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‘Every educator's path to UDL implementation looks and feels different, as there are hundreds of strategies that align well with the UDL framework. However, there are some common best practices often used during the beginning of implementation that can help move the process of implementation along. This workshop will help educators with moving implementation forward by diving into some high leverage strategies that will get the UDL wheels turning and will help make learning experiences more equitable and inclusive.’ 

According to Public Health Ontario, approximately 1 in 4 high school students in the province currently vape, with many children experimenting with vaping at a very early age.  This professional learning course presented to all Elementary staff is designed to equip educators with the knowledge and tools needed to address this growing concern of vaping among students. The comprehensive modules will cover the basics of vaping, the associated health risks, ways to support youth who may be vaping, and the laws surrounding vaping in Ontario and in schools. Additionally, educators will learn vaping-related lingo, reasons why kids vape, signs that a student might be vaping, and the financial consequences of vaping over time. The course also encourages the use of refusal skills and highlights curricular expectations about vaping across various grade levels. Furthermore, a collection of online resources and community supports are included to assist with future planning and programming. 

students. 

Elementary staff will also participate in deeper learning around Cyber safety & Online privacy to address issues connected to technology use and student safety including professional learning on potential risks from online platforms and new technologies. 

Superintendent J. Bell  

Superintendent C. Mills  

Superintendent R. Roberts 

‘Every educator's path to UDL implementation looks and feels different, as there are hundreds of strategies that align well with the UDL framework. However, there are some common best practices often used during the beginning of implementation that can help move the process of implementation along. This workshop will help educators with moving implementation forward by diving into some high leverage strategies that will get the UDL wheels turning and will help make learning experiences more equitable and inclusive.’ 

Connecting UDL, Inclusive Practice and Equitable Access 

Many students face barriers that prevent them from accessing grade-level instruction and opportunities to learn with their peers. To ensure classrooms are more equitable and inclusive, districts must build educators’ skillset in inclusive practices. Too often, inclusive practices are seen as competing initiatives. Districts may focus on Universal Design for Learning (UDL), social-emotional learning, trauma-informed instruction, culturally responsive pedagogy, and differentiated instruction. If educators see these are separate initiatives, they are right to feel 

overwhelmed. In this session, learn how to share that these 

practices all fall under the umbrella of inclusive practice which ensures first, best instruction for all learners. 

Superintendent J. Bell  

Superintendent C. Mills  

Superintendent R. Roberts 

All ESS staff (ECE, SSW, CYW, SWDHH) will engage in the UDL learning within the W202 – Practical Strategies for Implementing session, with their school teams, as well as the sessions regarding the use of technology and cybersecurity  

Superintendent J. Bell  

Superintendent C. Mills  

Superintendent R. Roberts 

All ESS staff ( SSW, CYW, SWDHH) will engage in the UDL learning within the W202 – Practical Strategies for Implementing session, with their school teams 

Superintendent C. Howitt 

Superintendent J. Bell  

Superintendent C. Howitt 

Superintendent J. Bell