South Vancouver Island Training Plan
1. Community (name or brief description)
Saanich Peninsula
Greater Victoria
Camosun College-Access Programs
Saanich Indian School Board-Saanich Adult Education Centre,
2. Who will attend your training event (Who are they and what do they do? How many? Other important details)
People who work with adult and young adult students from literacy level to college prep. Staff from: Saanich Adult Education Centre(SAEC), Camosun College at Interurban and SAEC, READ society teacher, special education teachers from LAUWENEW, SD# 63 Saanich teachers.
People who work with Aboriginal, literacy and special education students.
SAEC – Diane, Tye, Kevin, Caroline, Kim, Kendra
Camosun – Wendy, Michelle, Morgan, Tia, Karen, Marc B, Jennifer B
READ – Paul Brady
LAUWELNEW – Patricia , Linda Newman
3. What issues/topics will be addressed in your training event? Why are these important for your practitioners and community?
Those of us who were at the Whole Life Approach LD Training Event talked about the workshops we attended and information we gathered. We put it into the context of our varied students and asked those who had not attended what could work for their students. Because of the scope of education, from elementary to college, and whether or not the students had special learning needs or not, we became focused on deficits.
There is a need amongst our learners for a simple and consistent system for writing that they can learn, use and carry with them all the way through their school careers from literacy and grade school to post secondary and the world of work!
Since many of our students start at LAUWELNEW tribal school as children, come to SAEC then on to Camosun, writing system can support their progress through school. Having teaching staff aware of this writing system and using it at all levels of English and class subjects would be unique.
It was decided that we would look into various ways to teach writing, decide on one that might meet a multitude of levels and needs then offer a workshop if possible.
We actually did this and discovered Step-Up-To-Writing and that a special education presenter with FNESC (First Nations Education Steering Committee) could and would deliver a short workshop on the system.
4. To-do List (Who will do what after you get back to your community?)
Action Person By when
Look into writing systems
chose
STEP-UP-TO WRITING Diane Kirby, Jill Auchanichie Nov 09
inquire about interest Wendy, Jill Nov 09 – Jan 2010
recruit attendants All Jan – Feb 2010
search out workshop space All Jan – Feb 2010
book presenter Diane Feb 2010
book workshop space Diane Feb 2010
publicize All Feb – Mar 2010
arrange refreshments Diane, Wendy Mar 2010
photocopying Diane, Wendy Apr 2010
write summary All Apr 2010
Below are some examples of training plans that have already been created. To make your own plan, click on this link and print out a blank form: Training Plan worksheet.
Here is a Registration Form for you training event: Whole Life Registration List.
Training plan example: Okanagan College-Vernon Campus
1. Community (name or brief description)
| Okanagan College – Vernon Campus |
2. Who will attend your training event (Who are they and what do they do? How many? Other important details)
Estimated numbers – Not sure… There will be about 40 people invited, I think? |
3. What issues/topics will be addressed in your training event? Why are these important for your practitioners and community?
I think it’s important to open the lines of dialogue with regards to these issues so we can all assist each other in better supporting our learners. |
4. To-do List (Who will do what after you get back to your community?)
| ActionBook a room for the workshopInvite attendees
Review notes from conference and plan workshop Hold workshop |
PersonAdminPeople mentioned above
n/a n/a |
By whenend of Jan.mid-Feb.
end of Feb. early March |
5. What do you need from the “Whole Life” project team?
| I’d like some kind of context in which the “Whole Life” conference participants can share our ideas for what we’re going to discuss, etc. in our training events – maybe a discussion forum of some kind? |
Training plan example: Fort St. John Literacy Society
1. Community (name or brief description)
| Fort St. John Literacy SocietyChristine Bourgeois – Coordinator |
2. Who will attend your training event (Who are they and what do they do? How many? Other important details)
| I will invite our 23 Volunteer Tutors to the event. These tutors work with adult literacy and ESL students. |
3. What issues/topics will be addressed in your training event? Why are these important for your practitioners and community?
| I am focusing on Dyslexia for my training event as we have had many students approach us over the last few months who read below a grade four level and I suspect they may have Dyslexia.I will share the information I gathered from Linda Siegel’s workshop along with the video: Deciphering Dyslexia. I will then have one of my tutors come in and demonstrate the Barton Reading and Spelling System. The tutor has been utilizing this program, successfully with her son and also one of our literacy students.I will then gather feedback from our other tutors if they think this program would be useful for working with their students.
If we agree that it is a good program, I will apply for the Literacy BC grant to obtain this program. If not, I will continue to research other programs. |
4. To-do List (Who will do what after you get back to your community?)
| ActionResearch Dyslexia and ProgramsDyslexia Presentation
Presentation on Barton Reading and Spelling System Apply for grant to purchase resources for our tutors to use when working with Dyslexic learners. Purchase resources – provide training to tutors. |
PersonMeMe
Me and volunteer tutor Me |
By whenDecember 18thWas held on January 18th
Tentative Date – February 22, 2010 March 19th As soon as I get the money J |
5. What do you need from the “Whole Life” project team?
| I would like to know if anyone has used or has any information on the Barton Reading and Spelling System.I would also like to know of other programs that you may have heard of to support Dyslexics. |
Training plan example: Boundary
1. Community (name or brief description)
| Boundary (Grand Forks, Greenwood, Midway, Rock Creek), Trail, Castlegar, and Nelson. |
2. Who will attend your training event (Who are they and what do they do? How many? Other important details)
| Selkirk ABE and CBAL will collaborate in holding two training events – one in the Boundary and the other in Castlegar/Trail/Nelson area.Approximately 40 participants over the two regions will attend. They will be drawn from CBAL literacy practitioners and tutors, Selkirk ABE staff, employment counselors, community living workers and members of the Community Literacy Advisory.The training in Castlegar/Trail/Nelson will take place on April 16.
The training in the Boundary (Grand Forks) will take place on April 23.
|
3. What issues/topics will be addressed in your training event? Why are these important for your practitioners and community?
These ideas were selected in order to address the wide variety of needs / situations that will be represented in the room by the diverse participants. |
4. To-do List (Who will do what after you get back to your community?)
Action
|
PersonChristy in GFDesneiges in Trail
Sheila in GF Desneige in Trail Christy, Sheila and Desneiges Christy in GF Desneiges in Trail |
By whenFeb 11, 10March 15
April 15 April 15 April 22 |
5. What do you need from the “Whole Life” project team?
| Nothing! We’re good to go.Thanks anyway. |
Training plan example: Okanagan/Salmon Arm
1. Community (name or brief description)
| Okanagan College-Salmon Arm Campus |
2. Who will attend your training event (Who are they and what do they do? How many? Other important details)
Approximately 20 people. |
3. What issues/topics will be addressed in your training event? Why are these important for your practitioners and community?
| “FASD: Understanding This Invisible Disability”Several of your learners in the adult literacy department fit into the FASD category. This presentation will help our tutors understand the needs of their learners better. |
4. To-do List (Who will do what after you get back to your community?)
Action
|
PersonShelby Crosby (Admin Office)Tutors / Staff | By whenMarch 15/10March 25
End of March Early April |
5. What do you need from the “Whole Life” project team?
| Any input or resource ideas that could relate to my workshop |
