| Session | Course Dates | Application Deadline | Document Deadline | Payment Deadline |
|---|---|---|---|---|
| Late Summer 2026 | Monday, August 10, 2026 – Friday, October 2, 2026 | Sunday, August 2, 2026 at 4pm PT | Tuesday, August 4, 2026 at 1pm PT | Thursday, August 6, 2026 at 1pm PT |
| Fall 2026 | Monday, September 28, 2026 – Friday, December 4, 2026 | Sunday, September 20, 2026 at 4pm PT | Tuesday, September 22, 2026 at 1pm PT | Thursday, September 24, 2026 at 1pm PT |
| Fall/Winter 2026 | Monday, November 9, 2026 – Friday, February 5, 2027 | Sunday, November 1, 2026 at 4pm PT | Tuesday, November 3, 2026 at 1pm PT | Thursday, November 5, 2026 at 1pm PT |
| Winter 2027 | Monday, January 25, 2027 – Friday, April 2, 2027 | Sunday, January 17, 2027 at 4pm PT | Tuesday, January 19, 2027 at 1pm PT | Thursday, January 21, 2027 at 1pm PT |
| Late Winter 2027 | Monday, February 15, 2027 – Friday, April 16, 2027 | Sunday, February 7, 2027 at 4pm PT | Tuesday, February 9, 2027 at 1pm PT | Thursday, February 11, 2027 at 1pm PT |
The lives of students and educators are filled with challenges. Educators strive to support students throughout their learning journeys. However, this task can feel herculean in today’s increasingly complex educational environment. But by addressing these challenges with concrete strategies specific to math learning, you’ll be better prepared to support the needs of a diverse student population.
In this course, you’ll consider factors that make a student’s educational experience challenging and learn ways to engage and motivate students in the math classroom. You will develop conversational strategies to build trust and lasting relationships, and techniques for creating welcoming, inclusive classroom environments for all learners. You’ll also explore ways to assess student abilities that may not be well-represented with traditional assessments methods.
In this course, you’ll have the opportunity to
Each module includes a variety of resources, such as articles, videos, websites, podcasts and other media, as well as discussion posts, reflective tasks, collaborative tasks, culminating tasks, and assignments.
| Modules | Minimum hours |
|---|---|
| Module 1: Characteristics of At-Risk Students | 12 |
| Module 2: Trauma-Informed Practice Progress Update 1 |
17.5 |
| Module 3: Building Relationships | 15 |
| Module 4: Building Engagement Through Numeracy Formative Assessment |
14.5 |
| Module 5: Inclusive Mathematics Progress Update 2 |
14.5 |
| Module 6: Alternative Forms of Assessment | 12 |
| Module 7: Supportive Unit Plan for Diverse Learners Summative Assessment |
14.5 |
| Total hours | 100 |
Courses and Post-Graduate Certificates are approved by TQS for Category Upgrade. If you would like these courses to be used towards Category Upgrading, you must have a valid BC Teacher Certificate.
ECEs, EAs, and other education professionals are welcome to take the courses without Certification.
Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.
Have a question? Contact us!
| Session | 100% Refund Deadline | 50% Refund Deadline |
|---|---|---|
| Summer 2026 | Friday, July 10, 2026 | August 07, 2026 |
| Session | Course Dates | 75% Refund Cut Off Date |
|---|---|---|
| Late Summer 2026 | Monday, August 10, 2026 – Friday, October 2, 2026 | August 23, 2026 |
| Fall 2026 | Monday, September 28, 2026 – Friday, December 4, 2026 | October 11, 2026 |
| Fall/Winter 2026 | Monday, November 9, 2026 – Friday, February 5, 2027 | November 22, 2026 |
| Winter 2027 | Monday, January 25, 2027 – Friday, April 2, 2027 | February 07, 2027 |
| Late Winter 2027 | Monday, February 15, 2027 – Friday, April 16, 2027 | February 28, 2027 |
For more about our refund policies, visit our Fees & Refunds page.