21st NATIONAL CONGRESS ON RURAL EDUCATION MARCH 20 ‐ 22, 2016 Imagine the Possibilities … BREAKOUT SESSIONS SESSION A – MONDAY,MARCH 21, 2016 9:50 – 10:50 am Session Title and Presenters 1. How Online Learning Impacts Student Engagement and Supports Personalized Learning Jade Ballek, Principal, Sun West Distance Learning Centre Sun West School Division SASKATCHEWAN 2. Benefits and Successes Associated with the Rural Principalship: What Does the Research Say? Kristopher Barnes, Master of Education Student Jane Preston, Assistant Professor, Faculty of Education University of Prince Edward Island PRINCE EDWARD ISLAND 3. CHAIR‐ITY: Restoring Connections Beverly Illauq, Consultant Catholic District School Board of Eastern Ontario ONTARIO Session Description What is student engagement and how do you define it in an online learning environment? This year, our A3 work focused on the implementation of various strategies to improve student engagement in K‐12 online courses. By working in Professional Learning Teams (PLTs), teachers at the Sun West Distance Learning Centre developed a number of different approaches to improving student engagement in asynchronous online courses. Through the sharing of student success stories, parent testimonials and teacher feedback, this session will highlight the positive impact that distance education has had on engaging our online students and the ways in which it supports personalized learning. Participants will be given will provide practical strategies for implementation in any online program. In this presentation, we describe the characteristics of successful rural principals. More specifically, we identify personal and professional skills, qualities, practices, and competencies of successful rural principals. Multiple definitions of the term rural are provided. Findings are represented via two overarching themes. Successful rural principals promote rich, people‐focused relationships with staff, students, parents, and community members. Second, rural principals have great opportunities to be agents of change via staff professional development, instructional leadership, social capital, and balancing local needs and district policies. An overarching point revealed within the findings is that rural principals need to be geographically, culturally, and contextually literate about their communities. In disseminating this information, the presentation includes interactive activities for audience members. When used to model healing and restoration, even a common chair can be very helpful! In this session, participants will be invited to explore a chair model of connections recovery that can be applied to the development of mental, emotional and social competence and resilience in a variety of contexts. “CHAIR‐ity” is a simple tool that has been found to be useful in individual, familial, classroom, community and even systemic interventions. Participants will encouraged to apply this healing model to classroom and school‐community situations. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 1 | P a g e 1 SESSION A – MONDAY,MARCH 21, 2016 9:50 – 10:50 am 4. Building Positive School Climate to Address Mental health and Cultural Diversity in Rural Schools Jean Bacon, Board Member: Positive Behaviour Interventions and Supports – Soutien au Comportement Positif (PBIS/SCP) Canada Network Jackelyn Spencer, Behaviour Support Coach, Good Spirit School Division 5. Wind, Fire, Earth, and Water: Engaging Students in Science Through the Sharing of Indigenous Knowledge Renee Carriere, Charlebois Community School Bonnie Werner, Charlebois Community School Northern Lights School Division SASKATCHEWAN 6. Finding Success in Small Communities Ryan Schnee, SCC Chairperson, Three Lakes School Community Council Clayton Parobec, Principal, Three Lakes School Horizon School Division SASKATCHEWAN A positive school climate is one in which ALL students, Prekindergarten to Grade 12, have a sense of belonging and importance, including those who have social/behavioural/emotional issues and/or are culturally diverse, (e.g., indigenous and/or immigrant). Positive Behaviour Support (PBS) is a dynamic, problem‐solving, evidence‐based approach to achieve a positive school climate and improved learning outcomes through: 
identification of school values and behaviour goals through student and parent participation and partnerships with community organizations;  gathering information through survey/data collection computer applications;  implementation; and,  continuous monitoring to determine the effectiveness of the approach, school and division wide. The goal is to teach behaviour in a manner that is culturally responsive and to provide consistent positive reinforcement to increase desired behaviour. Students can be involved in planning, data collection and analysis for future planning. The “how to’s of PBS” related to the issues facing rural schools will be presented with leadership implications for school board members, central office and school‐based administrators, students, teachers and members of School Community Councils. Just Imagine the Possibilities … Further information regarding PBS may be found at www.pbis.org and https://pbisscpcanada.wordpress.com . The first cornerstone of this presentation is the discussion around how to include land and place‐
based learning experiences with the Saskatchewan Science Curriculum. The second cornerstone is to demonstrate the critical importance of the inclusion of local Indigenous knowledge in order to foster innovative teaching practices for the engagement of students, parents, and communities in authentic science education. Culture shock is a term we associate with places like Asia, Africa, or even Mexico, but few consider the term or its implications when a new teacher moves to their community. Crossing the urban rural cultural divide is crucial to the success of new staff in a community. This session will explore what it's like to move to a new community while examining some of the ways that a community can help newcomers thrive in their new surroundings. Moving through the cross cultural encounter successfully gives us the freedom to consider some of the unique opportunities that exist in rural communities that allow teaching there to be a fulfilling long term career choice. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 2 | P a g e 2 SESSION A – MONDAY,MARCH 21, 2016 9:50 – 10:50 am 7. Leveraging Lean in K‐12 to Improve Student Achievement Naomi Mellor, Deputy Director/CFO Lorrie Anne Harkness, Superintendent of Education, Learning Supports Lyle Stecyk, Superintendent of Project Management Prairie Valley School Division SASKATCHEWAN 8. Creating a Culture of Accountability Colleen Deitz, Board Chair Kevin Gietz, Superintendent Ken Garinger, Associate Superintendent Human Resources Palliser School Division ALBERTA 9. Making partnerships Work for Student Success Howard Wieler, Community School Coordinator Paula Ostapowich, Public Health Nurse Stobart Community School Prairie Spirit School Division and Saskatoon Health Region SASKATCHEWAN Driven by data, Prairie Valley School Division meaningfully involves staff, and works to continuously improve outcomes for students. Lean aligns with the provincial and ministry Education Sector Strategic Plan and our division’s strategic plan. Lean philosophy fits with ours at PVSD where we focus on quality first, and always with the customer (students) in mind. In 2012 the first PVSD Lean event was held in Accounts Payable and resulted in shorter processing times and more value‐added work for staff. Over the next three and a half years, a total of ten events have been held in a variety of work units including student services, central cataloguing, human resources, facilities, and transportation. Palliser Regional Schools is a high performing school division in southern Alberta that has dramatically improved academic achievement results over the course of the last decade. Key to this success has been the adoption of accountability processes throughout the system. From school reviews that bring fresh sets of eyes to a site to talk with staff, students and stakeholders, to school goals that are meaningful and measurable, to annual evaluations of key staff that encourage reflection on evidence of achievement tied directly to job descriptions and performance expectations, Palliser Regional Schools has nurtured a culture of accountability. Stobart Community School is situated in Duck Lake and serves students from Duck Lake, the RM and Beardy’s and Okemasis First Nation. The success of its’ students is well documented and highlighted by the high percentage of Aboriginal students who graduate each year. This session will explore the role partnerships can play in enhancing successful outcomes for students and the process used for establishing collaborative efforts. By finding common ground in organizations’ missions, acknowledging and addressing barriers, and being extremely patient, these partnerships can be successful for all involved. Stobart has established formal partnerships for student success which include North West Regional College, Little Ducklings Child Care Centre, The Saskatoon Health Region, Humboldt and District Community Services, and Lakeland District for Sport, Culture and Recreation. Numerous other less‐
formalized partnerships have flourished. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 3 | P a g e 3 SESSION A – MONDAY,MARCH 21, 2016 9:50 – 10:50 am There are so many things “we know” can help students. We also “know” that we can’t keep adding more and more to the school day. So what can we do!? 10. Healthy Kids Are Better Learners Sandi Urban Hall Saskatoon Health Region – Health Promoting Schools SASKATCHEWAN Health Promoting Schools is framework to implement comprehensive school health in your school. Saskatoon Health Region began its Health Promoting Schools journey by partnering with a couple of area schools. The Health Region and area school divisions seized the opportunity to expand and research the effectiveness of the program through the Public Health Agencies Innovation Strategies grants. As the federal funding comes to an end – students are telling us that HPS is a reason to come to school. School Principals report increased academic performance, improved school culture and stronger community relationships. Health Promoting Schools can be implemented at the local school level or at a system level and can easily be incorporated into your current school level planning. 4 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 4 | P a g e SESSION B – MONDAY, MARCH 21, 2016 11:05 am – 12:05 pm 1. Rural/Urban Dynamics in First Nation’s Education Governance Reform in Saskatchewan. A Case Study Michael Cottrell, Associate Professor Michael Shane Henry, PhD Candidate Terrance Pelletier, PhD Candidate Michelle Whitstone, PhD Candidate University of Saskatchewan SASKATCHEWAN 2. Supporting Positive Mental Health in Schools Tracy Dollansky, Educational Consultant Shelley Hengen, Superintendent of Student Support Services Meaghan Friedrick, Vice Principal, Kindersley Composite School Sun West School Division SASKATCHEWAN 3. Wild Expeditions Randy McLeod, CWF Education Manager Canadian Wildlife Federation BRITISH COLUMBIA In this presentation we describe a large research project commissioned by the Saskatoon Tribal Council (STC), an aggregation of seven First Nations in central Saskatchewan, Canada. Motivated by a desire to strengthen educational delivery and outcomes within the tribal council’s on‐reserve, primarily rural schools, researchers engaged in extensive consultations with community members and educators to determine what an effectively governed and meaningful system of education for First Nations learners would look like. The response to the consultations confirmed the importance First Nation people attach to education, and revealed significant heterogeneity regarding preferred approaches to educational governance both within and among the Tribal Council communities. In particular data highlighted tensions between a strong desire for local control of schools versus the perceived benefits and efficiencies of larger governance and managerial aggregations, which would inevitably diminish that local control. Significantly the main impulse for centralization is coming from the Tribal Council’s urban professional bureaucracy, bringing additional rural/urban tensions into play. We present our research as a case study of educational reform in specific tribal sites and highlight the unique urban/rural dynamics present in First Nation contexts. During conversations with staff and students around provincial A3s directed at improving graduation rates, it became apparent that mental health issues were one reason that some students were struggling with graduating from high school. To address the issue, the Sun West Positive Mental Health Initiative was created with the overall goal to improve graduation rates and increase student engagement by understanding and improving the mental health of students and staff in the division. This presentation will outline how the initiative was conceptualized and is currently being implemented in the division. Trends from a staff and student mental health survey will be highlighted. Additional topics will include Mental Health First Aide training, professional development opportunities for teachers, curriculum development, Comprehensive School Health Framework, SCC involvement, and development of promotional materials. The Canadian Wildlife Federation supported many Human Powered ONLY expeditions that have attempted to row across the Atlantic Ocean, cycle across Canada, row/paddle the length of the Columbia River, and currently working with one of Canada’s top adventure/explorer while he is on his 5 year trip around the world. We’ll explore how these, and other, inspiring expeditions and activities bring science, conservation and human elements into the classroom. We will also join Markus live during his round the world trip from where ever he is and interact with him around what inspired him, how his dream came together and how the journey is going. The ideas, size and location of the journey doesn’t matter, just the vision and scope of how everyone can participate. Let’s get everyone involved. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 5 | P a g e 5 SESSION B – MONDAY, MARCH 21, 2016 11:05 am – 12:05 pm 4. Technology and Leadership: Changing Mindsets Kelly Christopherson, PhD Student University of Regina SASKATCHEWAN 5. Reaching and Recruiting Rural Pre‐
Service Teachers: Community‐based Education Dr. Dianne Gereluk, Associate Dean, Undergraduate Programs Dr. Roswita Dressler, Director, Teaching Across Boarders Dr. Sarah Eaton, Adjunct Assistant Professor Ms. Sandra Becker, PhD Student Werklund School of Education, University of Calgary ALBERTA 6. Youth Engagement as a Tool for Strengthening Health Promotion Awareness Initiatives Roisin Unsworth, Youth Action for Prevention Program Coordinator Jackie Eaton, Sexual and Reproductive Health Program Coordinator Saskatchewan Prevention Institute SASKATCHEWAN Schools are no longer the only source of learning for students in a world that is always connected. With current technologies at our fingertips, school administrators can work to change the mindset of how we promote our schools and most importantly, the learning of students. Combining research with experience, Kelly will provide administrators and leaders with ideas and tools to begin to shift current practices within schools and change the mindset about the image of schools. Attracting and retaining teachers is a challenge for rural Canada. While efforts have been made by Canadian universities to recruit individuals from rural areas, traditional solutions have involved satellite campuses, or incentives to attend residency‐based urban programs. These two models still present a barrier for individuals who are unable to leave their community. Recognizing this barrier, one Alberta university has responded by creating an online teacher education program with a summer residency component. This program allows individuals to remain in their communities for the majority of their studies, and be mentored by local educational leaders in partnership with the university. In this session, we highlight the rationale of the program, the recruitment strategies employed, and the stories of the students themselves. Substance use and risky sexual activity are two areas that impact the health of young people in Saskatchewan. Research indicates that young people in Canada report heavier and more frequent drinking patterns than adults over 25, and subsequently, experience more resulting harms (National Alcohol Strategy Working Group, 2007). Additionally, youth who consume drugs or alcohol prior to having sexual intercourse are much less likely to use a condom, making them vulnerable to contracting sexually transmitted infections and/or having unplanned pregnancies (Saskatchewan Ministry of Health, 2009). The Saskatchewan Prevention Institute aims to improve the health of young people in our province. Youth engagement has been identified as a key measure that strengthens health promotion awareness initiatives which contributes to positive health outcomes. This includes the following: decreased alcohol, marijuana, and hard drug use; lower rates of school failure and drop‐
out; lower rates of sexual activity; teen pregnancy; anti‐social and criminal behaviours; and lower rates of depression (Khanna & McCart, 2007; Gaetz, 2014). This session provides an overview of concepts of youth engagement and shares examples of strategies and resources to encourage the meaningful participation of youth. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 6 | P a g e 6 SESSION B – MONDAY, MARCH 21, 2016 11:05 am – 12:05 pm 7. Governance 101 Tom Thompson Olds College ALBERTA 8. Supporting Side by Side Learning for Adults and Students Karen Campbell, Superintendent Kim Beaulieu, Superintendent Tracey Young, Superintendent Bob Bayles, HR Superintendent Lori Jeschke, Superintendent Prairie Spirit School Division SASKATCHEWAN 9. Imagine our Canada where Citizenship Rights and Responsibilities are Understood and Respect for Diversity is Affirmed Cathy Mills, Resource Facilitator Brett Kirk, Teachers Development Group Larry Mikulcik, Teachers Development Group Saskatchewan Human Rights Commission SASKATCHEWAN In a time of institutional accountability and with a provincial mandate for better governance, this presentation will encourage Trustees to imagine the possibilities inherent in high performing Boards who see their function as much more than policy‐making, strategic and business plan approvals, operational and capital budgets monitoring and oversight of organizational structures. The complexities and challenges in rural education call for a broader worldview of governance and Governance 101 lays the foundation for such a vision. The time has come to understand governance, not just do governance. Governance 101 explores the seven characteristics of effective Boards and highlights the mission‐critical task of a Trustee to articulate the vision and outcomes for their region and then to monitor performance toward achievement of the outcomes with a tenacity that borders on obsession. This presentation will lead Trustees to reframe their function as Governance as Stewardship, the apex of all generative and governance function. School‐based Learning Facilitators support and provide classroom embedded professional development opportunities for teachers. “ The research has been clear and consistent for over 30 years — collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students”‐Michael Fullan, 2011. As the largest rural school division in the Saskatchewan, we will outline our learning journey thus far in implementing this practice of adaptive mentorship within our schools. We will focus on the role of the administrator, the learning facilitator and the supports we have provided as a system. Participant perspectives will be shared in person and also in the form of a collected artefact. Saskatchewan classrooms reflect the changing demographics of the province. Teachers are often on the front line, dealing with those changes. The Sask. Human Rights Commission has long believed that in order to be successful, students require an understanding of citizenship rights and responsibilities and a respect for the ever‐growing diversity in the province. This session shares resources that focus on the intentional and explicit teaching of Citizenship Education that were developed through a partnership between the Sask. Human Rights Commission and Ministries of Justice and Education. Participants will understand how the resources connect directly with Sask. Social Studies outcomes and encourage students to consider their response to a variety of citizenship challenges which includes reflection on the province’s historic relationships with indigenous peoples. Presenters have been involved with the project since 2010, understand the rationale and process behind the resources, and have used the materials with students and staff. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 7 | P a g e 7 SESSION B – MONDAY, MARCH 21, 2016 11:05 am – 12:05 pm 10. Pathways to Success: Practical and Applied Arts Enhancement Project Shawn Davidson, School Board Chair Tony Baldwin, Director of Education Barb Compton, Superintendent Tana Rowe, PAA Coordinator Karla Silbernagel, Mankota School SCC Prairie South School Division SASKATCHEWAN Prairie South Schools Board of Education recognized a need for innovative strategies to align middle years and high school programs with Saskatchewan Labour Market demands and provide career exploration opportunities that exemplify the three “R’s”: rigor, relevance, and relationships. This Project provides schools with the opportunity to offer a greater diversity of experiences, encouraging school and community partnerships designed to share resources, and to work together to provide an enhanced learning program. The investment develops employment skills, life skills, and assist our students in making informed decisions as they transition from school to career. Presenters will share strategies used to narrow the gap narrow of inequities found in a large and diverse geographical school divisions. 8 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 8 | P a g e SESSION C – MONDAY, MARCH 21, 2016 1:15 – 2:15 pm 1. GUS Bus: Providing Opportunities for Rural Children and Possible Applications The Growing Up Strong Bus (GUS Bus) is an innovative solution to providing rural communities with Ashley Florent Christine Boyczuk YWCA of Moose Jaw, Early Childhood Coalition, Moose Jaw Literacy, Five Hills Health Region, PSSD School Division Partnership SAKATCHEWAN 2. Medicine Wheel Teachings Elder Noel Milliea, Elsipogtog First Nation, New Brunswick NEW BRUNSWICK 3. Wild Programs Randy McLeod, CWF Education Manager Canadian Wildlife Federation BRITISH COLUMBIA 4. Curriculum and Instruction in a Digital Age: Teaching 21st Century Skills Gwen Keith, Director of Education Chad Fingler, Superintendent of School Operations Lynn Colquhoun, Curriculum Coordinator Holy Family RCSSD SASKATCHEWAN resources that are normally available in the city. The session will highlight background, how it works to support early leaning in rural communities, the barriers and solutions, and possible applications to provide other needed resources to rural schools. The project is a partnership with the YMCA, School Divisions, Health Region, Early Childhood Coalition and Literacy. The Medicine Wheel is a learning model through which personal growth, empowerment, and healing are achievable. The Medicine Wheel extends into all facets of a person’s physical, mental, emotional, and spiritual life energies, which need to be in balance to experience lifelong wellbeing. With emphasis on the individual, the Medicine Wheel expounds the journey of the human spirit that is embodied in a physical realm. It is important to note that the actual symbol and counterparts of the Medicine Wheel (such as its colors, animal totems, and spiritual teachings) are depicted and comprehended in different ways by different Indigenous cultures. In turn, conversations about the Medicine Wheel are neither simplistic nor uniform. This particular session includes the Medicine Wheel teachings of Mi’kmaq Elder Noel Milliea from Elsipogtog, New Brunswick. Please note that this presentation will start with a smudging ceremony. The Canadian Wildlife Federations Wild Education, Wild Outdoors Wild Family Nature Club and other programs, offer educators free resources, access to area experts, networking components, curriculum links, additional programs, special events, and so on which will engage and inspire adults, youth and educators around the benefits of getting active outdoors. These Professional Learning opportunities feature activities and games which incorporate multiple cross curricular connections pertaining to wildlife, their habitats, science, conservation, sustainability and much more. Session participants will also be actively involved during the session as activities will be demonstrated. The ideas, presenters and topics are limitless! Let’s get everyone involved. Deep Learning at Holy Family School Division (A Global Partnership) System administrators will outline system planning, partnerships and template used to introduce 21st century competencies into the mainstream curriculum. This rural Saskatchewan school division lives “coherence” and will demonstrate system design, preparation … “system ready” from vision to infrastructure. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 9 | P a g e 9 SESSION C – MONDAY, MARCH 21, 2016 1:15 – 2:15 pm 5. MIND Your Health Team of FLSB Educators and Students Fort La Bosse School Division MANITOBA 6. Honouring Diversity by Confronting Racism David Katzman, SK/MB Coordinator FAST SASKATCHEWAN 7. Educational Partnerships that Work! The Whitecap Dakota First Nation/Saskatoon Public Schools Educational Partnership George Rathwell Chief Darcy Bear, Whitecap Dakota First Nation Ray Morrison, Board Chair, Saskatoon Public Schools Dean Newton, Superintendent, Saskatoon Public Schools SASKATCHEWAN Mental Health & Wellbeing is one outcome of a three year divisional plan which is concluding in the spring of 2016. Follow the progress of our Fort la Bosse team of educators and students as we built our strategy to support Mental Health Wellness within our division and communities: Mind Your Health.  Staff survey  Student voice  Review of current trends & literature review  Development of FLBSD strategy: Mind Your Health o Highlights of the strategy, outcomes, and indicators  September 2015 FLBSD Conference outline & feedback  Next Steps: o Continued lead team learning o Ongoing plan development o The future – 2016‐17 Voices into Action is a free, comprehensive, totally online resource for secondary students and teachers to learn about racism and how we can all be a part of creating a healthy school, community, nation and world. This resource was created with provincial curriculum objectives in mind and respect for the limited time available to teachers to identify and integrate new materials in their programs. It’s ready to use, tomorrow. Topics include: Residential Schools, Cyberbullying, Islamophobia, the Holocaust, Gender, LGBTQ, Rwanda, Armenia, the Irish Emigration, Japanese Internment, the Vietnamese Boat People, and much more. There is never any cost for anyone to use this totally bilingual program. Please check us out online at: www.voicesintoaction . This program would also be very suitable for adult learners. WDFN Chief Darcy Bear has always sought the best educational opportunities for his people. While a long history existed between Saskatoon Public Schools and the Whitecap Dakota community, the transition experiences of the Whitecap Dakota students and their eventual graduation rates were not always as positive and successful as all concerned had hoped. Over that past twenty years, Chief Bear and his council have worked to develop a strong educational partnership with Saskatoon Public Schools through building strong working relationship with the SPS Board, senior administration and school‐ based staff. This work has led to a formal partnership that has improved the learning, educational funding, facilities and cultural teachings for Whitecap Dakota children and youth. The partnership has also acted to enrich learning regarding First Nations for all SPSD students. Please join us in a positive educational story that has changed lives and a partnership idea that may be applicable in many different provincial and national contexts. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 10 | P a g e 10 SESSION C – MONDAY, MARCH 21, 2016 1:15 – 2:15 pm 8. Supporting Aspiring Leadership in Rural Saskatchewan School Divisions Tracy Dollansky, Educational Consultant, Sun West School Division Brenda Vickers, Superintendent of Human Resources, Living Sky School Division Noel Roche, Learning Superintendent, Prairie Spirit School Division Bob Bayles, Superintendent of Human Resources, Prairie Spirit School Division Jenifer Kahl, Teacher, Living Sky School Division Erin Pincemin, Teacher, Sun West School Division SASKATCHEWAN 9. Personalized Learning in the Math Classroom To Meet the Needs of All Learners Darren Gasper, Superintendent of Education Tim Hom , Teacher, Loreburn School Brenna Siroski, Teacher, Loreburn School Students from Loreburn School TBD Sun West School Division SASKATCHEWAN 10. It’s A Money Thing. Financial Building Blocks for a Successful Future Jessie Usselman, Community Investment Specialist, Affinity Credit Union SASKATCHEWAN In partnership with the University of Saskatchewan, three rural school divisions, Sun West, Living Sky, and Prairie Spirit have developed an Aspiring Leadership Program consisting of professional development for aspiring leaders and a graduate level Rural Masters’ cohort. This presentation will outline the development of the program, graduate course delivery both on campus and off‐site, the challenges associated with meeting rural leadership needs and the successes experienced! Participant perspectives will also be shared 11 In this session we will discuss the three year journey that the staff and students of Loreburn School have been on as they developed their personalized learning Math program. Students will share their own experiences and discuss why they prefer this style of learning over a return to a traditional approach in Math. Staff will share their perceptions as well, including how they are meeting the needs of all learners in the classroom. Financial literacy is all about having the knowledge, skills and confidence to make responsible financial decisions. Whether these decisions are about what to do with your first pay cheque, understanding your students loans, how to prepare for your first home, starting the conversation about money with youth, or finding ways to save on a limited income, financial literacy is an investment in all of our futures and the future of our communities. Understanding credit and spending is a key step to having less stress and more freedom to enjoy life. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 11 | P a g e SESSION D – MONDAY, MARCH 21, 2016 2:30 – 3:30 pm 1. One Course Many Paths Shelby Budd, Principal, Chinook Cyber School Chinook School Division SASKATCHEWAN 2. Increase Student Engagement through the Game of Hockey Jane Dupre, Principal, Lundar School Rory Tycoles, Teacher, Lundar School Dr. Jackie Kirk, Professor, Brandon University Dr. Mike Nantais, Professor Brandon University Lakeshore School Division and Brandon University VOICE Project MANITOBA 3. The Teaching Principal in Rural, Remote and Northern Contexts: Setting the Policy Context in MB, AB, and SK Dawn Wallin, Associate Dean, College of Education Paul Newton, Associate Professor, Department of Educational Administration, College of Education University of Saskatchewan SASKATCHEWAN 4. Up to Code: Teaching Computational Literacy through STEM Jason Low, Principal Meaghan Green, Elementary Teacher Sandra Baldwin, Senior Math Teacher Arlene Low, Learning Coach Davidson School, Sun West School Division SASKATCHEWAN Does differentiation make a difference to student learning? Absolutely! In this session, you’ll see examples of how choices are being incorporated in Chinook’s online courses in an effort to strive for excellent in online pedagogy and provide students with the best learning opportunities possible. Conditional releasing of information is allowing students to pick their own learning path through their online courses. This is an informative session that will discuss the development and application of the School Initiated Course of Hockey. We will discuss the rationale of developing a Hockey course, in what ways hockey engages students in numeracy and literacy, and the community involvement that is associated with the course. The session will also include a preview of the materials used for building numeracy and literacy, assessment practices, practical and theoretical aspects of the course, as well as the staff and students impressions of the course. If you are looking at ways to improve student engagement as you build student literacy and numeracy skills, this might just be the course for your school. This session will introduce a research study funded by the Social Science and Humanities Research Council of Canada that examines the role of teaching principals in rural, remote and northern schools in the prairie provinces. This year’s presentation will set the policy context of rural teaching principals in MB, SK, and AB, and describe how we will work with teaching principals to collect data and to support their work over the 4 years of this study. The study explores how the dual role of teaching and administration can support, or sometimes hinder, the principal’s ability to promote student outcomes, engage staff and community, and/or improve school effectiveness. Ultimately, we wish to offer recommendations for policy and practice that can support teaching principals in rural, remote and Northern contexts, and to create strategies for effective rural school governance, community engagement, administrative workload policies and leadership preparation. Computational Literacy (Coding) is an essential literacy that will benefit students of all ages. Our 60 minute presentation will showcase a yearlong project at Davidson School where we introduced computer coding to Grade 1 to 12 by breaking the year into four phases: * Achieve basic literacy in computation in a blended learning environment. * Explore the use of computation in the world around them. * Apply computation to solve problems to challenge or design a product. * Showcase evidence of learning. We will share our resources, tech tools and devices, roadblocks and successes. Up to Code Promo Trailer: https://www.youtube.com/watch?v=E0zjL_sWnDA 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 12 | P a g e 12 SESSION D – MONDAY, MARCH 21, 2016 2:30 – 3:30 pm 5. Blend Me Your Ears Thad Swidzinski, Distributed learning Coach Good Spirit School Division SASKATCHEWAN 6. Supporting Self‐Directed Learning Wendy James, Coordinator of Curriculum and Instruction Saskatoon Public Schools SASKATCHEWAN 7. Adolescent Suicide: What the Adults Can Do The Good Spirit School Division has developed a Distributed Learning Program to provide flexibility in programming and to target the areas of credit recovery and elective choice. The Program supports teachers who are “blending” their classrooms. In addition it is developing and delivering online courses for students in GSSD. The program has benefitted from course sharing partnerships that have been established with other school divisions. This presentation will discuss the development of the program as well as share some of the examples and stories from around the division that are benefitting GSSD students. Self‐directed learning is a skill set that students can choose to care about and develop over time. Adults, including teachers and administrators, have substantial influence on a student’s ability to self‐
direct well. This session will address a variety of teaching and learning strategies teachers can use to promote student motivation, autonomy, and success when learning independently during some parts of class time. Many of the strategies are designed to work effectively in split grade classrooms. Sadly, adolescent suicide, self‐harm and accompanying concerns like depression and anxiety are rampant issues that plague society. Kids are experiencing unprecedented levels of alarm and hopelessness. School counselling offices experience the brunt of these concerns while children and adolescents carry the burden of feeling emotionally troubled. Parents, school personnel and others carry a sense of unease when the subject of adolescent suicide is Coralee Pringle‐Nelson, Coordinator: Counselling raised. However, it is imperative that the topic is discussed openly, with deep care and compassion. Services While there are hopeful strategies, interventions and programs to support adolescents who struggle Saskatoon Public Schools with self‐harm and thoughts of suicide, the available and connected adults in kids’ lives play the most SASKATCHEWAN powerful and effective role for prevention and ultimately intervention. This session will teach preliminary prevention strategies for addressing adolescent concerns around suicide. Additional resources will be identified for further information and study. 8. Student Leadership: A Conference by Students for Students Kevin Gietz, Superintendent Pat Rivard, Associate Superintendent Education Services Alison Hancox, Beyond Borders Principal Student Reps Palliser Regional Schools ALBERTA In November 2015, about 500 middle and high school students from across Palliser Regional Schools gathered together for a day‐long leadership conference called “Discover U: Explore. Create. Achieve.” The day was intended to inspire students to identify needs in their schools and communities and mobilize themselves and their peers to create solutions. What set the day apart is that everything from the name of the event, to the format and the breakout sessions were organized by high school students. They created ice breaker events, led sessions on various aspects of leadership, set up the venue, served as emcees and presenters. They were the star of their own show, engaging and empowering their peers to be agents of change in their communities. The event showcased the power of student voice. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 13 | P a g e 13 SESSION D – MONDAY, MARCH 21, 2016 2:30 – 3:30 pm 9. Using The Outdoor Classroom to Inspire Learning and Enhance Student Engagement Reg Leidl, Principal, Macdonald School Melissa Johanson, Teacher, Macdonald School Tanya Sivernagel, SCC Member, Macdonald School Alisa Leidl, Principal, Churchbridge Public School Amanda Kornaga, Vice Principal,.Churchbridge Public School Good Spirit School Division SASKATCHEWAN 10. Changing One Thing Can Change Everything: Student Efficacy Through Assessment Katie White, Coordinator of Learning and Education Consultant North East School Division SASKATCHEWAN Churchbridge Public School and Macdonald School are currently developing outdoor learning spaces (outdoor classrooms/nature trails) as part of their Learning Improvement Plans within the Good Spirit School Division. This initiative inspires students and staff to go outdoors to learn, create lasting memories, and to be active learners in nature. This presentation will examine the journey being undertaken by these schools and how impactful outdoor learning can be in supporting Comprehensive School Community Health (CSCH), curriculum, student engagement, and the ESSP. This session explores the power of assessment to create hope and efficacy in learners. By empowering students to be in charge of their own learning stories, adults can support the development of learners who are confident and capable. When educators deeply understand the destination themselves, they can comfortably walk alongside students as they take ownership for their own growth. In this session, we will explore ways to encourage students to share responsibility for their own academic and behavioural outcomes through strong self‐assessment and goal‐setting. We will explore how this approach supports learning in multi‐graded and diverse classrooms across grade levels. Practical examples will be shared for how to develop the sub‐skills connected to strong reflective learning. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 14 | P a g e 14 SESSION E – TUESDAY, MARCH 22, 2016 8:45 – 9:45 am 1. Certificate Offerings in EAL, Indigenous Languages, and Practical and Applied Arts Jay Wilson, Department Head & Graduate Coordinator, Department of Curriculum Studies, College of Education University of Saskatchewan SASKATCHEWAN For Teachers to continue to learn and grow, and for administrators to fully support staff, professional development is crucial. In a response to the PD needs of in‐service teachers in Saskatchewan, the Department of Curriculum Studies at the U of S has launched three new certificate programs. All three certificates are 10 course university credit programs. The Post‐Degree Certificate in English as an Additional Language will cover a range of methodological and pedagogical topics with an emphasis on practical EAL learning experiences. The Indigenous Language Certificate (ILC) will introduce learners to Saskatchewan indigenous languages (currently Cree language) as well as develop specific classroom methodologies for teachers working with Indigenous language speakers. A land‐based cultural component is a significant aspect of the ILC. The Certificate in Practical and Applied Arts is for teachers working in IA or Home Ec who have not taken a degree in the area but desire and need training to deliver PAA courses. This session will be an overview of all three certificates and an opportunity to find out how they can be accessed. Teachers and administrators will find the information very useful. 2. Kinaamagedaa kidji minopimadiziyek: Let’s Teach to Live Healthy! Cindy Deschenes, Education Consultant, Franklin Covey 3. Working Together to Create a Safe Saskatchewan Through Youth Engagement Terri Kerbrat, Community Relations Coordinator Saskatchewan Safety Council SASKATCHEWAN Cindy Deschenes is Algonquin from Kitiganik and Kitigan Zibi communities in Quebec and has worked with First Nations across Canada. Our communities are at a crossroads. With the tragic events in several First Nations communities and with the recent tragedy in northern Saskatchewan, our youth are clearly sending us a message: we must rethink our approaches! With an ever expanding, rapidly globalizing world that is impacting our communities today, it is ever the more crucial to establish processes that can collectively help address key issues our children face. The good news is…we can do something about it through the use of traditional approaches in a modern context. We can make a difference in helping all children live healthy, meaningful and effective lives on and off‐reserve. Join this workshop to learn about a model that has proven effective in obtaining consistent, positive outcomes worldwide. One in five workplace injuries reported to the WCB involves a worker under 25 years of age; more than 5,400 young workers are injured in Saskatchewan annually; and on average, three young people die on the job. At the Saskatchewan Safety Council we are taking these numbers very seriously. We know that by teaching young people the extreme importance of workplace safety at an early age there is the potential to drastically reduce these numbers. The Early Safety Training Program (ESTP) is a youth safety education strategy that removes the barriers for youth to access safety training so they can develop safety habits and attitudes that they can apply throughout their lifetime. Industry partners and other agencies, provide sponsorship that removes the barrier of affordability. ESTP operates with the guidance of a provincial steering committee consisting of representation by the seven industry safety associations, key industry stakeholders, education champions, and WorkSafe. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 15 | P a g e 15 SESSION E – TUESDAY, MARCH 22, 2016 8:45 – 9:45 am 4. Blanket Exercise Workshop Ethel Stone, Elder, Living Sky School Division Elders’ Advisory Council Member Todd Miller, Board Member Tammy Riel, Principal, Cando Community School Kelley Gessner, Following Their Voices Facilitator/Teacher, Cando Community School Peter Spyglass, SCC Student Representative, Cando Community School Hailey Buckelk, SCC Student Representative, Cando Community School Living Sky School Division SASKATCHEWAN 5. Wild Webinars Randy McLeod, CWF Education Manager Canadian Wildlife Federation BRITISH COLUMBIA This simulation activity is a teaching tool to share the historic and contemporary relationship between Indigenous and non‐Indigenous peoples in Canada. During the session participants will be guided through a simulation that allows them to begin to develop their understanding and knowledge of Canada’s Indigenous peoples in a different and impactful way. Living Sky School Division and Cando Community School hope to provide an opportunity for interested participants to experience the Blanket Exercise and then take the KAIROS resources back to their communities and organizations. The impact that the Blanket Exercise Workshops has had within LSSD will be shared through a short presentation before the simulation begins. The session would need to be capped at 25 participants. http://kairosblanketexercise.org/ The Canadian Wildlife Federation’s Wild Webinar program offers live interactive programing around educational topics relating to conservation, wildlife, habitat, and beyond. We provide a relevant interactive online learning platform, on topics of benefit to all ages presented by field area experts. CWF Webinars are free, informative, inspiring, engaging, just the right length at 20 to 30 minutes, full of value and a great live outreach tool. During the session participants will view webinar snippets, understand how they are constructed (organized), possibly interact live in a Webinar setting, be actively involved in the development of future Webinar topics of relevance and importance to them and their students or possibility in the development of their own Webinar(s) with CWF support and outreach. The ideas, presenters and topics are limitless! Let’s get everyone involved. 6. What’s Best for Kids – Building Strong School Partnerships Shelby Budd, Principal, Chinook Cyber School Arron Kohlman, Principal, Herbert School Chinook School Division SASKATCHEWAN With declining enrollments and the challenge to offer a broad range of courses to students, Herbert School began looking for creative ways to maximize their teaching strengths within their school while still affording their students a wide range of course selection. In partnership with the Chinook Cyber School, Herbert School provided students with opportunities within their building and online along with a strong support plan to help ensure success and give their students well rounded educational opportunities. Arron and Shelby will discuss how these two schools work together to provide choices that are best for kids. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 16 | P a g e 16 SESSION E – TUESDAY, MARCH 22, 2016 8:45 – 9:45 am 7. Considerations and Content for Rural Teacher Education Shaun Murphy, Associate Professor, Educational Foundations Janet McVittie, Assistant Profess, Educational Foundations Dianne Miller, Professor, Educational Foundations College of Education, University of Saskatchewan SASKATCHEWAN The outcomes and benefits of rural teacher education are important and practical for both universities and communities as they hold potential for strengthening ties between institutions of teacher education and rural communities; helping teachers and teacher educators understand and expand the role of place‐based learning; exploring and enhancing the relationships between rural families and teachers; and retaining teachers in rural communities by investigating what is needed to sustain them in their work and lives. Our overarching question is ""How can teacher educators and teacher education programs support rural education?" 8. Engagement Strategies to Enhance SCC and Trustee Partnership Tony Baldwin, Director of Education Giselle Wilson, Trustee Barb Compton, Superintendent Amanda Gent, Coronach School SCC Krista Davidson, Kincaid School SCC Angela Andrei, Moose Jaw SCC Prairie South School Division SASKATCHEWAN School Community Councils (SCC’s) provide a forum through which parents and other members of school communities can contribute to improve learning and well‐being of our students. SCC’s are an integral, purposeful and valued component of Prairie South’s governance model and integrated into the Board of Education decision‐making processes and celebrations. This session will share strategies implemented to strengthen school councils. The profession of teaching comes with a seemingly endless list of demands. This chosen career combined with life itself will naturally bring challenges and stress, but the key is moving forward so that it doesn’t impact other areas of your life. 9. Goodbye Stress. Hello Life! This is YOUR Drawing from personal and professional experiences, Allan provides direction that inspires individuals to persevere through their personal challenges rather than avoid or escape them. He challenges Journey Allan Kehler, Professional Speaker/Teacher people to take an honest look at what lies beneath their pain, and provides the tools to heal through a holistic approach. Allan motivates people to regain control of self, and return to the journey that they were meant to lead. When both teachers and students are able to manage their stress effectively, it creates a more effective environment for learning to take place. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 17 | P a g e 17 SESSION E – TUESDAY, MARCH 22, 2016 8:45 – 9:45 am Through participation in Alberta Education’s ‘Moving Forward with High School Redesign’, 10. Great Flexpectations – Fostering Student Flexpectations is a term that describes Oilfields High School’s (OHS) journey to guide and foster Independence through Flexible and students to become independent learners. We have shifted our focus to “how” we learn, rather than “what” we learn. By redesigning timetables, teacher preparation time, student voice opportunities, Personalized Learning Conor Hart, Teacher Sherry Schalm, Teacher Scott Carey, Principal Oilfields High School, Black Diamond ALBERTA innovative learning events, and expectations of our school community, we are changing how we prepare our students for a successful future. We will share our experiences surrounding the relationship between how changes in structure affect changes in teacher practice, and vice versa. Key topics to be covered include timetabling for teacher collaboration, assessment practices in flexible learning environments, and how flexible timetables foster risk‐taking for students and teachers alike. OHS is a grade 7 through 12 school situated in the rural community of Black Diamond, Alberta with a population of around 370 students. 18 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 18 | P a g e SESSION F – TUESDAY, MARCH 22, 2016 10:00 – 11:00 am A study by Douglas Reeves (2003) identified the following characteristics of high performing high poverty schools. In that study, Reeves found the following common practices: 1. Using Assessment Practices to Reach ALL Students Derrick Cameron, Teacher, A.E. Peacock Collegiate, Prairie South School Division Doctoral Candidate, University of Calgary SASKATCHEWAN 
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focus on academic achievement Clear curriculum choices Frequent assessment of student progress and multiple opportunities for improvement. An emphasis on nonfiction writing. Collaborative scoring of student work. Most schools and teachers argue they are utilizing formative assessment but my recent research found that this is not the case. This session will examine the foundational pieces of solid assessment practices and the importance of having a collaborative team review, on a regular basis, student evidence to determine 1. How students are progressing towards the learning outcome; and 2. What impact our practices are truly having on student learning. 19 2. Connecting Youth to Their Future through SaskCareers.ca Janet Uchacz‐Hart, Executive Director Saskatoon Industry‐Education Council SASKATCHEWAN 3. The Story of Eliza Van Bibber School: Building Positive Relationships in Rural Yukon Lynette Lo, Teacher Tricia Frey, Teacher Eliza Van Bibber School Yukon Education YUKON The province of Saskatchewan along with many partners have developed a one‐stop‐shop for career development through a provincial website: SaskCareers.ca. Tied to the A3 Graduation and Transition Outcomes, SaskCareers helps youth in developing their career plan and transition plan beyond high school. This tool has a resume builder, occupational and post‐secondary search options, a high school planner as well as a portfolio. This tool is meant for Saskatchewan residents not only through K‐12 but continued throughout post‐secondary and into the workplace. Eliza Van Bibber School is a K‐12 school in the small community of Pelly Crossing, in the Yukon Territory. Our school population is made up entirely of students of the Selkirk First Nations. Historically, school/community relationships have been strained; but actions taken over the last three years have repaired and strengthened this partnership. Come join us as we outline our transition from a place of conflict to one of positive relationships. Our session will touch on the importance of: incorporating Northern Tutchone culture and language into our shared school culture, transparency within the community, partnerships between school and community councils, strong leadership and clear goal setting, student accountability and responsibility, effective school and community councils, recruitment and retention strategies, building positive relationships between staff and students. We hope to see you there. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 19 | P a g e SESSION F – TUESDAY, MARCH 22, 2016 10:00 – 11:00 am During the pre‐teen and teen years, youth experience numerous pressures from peers. While many pressures are positive, some increase the likelihood that youth will be involved in negative and/or risky behaviours including, among others: 4. Explicit Instruction of Pro‐Social Skills for Grade 7‐12: A Research/Evidence‐Based Approach Jean Bacon, SK Education Coordinator: Centre for Addictions and Mental Health (CAMH) Fourth R Programs, Canadian Prevention Science Cluster, Western University 
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bullying and cyber‐bullying; violence in friend and dating relationships; and drugs and alcohol abuse. All of these, in turn, can and do increase the likelihood of loneliness, dating violence, anxiety, depression, and other mental health problems. The current research/evidence base tells us that we can increase resiliency and leadership skills in young people through direct instruction of social skills that lead to healthy relationships and an enhanced sense of belonging. This session will focus on the Healthy Relationships Plus (HRP) program developed by the Centre for Addictions and Mental Health (CAMH)/Canadian Prevention Science Cluster, which capitalizes on the inherent interest of youth in their peer relationships in order to build healthy relationship skills and increase mental health resilience. A number of Australian rural/remote communities are establishing locally determined, whole of community, Collaborative Learning Alliances to address the challenges they face (staffing, breadth of options, youth aspirations) with some great results – using shared resourcing, creative blended learning approaches, and creative recruitment approaches. 5. Collaborative Autonomy – Improving Rural Education through Collaboration Phil Brown, CEO Country Education Partnership AUSTRALIA Such Alliances have developed a robust form of partnership, promoting a supported “self‐improving education system” (inclusive of early years, schooling, further education and the broader community) while retaining the uniqueness of each partner organisation, with an overt focus on developing a “culture of improvement” and challenging each other to succeed. This workshop will explore how a number of rural/remote communities are utilising this approach in developing creative strategies to enhance and improve education opportunities and outcomes for their students and explore the resources and approaches in supporting such rural communities. The Country Education Partnership (CEP) is an Australian not for profit organization that supports and advocates for rural/remote education communities in providing high quality education within them. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 20 | P a g e 20 SESSION F – TUESDAY, MARCH 22, 2016 10:00 – 11:00 am 6. What Does ‘School Community’ Mean Today in Secondary, Rural Northern Schools? Bonnie Stelmach, Associate Professor and Associate Chair, Undergraduate Studies, Department of Educational Policy Studies Summer Cowley, PhD Student University of Alberta ALBERTA The school community—parents especially—is considered imperative to students’ success. ‘School community,’ however, is under‐theorized. It has the characteristics of a zombie category (Beck & Beck‐
Gersheim, 2001): it is alive in educational discourse, but has diminishing effectiveness because the term has undergone little or cursory theoretical debate. Compounding the problem is that our assumptions about school communities primarily emerge from research conducted in urban, elementary contexts. We will present research on the discourses that shape our understanding of school community in secondary rural schools in Alberta’s provincial north. Rural, northern school are wrongly assumed to be static, and community is easy to achieve. What does it mean for secondary parents to feel in community in their children’s schools? What do we mean by school community, given complex and shifting social arrangements? How do parents position themselves within these discourses? What meaning of school community is conveyed through these discourses? 7. Culturally Responsive Schools Module: A Staff Professional Development Strategy What is “culturally responsive”? Why is it important? How does it look in a classroom, a school, a community? for Safe and Caring Schools Crandall Hrynkiw, Superintendent of Learning Deb Schwandt‐Kelln, Principal, William Derby School, Strasbourg Larry Mikulcik, Teacher, William Derby School, Strasbourg Joanne Cunningham, First Nations and Metis Education Supervisor Horizon School Division SASKATCHEWAN In the fall of 2015, Horizon School Division began implementation of a Culturally Responsive Schools module. This staff professional development module is intended to build deeper understanding of the critical role that culturally responsive classrooms play in student engagement in learning and student wellbeing. Providing a learning environment that holds maximum opportunity to succeed is critical. Every student must feel safe, must feel a sense of belonging and must know that they have a valued contribution to make to their school community. Teaching practice also authentically engages student populations with a full range of differences in background, needs, interests, and strengths. 8. Literacy: Transforming Teaching and Learning Palliser Regional Schools has embraced literacy as the key to student success in school and in life. This has involved shifting thinking in our schools across the division about reading and the teaching of reading. Across grades and subject areas, all teachers are teachers of literacy, developing comprehension of course‐specific vocabulary and supporting complex and critical thinking. Moving our division forward is a matter of supporting one teacher at a time and one student at a time. Over the past four years, Palliser has developed a singular focus on literacy of professional development for groups or individual teachers, a literacy‐focused approach to resource allocation, and an assessment‐
driven approach to literacy instruction tailored to the individual student’s needs. Kevin Gietz, Superintendent Pat Rivard, Associate Superintendent Cynthia Gietz, Director of Learning Palliser Regional Schools ALBERTA During this session we will present information about the rationale for the module, the module contents and an example of how the module has been implemented at William Derby School. 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 21 | P a g e 21 SESSION F – TUESDAY, MARCH 22, 2016 10:00 – 11:00 am 9. Understanding Student Influences: Examining STEM Education in Canada Sara Steers, Director of External Relations Let’s Talk Science ONTARIO Approximately 70 per cent of Canada’s top‐paying jobs require science, technology, engineer or math (STEM) education; however, less than 50 per cent of Canadian high school students graduate with a STEM background. Join Let’s Talk Science for a discussion on what is influencing students’ education and career choices. This session will also discuss strategies to address youth engagement in STEM. Let’s Talk Science, an award‐winning national charitable organization, is committed to raising awareness of the importance of STEM learning to our youth today and to examining the state of youth learning and engagement in STEM 22 21st National Congress on Rural Education March 20 – 22, 2016 Breakout Sessions 22 | P a g e