Nakusp Secondary School SD#10 Arrow Lakes

I. General Information

School Name: Nakusp Secondary School

School District: SD#10 Arrow Lakes

Inquiry Team Members: Julia Flesaker: julia.flesaker@sd10.bc.ca, jaime.sing@sd10.bc.ca

Inquiry Team Contact Email: julia.flesaker@sd10.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Case Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Science, Other: Special Education

Focus Addressed: Differentiated instruction, Flexible learning, Inclusion and inclusive instructional strategies

In one sentence, what was your focus for the year? Inclusive instructional strategies and relationship building for students with intellectual disabilities on modified or significantly adapted programming, in targeted classrooms and mainstream courses.

III. Spirals of Inquiry Details

Scanning: Student demographics at our small rural high school are changing. With limited resources available, our school is looking at a more inclusive model that will have students with intellectual disabilities participating in upper-level, academic-based, classes. There is a student-led interest in being in classes with peers, even when the typical content is beyond their reach. We are trying to find ways to engage students with intellectual disabilities in meaningful and purposeful learning. It is important to facilitate access to activities and classes that students are voicing interest in. Giving teachers time and space to develop relationships with these students is paramount to creating feelings of belonging and value.

Focus: We see more students with intellectual disabilities on modified or adapted programming in the regular classroom. It is not satisfactory to include and adapt course content for classroom students. This is a deficit focused approach and fixing things for the individual. We believe that equality is not necessarily equitable. Barriers need to be anticipated and teachers need to identify what a foundational understanding looks like. We believe that building connections between teachers and these students is the first step. In a busy classroom, teachers typically rely on an education assistant to work with modified students. By creating small focus classes composed of only modified students, teachers can better develop relationships. In addition to small focus classes, we can accomplish meaningful inclusion with Universal Designs for Learning.

Hunch: Typically, heavily adapted and modified students are on separate curriculum, with an educational assistant who partners with them. Students interact little with their peers and when they do it is as an assistant during labs or activities. Often students do not even work in the same space. This is not only limited to science classes.

New Professional Learning: Team members completed courses involving learner centered assessments and lesson design in General Science, Biology, Environmental Science, and Outdoor Education. Shelley Moore’s ideas to remove barriers were useful. An understanding of UDL and backwards design was a great umbrella for planning.

Taking Action: We have been facilitating opportunities for a small group of diverse learners with shared commonalities in ability and interests, to build connections with teachers and each other outside of scheduled instructional time with their peers. These small classes worked out very well. Students and teachers built stronger relationships and students felt more connected to the class. We found that students need to be present consistently within a class for meaningful learning. When a student is in a class part time, relationship building and planning are a challenge.

Checking: Our students with intellectual disabilities on modified or adapted programming became more visible within the school. Between running a cafe selling and delivering beverages during the school day, Friday announcements, and weather reports, these students became known by everyone in the building. Students across grades developed connections and supported each other. The focus classes were hugely successful. Teachers and students developed stronger relationships. Integrating senior modified students into classrooms needs more work. Their time ideally shouldn’t be split between multiple rooms because planning and connecting becomes very difficult for the teacher and student.

Reflections/Advice: Students need opportunities and creating these opportunities is the challenging part. We are a small school with limited resources and scheduling challenges. Carving out a specific time, teacher and place had to be very intentional, but the rewards were worth it. Our students with intellectual disabilities on modified or adapted programming felt successful and connected to each other and staff. This year, focus groups were held in Science, Math, Art and Wood working. Going forward we hope to see more small classes like this in all subject areas and increased integration using UDL in senior classes.