures and processes and layering of teams that includes the most intensive supports provided by the district, including specialists and community-based services.

DC-3-22 - Le continuum de soutiens au niveau du conseil

Lucie Rodrigue, Directrice des services pédagogiques - FrancoSud; Saulnia Lacombe, Superviseure en inclusion - FrancoSud
L'approche collaborative n'existe pas seulement dans les écoles, mais aussi au niveau du conseil scolaire. L'équipe des services pédagogiques et d'inclusion au FrancoSud utilise la structure collaborative pour créer le continuum de soutiens qui a été partagé aux équipes-écoles afin d'aligner les meilleures pratiques. Les superviseures des cette équipe expliquent comment elles sont arrivées à créer le continuum de soutiens du conseil scolaire.