2018 Conference Presentations

2018 Conference Presentations

Please note that 2018 CASSA Conference Presentations are being posted as they become available.
Below are the approved Presentations to date. The Presentation Title and Presenter are displayed on a Title Bar.
Click anywhere on Title Bar to read a Description of the Presentation and the Presenter's Bio. Click again to close it.
Updated: April 9th

Description of the Presentation:
Following the implementation of a pet therapy project in my high school, I was overwhelmed by the positive response and unexpected benefits of such a program. From the reduction in aggression and anxiety to the facilitation of relationship building, the benefits of a pet therapy dog at school were much more widespread than anticipated.

Presenter Bios:
I am the Cycle 1 Vice-Principal at St Thomas High School (LBPSB) in Pointe-Claire QC. In my role, my focus has been to support my students' emotional well-being along with their academics. I am the mother of two teenage boys and dog lover.

Brigitte Valois, Cycle 1 Vice-Principal at St Thomas High School (LBPSB)
Description of the Presentation:
Both research and experience have demonstrated that youth engagement and youth-adult partnerships can change a young person's life for the better. The Youth Engagement Toolkit is designed to provide the reader with insight into the 'how' and 'why' of youth engagement, as well as expected outcomes. Developed for the Pan-Canadian Joint Consortium for School Health by and with the Students Commission of Canada, the Youth Engagement Toolkit (developed in 2014 / redesigned in 2017) provides definitions of youth engagement, a 'how-to' guide for authentic and sustained engagement practices, and video clips, an indicator framework, and an evaluation model, with an extensive list and weblinks to Resources. The Toolkit's aims are threefold: (1) To help communicate the importance of youth engagement as a key approach in implementing comprehensive school health; (2) To provide research and rationale for practicing youth engagement in schools, school boards and districts, government ministries, health regions, and community organizations; and (3) To provide a 'how-to' resource of effective practices to support youth engagement in these contexts.

This presentation will provide an overview of this brand new resource, as well as a short review of the extensive literature review and background that came to creating the Toolkit. As well, the presentation will explore the benefits of collaboration across policy, practice, and research in order to bring youth engagement to the comprehensive school health approach in all schools in Canada, regardless of size, location, or socioeconomic benefits / constraints. Processes and initiatives involved in applying youth engagement and youth voice to comprehensive school health will be featured.

By the end of this session participants will be able to:

1. Recognize youth engagement as a culture and practice that can enhance comprehensive school health;
2. Define what is meant by youth engagement and the difference between participation and engagement;
3. Explore the best practices in initiating, sustaining, and implementing youth engagement;
4. Articulate the meaningful contribution of young people to all levels of school health - from teaching and learning, to improving the physical and psychosocial environments, to decision-making and healthy school policy development, to partnerships with parents, the wider community, and services.

Presenter Bios:
Katherine Eberl Kelly was appointed Executive Director of the Pan-Canadian Joint Consortium for School Health (JCSH) in 2010. Katherine holds an M.Ed in Leadership and Learning from the UPEI, as well as a B.Ed from the University of Regina and a B.A. from the University of Saskatchewan. She has held variety of senior level positions in the health and education systems including Director of Federal/Provincial/Territorial Relations, Chief Executive Officer of a regional health authority, and Director of Child and Family, Mental Health and Addictions. She has also been a lecturer in the UPEI Faculty of Education and a classroom teacher.

Katherine Eberl Kelly, Executive Director, Pan-Canadian Joint Consortium for School Health
Description of the Presentation:
The newly revised Positive Mental Health Toolkit developed by the Pan-Canadian Joint Consortium for School Health (JCSH) presents a whole of school approach to individual wellness and healthy relationships within the school environment. The toolkit frames student and staff connectedness, autonomy support, and competency within a comprehensive school approach, applying evidence-based research and theory in practical and useful formats.

The new toolkit is an eBook, available free in English and French. It has been developed by WMA Wellness Inc. of New Brunswick, assisted by an advisory committee of practice and policy experts from 7 provinces and territories and incorporating feedback from users throughout the country. The new PMH Toolkit aligns fully with the four components of the Comprehensive School Health Framework: Teaching and Learning, Social and Physical Environment, Partnerships and Services, and Policy. The JCSH is a partnership of 25 government ministries working to improve student well-being and achievement.

Positive Mental Health (PMH) approaches have been correlated with enhanced student engagement and academic functioning, and to healthy and productive school workplaces. The application of Positive Mental Health perspectives and practices contributes to the development of environments where students, educators, and staff members can experience supportive connections, use and develop their strengths, and develop a greater sense of autonomy and self-determination.

Interactive Component
This presentation will be interactive, with attendees able to review the new toolkit, and discuss the impact of changes and the benefits of the new additions (including modules on PMH in the School Workplace and Resiliency in School Environments).

Presenter Bios:
Katherine Eberl Kelly was appointed Executive Director of the Pan-Canadian Joint Consortium for School Health (JCSH) in 2010. Katherine holds an M.Ed in Leadership and Learning from the UPEI, as well as a B.Ed from the University of Regina and a B.A. from the University of Saskatchewan. She has held variety of senior level positions in the health and education systems including Director of Federal/Provincial/Territorial Relations, Chief Executive Officer of a regional health authority, and Director of Child and Family, Mental Health and Addictions. She has also been a lecturer in the UPEI Faculty of Education and a classroom teacher.

Katherine Eberl Kelly, Executive Director, Pan-Canadian Joint Consortium for School Health
Description of the Presentation:
In order to support monitoring effectiveness of School Improvement Plans for Student Achievement (SIPSA), board teams visit a different group of schools throughout the HWCDSB each year. As part of the SIPSA process, schools develop look-fors and guiding questions based on urgent student learning needs, which are shared with the board team. At each visit, the board team uses Microsoft OneNote on an iPad/iPhone to capture student voice, and pictures to provide evidence of student learning. Schools can use this feedback to monitor their SIPSAs. This session will provide a brief overview of this process, discuss the use of Microsoft OneNote, and give examples of evidence captured for SIPSA monitoring.

Presenter Bio:
Gregory Tabone is an Assistant Superintendent of Education and School Effectiveness Lead with the Hamilton-Wentworth Catholic District School Board. His current portfolio includes technology, elementary curriculum, school and board improvement planning, assessment, evaluation, and reporting, the arts, English as a second language, and the Renewed Math Strategy. Prior to his current position, Mr. Tabone taught in both the elementary and secondary panels and was an elementary school principal for 15 years in three different schools.

Gregory Tabone, Assistant Superintendent of Education
Description of the Presentation:
The Hamilton-Wentworth Catholic District School Board (HWCDSB) has embarked on a three-year research initiative that focuses on junior level students (Grades 4-6) and teacher learning. In year two of the project, the 2017-2018 Innovation Research Initiative will continue to investigate the impact that regular access to mobile technology has on instructional practices, student engagement and student learning. The presentation will discuss the findings of the research to date and discuss the professional development that teachers received throughout the process. Best practices will be highlighted.

Presenter Bio:
Gregory Tabone is an Assistant Superintendent of Education and School Effectiveness Lead with the Hamilton-Wentworth Catholic District School Board. His current portfolio includes technology, elementary curriculum, school and board improvement planning, assessment, evaluation, and reporting, the arts, English as a second language, and the Renewed Math Strategy. Prior to his current position, Mr. Tabone taught in both the elementary and secondary panels and was an elementary school principal for 15 years in three different schools.

Gregory Tabone, Assistant Superintendent of Education
Description of the Presentation:
Recess is a time normally allocated in the school day for a child's recreation, where free play should be the primary component. Children participating in free play and low structured activities at recess can accrue physical, emotional, cognitive and social benefits. Research and best practices show that recesses with an enriched environment and activities promoted by caring, trained supervisors and leaders will maximize these benefits to the students and enhance the overall well-being of the school and the community. The Linking the School, Energy on the Playground, All Play, Dynamic Leaders (L.E.A.D.) Recess program is a comprehensive leadership program designed to create a strong school community through play. L.E.A.D. creates a positive recess culture at the school resulting in an active and inclusive recess experience for elementary students. The program focuses on physical activities at recess while attempting to foster a recess environment that supports the social and emotional well-being of students.

Presenter Bio:
Morris Hucal- Superintendent of Education for the Hamilton-Wentworth Catholic District School Board. Morris has over 27 years of experience in education. He has served as a supervisory officer in Hamilton for over 5 years.

Morris Hucal, Superintendent of Education, Hamilton-Wentworth CDSB

Lynn Campanella - Playocracy Inc. - Lynn has worked for over 16 years promoting physical literacy. She works to find fun and creative ways to get children and adults active. Her motto is Non-Competitive + Non-Traditional= All Play. Lynn believes that we need to allow our children the time to develop better social skills. Thus her focus working with schools and boards has been on increasing global physical literacy which includes increasing the opportunity children have to practice their intra-personal & inter-personal social skills, as well as their critical and creating thinking.

Lynn Campanella, Playocracy Inc.
Description of the Presentation:
Since Ophea’s Healthy Schools Certification launched in September 2015, over 450 elementary and secondary schools from across Ontario have committed to using the 6-Step Healthy Schools Process to enhance the health and well-being of their school community. Join us to learn more about how Healthy School Certification builds the capacity of schools to identify and address a priority health topic in their school community through the engagement of students, educators, and community partners. Healthy Schools Certification is adaptable to every school community and builds in province-wide celebration and recognition of healthy schools.

Presenter Bio:
Sarah Christie is a Bilingual Projects Leaders at Ophea bringing over 10 years of experience working in community development, capacity building, and health promotion both in Canada and internationally. Sarah holds a Masters degree in Capacity Development and Extension and a specialization in International Development Studies from the University of Guelph.

Sarah Christie, Bilingual Projects Leader
Description of the Presentation:
Come and discover the magic that can happen when you have students attend technology-focused professional learning with their teachers!  This session will share what we have learned, the insights we've gained and our next level of work through having students and teachers, as co-learners, engage in professional learning.  Our experience has opened our eyes to new possibilities and has left us wondering, "Why didn't we think of this sooner?"

Presenter Bio:

Lucia is the Director of Education for the Algoma District School Board.  Previously a Program Superintendent, she maintains a keen focus on instruction, student achievement, assessment and character education.  Lucia has served on a variety of  provincial committees and is currently an executive member of the Public Council of Ontario Directors of Education.

Lucia Reece, Director of Education, Algoma District School Board
Description of the Presentation:
The session, part presentation and part conversation, presents the results of a qualitative study which probed into the instructional reality of 14 school principals from the Ontario publicly funded school system. This workshop wishes to engage school leaders in a much needed reflection on the reality of implementing genuine instructional leadership-that is leadership that demonstratively impacts student learning- within the confines of school structures that have hardly changed for the past 200 years.  Responding to the multitude needs of each and every student entrusted in school care, is a matter of equity and social justice for all public educators; but there is no denying  that it remains a daunting task despite all the literature on school improvement. Indeed, educational leaders  may have the knowledge and the willingness but perhaps not the means. Implications for policy and practices will be discussed. 

Presenter Bio:
 Huguette Landry  cumulates almost 30 years as an educator within the Ontario school system where she has been a teacher, support teacher, elementary and secondary principal and is now a supervisory officer for the Ontario Ministry of Education. For the past 6 years Dr. Landry has been researching the role of the principal as instructional leader specifically as it pertains to the professional learning and development of teachers. She has recently completed her doctoral studies at OISE.  

Huguette Landry, Supervisory Officer
Description of the Presentation:
PHM insights work with school districts and divisions to align the strategic goals of the board to the school plans to drive efficiencies and effective decision making.

This presentation will deliver practical ways to plan and report across school division and districts.

Presenter Bio:
PMH Insights’ founder Philip Hicks commenced the company in 2013. Philip has worked across Asia, Pacific, Europe and North America. He brings a vast amount of experience from regions all over the world to help you establish best practices.

In his current role Philip has created a business that provides solutions to the education market across Australia, North America and the Middle east.

He observed an opportunity in the market evidenced by dated software that wasn’t meeting the current needs of the Executives and School Boards.

Philip Hicks, Founder and CEO of PMH Insights Inc.
Description of the Presentation:
A whole community approach to build stronger and healthier communities and families will be discussed with the belief that as a result of engaging students, families and community organizations in positive, collective activity there will increased positive school outcomes and improved graduation rates. The method for this inquiry will be shared along with lessons learned along the way.

Presenter Bios:
Irene Nordheim is currently an Assistant Superintendent in the Louis Riel School Division. Prior to that Irene was the Principal at Glenlawn Collegiate, Windsor Park Collegiate and Vice Principal at JH Bruns, Samuel Burland and St. George. She is a physical education graduate who's portfolios now include fine arts, practical arts, libraries and phys. ed. The work at the Rene Deleurme Centre has solidified her passion for seeking equity in public education.

Irene Nordheim, Assistant Superintendent, Louis Riel School Division

Darcy Cormack is currently the Principal of Lavallee School and the Rene Deleurme Centre. Prior to that she was Principal at Island Lakes Community School, Niakwa Place School and Vice Principal at Niakwa Place and Minnetonka. Darcy has served as a Council of School Leaders Director and been on staff with the National Principals Leadership Institute for three years. Darcy is passionate about student engagement and the promotion of student leadership and agency. Recently the focus of her work has been to walk alongside community members, to listen and together create positive spaces for children and families from cradle to career.

Darcy Cormack, Principal of Lavallee School and the Rene Deleurme Centre
Description of the Presentation:
Today's teachers and students have in their hands the most powerful assessment tools for improving student learning: tablets and Smartphones. Used wisely and appropriately, these digital devices enable teachers and students to collect dynamic evidence of developing skills and competencies, as well as evidence of students' growing conceptual understanding. And these same devices enable this evidence to be communicated to students and parents instantly. But using digital technology to assess and communicate about learning represents a dramatic shift in practice for many educators. The VOCAL online, professional learning program, when coupled with FreshGrade, is an ideal strategy designed to support leaders and teachers as they integrate digital evidence of learning into both classroom and district assessment practice.

Presenter Bios:
Damian Cooper is an independent education consultant who specializes in helping schools and school districts improve their instructional and assessment skills. In his varied career, Damian has been a secondary English, Special Education, and Drama teacher, a department head, a librarian, a school consultant and a curriculum developer. He has specialized in student assessment since 1986. Damian served as assessment consultant to the School Division of Nelson Education. Prior to that appointment, he was Co-ordinator of Assessment and Evaluation for the Halton District School Board in Burlington, Ontario.

Description of the Presentation:
Multiples recherches démontrent l’importance du développement de l’enfant pendant les premiers cinq ans de la vie. Un environnement de qualité est encore plus important pour les enfants en milieu minoritaire en fonction de leur développement langagier. La réduction de l’écart de réussite à l’école et la qualité de vie en général peuvent être améliorées de beaucoup en intervenant à cet âge. L’atelier partagera des projets possibles pour un système scolaire. Ces projets tentent appliquer fidèlement la recherche dans un environnement où il y a peu de ressources et où le rôle varie entre partenaire et responsable. Les leaders de l’école peuvent agir de façon concrète pour travailler avec les partenaires de la communauté pour assurer la réussite de tous.

Presenter Bio:
René Déquier a été enseignant et directeur d’école. Il est présentement directeur général adjoint responsable des services éducatifs de la Division scolaire franco-manitobaine. Il siège à la Coalition francophone de la petite enfance du Manitoba et au comité Early Childhood Education de la Manitoba Association of School Superintendants

Description of the Presentation:
The Chilliwack School District has created and implemented a unique, student-friendly assessment and practice tool that enhances any balanced math program. The templates and rubrics are simple, straightforward and provide a clear snapshot of learning evidence. Effective and authentic 21st century assessment extends far beyond gathering data on paper, however. Our "Student Numeracy Assessment & Practice" (SNAP) can inform the rest of the learning process and drive the purposeful, responsive action needed to guide your students down the path to mathematical proficiency.

This presentation will resonate with system leaders and educators at all levels, but the practical examples will focus on student achievement and classroom practice in grades 1 - 9.

Presenter Bio:
Kirk Savage has worked in the British Columbia school system since 1998 as a teacher and administrator. He is currently working as the Director of Instruction in the Chilliwack School District. Formerly, Kirk served as Principal of Yarrow Elementary School (K-6) and as Principal of AD Rundle Middle School (7-9).

Kirk has a keen interest in promoting and advancing best practice in terms of teaching pedagogy in the classroom setting. The ANIE (Assessment of Numeracy for Education), a book co-authored with colleague Kevin Bird, serves as a beacon to facilitate a change around the philosophy of mathematical teaching and learning in our K-12 system.

In addition to a career as an accomplished educator, Kirk also has a successful athletic career. A four-time World Champion of Ultimate Frisbee, Kirk was an integral member of Team Canada from 1998-2012 and retired from professional competition with the Vancouver Nighthawks of the MLU (Major League Ultimate) in 2015. In 2018, Kirk was inducted into the Canadian Ultimate Hall of Fame.

Kirk Savage, Director of Instruction, Chilliwack School District
Description of the Presentation:
Despite a national presence of an improvement imperative for Indigenous student learning, Indigenous students outcomes continue to lag in publicly funded schools in Canada. While school leaders plan for and resource improvement initiatives for Indigenous students, discourse on improvement and Indigenous learning paradigms have not merged in any significant theoretical or practical manner. In this regard, there is much to be learned from Indigenous educational leaders and partnership schools, that bring unique epistemological insight to improvement discourse. This presentation will unfold three Indigenous student improvement narratives that have all been recognized as recipients of the Saskatchewan Premier's Board of Education Award for Innovation and Excellence in Education. All three schools are partnership projects of Greater Saskatoon Catholic Schools and Saskatoon Tribal Council. The three schools include an urban First Nations high school with increased credit delivery and graduation rates, a core-neighbourhood school that links wellness and learning, and a First Nations language school achieving markedly improved English language literacy results. Through these narratives, an epistemology of Indigenous leadership for school improvement will unfold within the nehiyaw (Cree) concept of Mistahi Mêkowin or Generosity. This appreciative orientation to improved Indigenous student learning outcomes is useful for all district leaders to consider the role of Indigenous leadership, re-framing Indigenous student learning outcomes in an appreciative sense and instigating innovations that contextualize learning improvement in Indigenous and western contexts and theories. Participants will gain an appreciation for the role of Indigenous theory in improvement discourse and acquire the skills and knowledge to instigate positive change in their districts. School leaders are challenged to identify their Calls to Action in pursuit of Truth and Reconciliation with Indigenous peoples. Our greatest value proposition as educational leaders is our contribution to improved student learning outcomes. Indigenizing improvement discourse is a hopeful orientation that has the potential to change outcomes and re-cast school improvement as a shared endeavour between school leaders and Indigenous communities in Canada.

Presenter Bio:
Gordon is a member of the Waterhen Lake Cree First Nation. He is a Superintendent with Greater Saskatoon Catholic Schools and an adjunct professor in Educational Administration at the University of Saskatchewan. Gordon is the recipient of a Saskatchewan Centennial Leadership Award, the University of Saskatchewan Alumni Excellence in Aboriginal Initiatives Award, and Indspire's Guiding the Journey Indigenous Educator Award. Gordon was the 2017 recipient of the Canadian Association for the Study of Educational Administration's Thomas B. Greenfield Dissertation Award. Recently, Gordon has been advocating for and advising communities in the development of on-reserve First Nations education systems.

Gordon A. Martell, Superintendent of Education, Greater Saskatoon Catholic Schools
Description of the Presentation:
The presenters have recently written a book entitled "Educator's Guide to Social Medial and Internet Law in  the Classoom" and will discuss key themes from the publication, with a focus on including the principles underlying an effective Responsible Use of Trechnology policy for school boards. 

Presenter Bio:
Nadya and Gillian specialize in Education Law, advising school boards on special education, human rights, labour and emploiyment, governance, student discipline, and general education inquiries.  Their recent publication "An Educator's Guide to Social Media and Internet Law in the Classroom" explores the challenges and opportuities school boards face in integrating evolving technologies into teaching practices and board policies and procedures.  The presenters examine issues including privacy, consent, copyright, defamation, cyberbullying, liability, and data security, and provide guidance on how school boards can enhance protections for both students, staff and their orgnaizations.

Nadya Tymochenko, Partner, Miller Thomson LLP

Gillian Tuck Kutarna, Partner, Miller Thomson LLP
Description of the Presentation:
40% of Canadian schools use Let's Talk Science programs and resources. In this session CASSA-ACGCS members will experience and reflect upon Let’s Talk Science’s new, free, curriculum-aligned, hands-on activity that can help all students use critical thinking to build confidence in their digital skills. The activity has been developed in partnership with the Canadian Space Agency and enables teachers to engage their students with data and insight from a Canadian astronaut aboard the International Space Station. Participating educators will have access to free programmable devices that help them differentiate the learning experience for individual students. We will also review and discuss a related professional learning experience for educators on digital skills and equitable engagement.

Presenter Bio:
David Lapides leads the Let's Talk Science team responsible for programs and resources for Preschool to Grade 12 educators and their students.

A former educator, David held senior roles with Calgary-based SMART Technologies, where his responsibilities included global education strategy, education program management, and education policy practice. In these roles David worked with school board leaders across Canada and around the world to transform teaching practice and improve learning outcomes, especially in STEM subject areas.

Prior to SMART, David was Vice President of Operations for ExploreLearning, makers of the award-winning math and science simulations known as Gizmos. He was a co-founder of the ActiveInk Corporation, a pioneer in online, inquiry-based, cross-subject environmental studies.

David has also worked as a speaker and adviser on technology, teaching and learning.

David Lapides,Vice President, Programs, Let's Talk Science
Description of the Presentation:
CAPE’s data-driven personalized program aims to tailor each student’s learning plan to the needs of each learner. The personal learning plan supports each learner’s particular learning style, aptitudes, interests, needs and gifts to maximize learning and the development of life-long learners and prepare each learners for work and citizenship in the 21st century.

Presenter Bio:
Jeney Gordon has been a teacher at CAPE for the last 24 years. She has also been the principal of this charter school for the last 16 years. She is an alumnus of the University of Lethbridge. Her guiding principal is the belief that every child/student can learn given effective and timely supports. This belief is also the pillar on which CAPE was founded in 1994.

Jeney Gordon, Principal, CAPE-Centre for Academic and Personal Excellence
Description of the Presentation:
This presentation documents a compelling educational journey in Manitoba. While students with exceptional needs were once excluded entirely from attending public schools in the province, legislation now requires that schools provide accommodation for all students. The debate has recently extended beyond students with exceptional needs, to consider greater diversity reflecting the fabric of Manitoba youth. Perspectives are expanding beyond the idea of required accommodation, to more authentic, continuous improvement in educating students with diverse needs. Defining and supporting success for all learners in Manitoba is critical within this context. This will be an interactive session with opportunities for participants to discuss and share their experiences with the evolution of public education across the country.

Presenter Bio:
Lesley Eblie Trudel has been successfully involved in public education in Manitoba for thirty years. She has held positions ranging from instructional to administrative, working with diverse populations in both urban and rural settings. Lesley is currently employed as an Assistant Superintendent with the Sunrise School Division in Manitoba, Canada. Lesley holds a PhD in Education from the University of Manitoba and has a keen interest in organizational learning and systemic change, as it pertains to diverse and inclusive educational communities.

Lesley Eblie Trudel, Assistant Superintendent Student Services, Sunrise School Division
Description of the Presentation:
The Canadian Centre for Child Protection (Canadian Centre) is a national charity working to reduce the incidence of missing and sexually exploited children. The Canadian Centre operates Cybertip.ca—Canada’s tipline for reporting the online sexual exploitation of children, which is part of the Government of Canada’s National Strategy for the Protection of Children from Sexual Exploitation on the Internet. As part of our mandate, we are committed to keeping our educational material relevant in the landscape of the 21st century by using information collected from Cybertip and external sources to identify emerging trends and risks for children and youth. As an example of this commitment, the Canadian Centre undertook a study focused on child sexual abuse perpetrated or allegedly perpetrated by personnel working in Canadian Kindergarten to 12 schools between 1997 and 2017. The study revealed a number of interesting points about the larger student victim and offender demographic patterns and characteristics across Canada. The study found 750 cases involving a minimum of 1,272 students and 714 offenders, 87% of which were male. 86% of all offenders were certified teachers and offenders employed grooming as the main tactic in 70% of cases. Of the child/student victims, 75% were female, 55% were sexually abused on school property, and over two-thirds of all victims were in high school at the time the offense was committed. Finally, almost three-quarters of offenders from the study were charged with at least one criminal offense, and of the cases that proceeded to trial, 70% resulted in findings of guilt. It is significant that although the study found the known number of school employees sexually offending against children is relatively small compared to the overall population of personnel, the frequency of such cases is certainly occurring more than one would expect. The goal of providing this information is to help school leadership be in a position to properly mitigate risk and to help identify additional prevention and intervention strategies to address the problem, ultimately in an effort to raise awareness and build capacity through professional development to create safe environments for children.

Presenter Bio:
Noni Classen is the Director of Education for the Canadian Centre for Child Protection. Over the past fourteen years, Noni has been the lead developer for three national prevention programs and training to reduce the risk of child sexual abuse and exploitation. Prior to her work with the Centre, she spent ten years working in the school system in student services, specializing in programming for youth with trauma experiences. Ms. Classen presents at both the national and international level on the issues of child sexual abuse and sexual exploitation.

Noni Classen, Director of Education, Canadian Centre for Child Protection
Description of the Presentation:
All participants attending the information session will be given the opportunity to download the Expense App for their use no matter what province they are from. This is a gift from CODE.

Please bring a mobile device to this session.

(1) CODE Expense App
Digitize personal or business expenses instantly. Available Now! Free to superintendents at code-expenses.weeverapps.com
Quickly digitize expenses.
Add photo of receipt or invoice, travel information and check meal type for standard meal rates.
Manage expense status and add comments.
Add your digitized expenses to your board’s expense report. Update the status of each expense when the expenses are added. Mark as “Closed” when the expenses are paid.
Private access to your expenses.
Manage your expenses - sort, date filter, search. Provide access to admin assistant. Download spreadsheet & email PDF.

(2) CODE School Visit App
• Superintendents submit forms for their school visits.
• They can view any form they submitted in their PRIVATE "My Notes" section.
• They can edit and update the forms as they go, share form records as documents via email (or print/download a PDF) and they can close the forms to remove them from their "OPEN" section.
• If they wish to add a form, they can simply upload the form to the app, which you will review and let us know if you want it added to the app.
• Or you can simply add it to the app using Form Builder if you want.

(3) CODE Training App
This app is under development but will be ready for the July CASSA meeting.
Training Manager is an enterprise-class webapp software product that provides a secure, flexible and engaging training experience on virtually any device -anywhere, at any time.
Training Manager allows trainers to:
• Buildcourses
• Collectdataonstaff process, course progress and quiz content
• Managecourse assignments
• Sharereports


Presenter Bio:
T J Fauteux is a retired Superintendent of Special Education from the Halton Catholic DSB. Working with Weever Apps we have developed mobile apps for superintendents. John also co-chairs the Retired Ontario Catholic Supervisory Association and still is active in many education endeavours.

Description of the Presentation:
Technology integration is at long last making a paradigm shift in the way we teach children! With the foundation and rigor of today's standards and the demand for students to be college and career ready, student engagement and individualized instruction are key to meeting the needs of all students. Creating a blended learning environment by incorporating research-proven technology programs to provide reading interventions, close performance gaps and increase student achievement is essential to the success of all students. Lexia Reading Core, Lexia’s newest adolescent learning program PowerUP, and Lexia RAPID literacy assessment screener provide the necessary tools for distticsts, boards, and schools to individualize reading instruction through a blended learning model including engaging online lessons, embedded progress monitoring, and targeted intervention lessons. If you want dramatic results for your students, this session is for you!

Presenter Bio:
Born and raised in British Columbia, Canada Kristie attended Grande Prairie Regional College (Alberta, Canada) and Augsburg University (Minneapolis, Minnesota) on athletic scholarships where she received her B.A. in Elementary Education. She began her career in education teaching in the Long Beach Unified School District. During this time, she received a Master’s in Curriculum and Instruction (specializing in literacy and reading intervention) and a CA Administrative Credential from California State University Long Beach. This began her deep passion and commitment to urban education and literacy across the country. She has worked with children and adults across multiple grade levels for 18 years in education as a teacher, literacy consultant, instructional coach, and administrator in both the public and charter school environments. Kristie is driven by work that focuses on developing and building literacy proficiency for all students, systematically and methodically closing the achievement gap, building communities of learners, and developing and championing the work of educators. Kristie is also a part-time professor in the Liberal Studies department at California State University Dominguez Hills. Kristie is excited that her work with Greenfield Learning has brought her back to Canada and building the capacity of educators in her home country.

Kristie Clements, Implementation Partner, Greenfield Learning
Description of the Presentation:
The presentation provides an overview of a school district's intentional, systemic, and systematic approach to the design and implementation of an SEL continuum inclusive of social emotional learning to integrated mental health services.  The complex process of working with community, district staff, and school based administration to develop a model, shared language, and strategic action will be reviewed.  In addition, the presenters will detail the current framework for action which includes a deliberate focus on sense of belonging for each student, the teaching of SEL skills, the implementation of a grade 9 positive MH curriculum, and the development of an integrated MH hub.

Presenter Bios:
  Both presenters have a long history in education. 

Dr. Ryan is currently an assistant superintendent of schools, and has previously been the director of educational services for largest and most diverse school district in BC.  He is the past president of BC CASE, as well as a lead contributor to the BC Enhancing Student Learning Framework.

  Pius Ryan, Assistant Superintendent, SD 44, North Vancouver

Jeremy Church is currently the Principal of Mountainside Secondary, an innovative secondary school with on-site integrated MH services.  He is also the District Principal for SEL and MH, and plays a key community and school district capacity building role.  He has contributed significantly to Child and Youth MH reviews in the Province of BC, and has been recognised for his progressive work in this area.

Alexandra Fortier is a School Mental Health ASSIST Implementation Coach< br>
Jeremy Church, District Principal, SD 44, North Vancouver
Description of the Presentation:
Join Pembina Trails School Division and IBM K-12 Education Canada for a rich discussion on the importance of partnerships in supporting student success. Pembina Trails SD, with support from IBM Canada's K-12 Education Division, is implementing a set of clearly defined standards for each role in the School Division to support every student's success in literacy. These Standards for Success in Literacy (SSL) are being implemented across the Division. Pembina Trails is engaged in their first full year of SSL, and they are excited to share how they are leveraging digital technology to support students and teachers in both teaching and learning. They will describe their journey and key lessons learned to strategically plan, implement, and monitor the SSL. The presentation will include an overview of their adventure and a moderated discussion with the senior administration team from the school division and the IBM education consultant. Audience members will be invited to participate in the discussion.

Presenter Bios:
Iain Riffel has worked in the Pembina Trails School Division for over 25 years. He is currently Assistant Superintendent - Program. His experience includes school administration K-12 in English and French Immersion schools. Iain was a school leader in five different schools prior to assuming his current role. His classroom teaching experience ranges from grades 7-12 in French Immersion in math and science.

Iain holds a M.Ed. in Educational Administration and Foundations. His recent professional development has focussed on Energy Leadership - Level 1 and High Performance Coaching through iPec. and Rotman's Executive Leadership Program at the University of Toronto. In his spare time, Iain enjoys the outdoors and discovering new technologies. He continues to enjoy promoting youth leadership development by volunteering at a summer camp and within Pembina Trails' Indigenous Youth. Iain's favourite times are spent with his wife Penny and their four children, two of whom are attending university and on their way to becoming teachers.

Description of the Presentation:
Growing research highlights significant positive impact on children who participate in quality afterschool programs -- benefits that extend to division performance and working families, while counteracting risks associated with lack of supervision after 3pm. Yet self-op resources can be scarce, parent demand often exceeds available programming, and many programs just babysit, missing a critical opportunity to provide meaningful enrichment that yields long-term rewards. Without dipping into limited resources and even earning revenue, divisions who partner with a high quality afterschool provider can become part of a multi-pronged solution -- for children, parents, and their own mission and bottom line. This presentation will detail how a Winnipeg Division (MB) and Washington District (US) successfully did so, taking afterschool off their plates while still maximizing non-instructional hours for student, family, and division-wide gains.

Presenter Bio:
Dr. Michele Wilkens is Vice President of Education and Training for Right At School, and international student enrichment provider serving 30K+ children across the U.S. and Canada. She oversees the development of curriculum, training, student impact measurement, and licensing. In 25 years in education and psychology, Dr. Wilkens has been a K-12 and Montessori teacher and administrator, university professor, curriculum author, clinical therapist, and state/national speaker. Dr. Wilkens holds a Doctor of Education in Organizational Change and Leadership from the University of Southern California and currently serves on the Board of the National Afterschool Association and the National Advisory Council for Digital Learning in Afterschool.

Description of the Presentation:
Move Think Learn (MTL) supports physical literacy development, increases students' confidence, competence and their motivation to become more physically active. Using holistic approach, we partnered with the Prince Albert Grand Council and Growing Young Movers, Inc. to test the effectiveness of MTL with children and youth in First Nations schools. We will share our research findings and next steps toward improving school effectiveness in on-reserve schools.

Presenter Bio:
Stephanie Talsma is the Director of Programs at Physical and Health Education Canada. She has a masters degree in HPE from McGill University in Montreal, and bachelor degrees in Human Kinetics (University of Windsor) and Education (Western University). She began her career teaching physical education and coaching youth sports in the arctic. Before leaving the North, she co-founded Proud Reunions, a leadership training and summer camp program for Inuit children and youth. Through her masters she explored peer victimization in physical education and effective strategies teachers can employ to reduce bullying behaviours in physical education.

Description of the Presentation:
With an ever-present need for trusted resources to support the diversity of student and teacher needs surrounding mental health, PHE Canada launched Teach Resiliency. This innovative online portal provides resources and supports to promote and strengthen the well-being of educators and their students. Delegates will receive a tour of the Teach Resiliency portal to access strategies, tools, and resources (podcasts, tip sheets, videos) most meaningful to them.

Presenter Bio:
Stephanie Talsma is the Director of Programs at Physical and Health Education Canada. She has a masters degree in HPE from McGill University in Montreal, and bachelor degrees in Human Kinetics (University of Windsor) and Education (Western University). She began her career teaching physical education and coaching youth sports in the arctic. Before leaving the North, she co-founded Proud Reunions, a leadership training and summer camp program for Inuit children and youth. Through her masters she explored peer victimization in physical education and effective strategies teachers can employ to reduce bullying behaviours in physical education.

Description of the Presentation:
Student and school wellbeing has become a pressing issue in Canada. In school communities across the country as well as internationally, the adoption of a Comprehensive approach to School Health (CSH), has garnered much attention and success in moving schools toward healthier outcomes. The CSH movement has led to an alignment of efforts, resources and approaches to support largescale authentic collaboration that spans the interests of both health and education. This session will provide an overview of the recent emphasis on CSH by examining some key research and evaluation findings, sharing examples of healthy school community success stories and highlighting the efforts of key organizations to form a Canadian Alliance for Healthy Schools. As the Alliance confirms it’s 2020 priorities for action, participants will be invited to contribute towards the future of pan-Canadian school health.

Presenter Bio:
Dr. Antony Card is an Associate Professor at the School of Human Kinetics and Recreation, Memorial University of Newfoundland. He has formerly been a Dean and an Associate Vice-President of Research at Memorial University. Antony’s research interests include Physical Education, Youth Health, Physical Inactivity and Comprehensive School Health. He has held research grants that have engaged policy makers, practitioners and researchers in jointly setting priorities for youth health in Newfoundland and Labrador and has collaborated across Canada.

Description of the Presentation:
In this interactive session, participants will explore the significant ways in which Adult & Continuing Education (ACE) programs can help school districts/boards address their core priorities of increasing student achievement, meeting the diverse needs of students, providing learner pathways, and addressing community needs. By means of a virtual gallery walk, participants will be exposed to artifacts (ie. pictures, videos, testimonials etc.), gathered from schools across Ontario, which demonstrate the innovative ways in which ACE programs are responding to the needs of an increasingly diverse student population.

This presentation was developed over the past school year and is the product of extensive research which involved interviews with a number of supervisory officers and Directors of Education and a rigorous examination of dozens of ACE programs from across Ontario. The presentation incorporates a number of new and significant publications, including "Building The Workforce of Tomorrow" (Ontario Ministry of Education, 2016), "Ontario's Education Equity Action Plan" (Ontario Ministry of Education, 2017), "Ontario First Nation, Metis, and Inuit Education Policy Framework" (Ontario Ministry of Education, 2007), and "New Pedagogies for Deep Learning" (Fullan, Quinn, & McEachen, 2017).

Although much of the presentation is set in the Ontario context, links are made to ACE programming and school district priorities across the country.

Digital technologies have been leveraged in the creation of this presentation. Examples include the use of Today's Meet, Kahoot!, and Twitter.

Presenter Bio:
Currently serving as Mentor-Coaching Program Coordinator for the Ontario Catholic Supervisory Officers' Association (OCSOA).

Recently retired Superintendent for Continuing & Community Education with the Ottawa Catholic School Board (OCSB).

35 years in education. Formerly principal of 2 secondary schools. Committed champion for adult & continuing education.

Description of the Presentation:
How do we truly support all students to be successful, while also recognizing that the path toward success will look quite different for each student? How can educators attend to the diverse needs of their students, address countless education initiatives, and maximize academic achievement, while fully supporting student well-being? Traditionally, educators have focused on student output to support and track success. However, research shows that what matters most is educator input. Specifically, what matters is the quality of the educator-student relationship, along with the richness of the conditions that support human development in all its forms. When educators focus on the HOW and WHY of teaching (and not just the WHAT), then student success, in all of its forms, will flourish. This presentation will examine what it truly means to be a Relationship-Based Educator and introduce the Eight Conditions that support student success (i.e., academic achievement and well-being).

Presenter Bio:
Dr. David Tranter has been teaching and working in mental health, well-being, and education for over 30 years. As a researcher and professor, he works widely with educators to support students at all grade levels to reach their highest potential. He is a dynamic, thought-provoking, and entertaining speaker, who has challenged educators across the country to think differently about their role, and to understand the needs of students on a deeper level. He is the co-creator of the Relationship-Based Approach to Education, a pedagogical framework that promotes both student well-being and academic achievement. His book, “The Third Path”, published by Nelson Education is now available. More information about his work can be found at www.thirdpath.ca

Description of the Presentation:
During the school day, children need opportunities for free play and positive social interaction with peers, and recess provides an important space for this to happen. Yet, research on recess in Canadian schools indicates unacceptably high levels of boredom, conflict, exclusion, and victimization that undermine healthy play and positive social interactions. In this presentation, Recess Project Canada and Physical & Health Education Canada will discuss their partnership and unveil their Pan-Canadian strategy for addressing long-term, systemic changes to the way schools approach recess. They will share the four areas that will drive this change: 1) Research: current research on recess in Canada and abroad, including evidence and lessons learned from intervention research on recess; 2) Knowledge Mobilization: strategies for addressing overall cultural attitudes that shape the social and physical climate of recess; 3) Policy and Legislation: moving forward with developments at regional and provincial/territorial levels; and 4) Practice: Targeted working groups that will provide role models for widespread new practices.

Presenter Bio:
Dr. Lauren McNamara holds a PhD in Educational Psychology from Simon Fraser University as well as an MA in Learning Sciences from Northwestern University. In 2011, she turned her interests towards the role of recess in schools. She is the Founder, CEO and senior research scientist of Recess Project Canada, an action research project designed to reshape the social landscape of recess in Canadian elementary schools. She works closely with universities, school boards, students, and community partners to mobilize change and ensure recess is part of the national conversation of healthy schools.