GSSD Strategic Initiatives Connected to the Ministry Student Services Rubric – April 9/13
Inclusionary Philosophy & BeliefsPrincipal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Inclusive Attitudes / ●Understanding & accept inclusive philosophy
●Supports the inclusion values of participation, belonging and interaction
●Recognize the benefit of inclusion for students with and without a disability
●Embrace the value of diversity
●Use inclusive philosophy in decision making
●Utilize problem-solving mindset
●Acknowledge responsibility for education and success of all students / By June 2013, GSSD will develop a 5 year professional development continuum focusing on UbD, DI, and RTI implementation. / The GSSD Student Services Department will continue to use inclusionary philosophy as our lense when making placement and programming decisions for students. While this will no longer be a goal area, emphasis will continue to be placed on inclusion through quality core programming, RtI, UbD, and DI (differentiate instruction) as outlined in the Strategic Work Plan. / Equitable Opportunities
Student Learning & Well-being / RtI, UbD, DI accountability measures
Inclusive Practices / ●Students are supported in a range of age-appropriate classrooms in neighborhood schools
●Sufficient supports exist within regular classrooms for successful achievement of appropriate outcomes for students
●Classroom teachers engage in instructional planning based on inclusionary practices and beliefs
●Take purposeful action to create a welcoming, responsive, and inclusive environment
●Work in collaborative teams / By June 2013, all GSSD Professional Services Provider groups will establish SMART goals that align with the strategic plan and CIAF. / GSSD continues to use Professional Learning Communities (PLCs) to foster collaborative teams within the school environment and within our professional service provider groups. All GSSD schools are to form and operate as a Professional Learning Community with the focus being student learning & well-being. All schools are expected to complete Learning Improvement Plans that align with the Ministry’s CIAF and GSSD’s Strategic Priority areas. This is considered a non-negotiable item and will be closely monitored at both the school and division level. / Equitable Opportunities
Student Learning & Well-being
People Engagement / GSSD Strategic work plan measures
Principal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Strategic Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Organizational Structures that Support Inclusive Education / ●Shared vision for inclusion
●Policies and procedures that are consistent with inclusive philosophy
●Collaborative work environment
●Multi-disciplinary teams
●Administrative support and leadership
●Professional supports and resources
●Emphasis on teaching and learning
●Participation in continuous school improvement
●Educational programming based on effective practice / By June 2013, a referral intake flowchart will be developed to guide consistent practices, enhance communication, build capacity, and increase collaboration among professional service providers and school teams. / GSSD has organized the Student Services Department into three clusters according to geographic region. Each cluster has a Coordinator, Psychologist, Occupational Therapist, Speech and Language Pathologist, Counsellor, etc. The Division has set up meeting structures that include monthly referral intake meetings, school based interdisciplinary team meetings, and role alike PLC meetings. The focus will be on collaboration, capacity building,communication, and consistency of practice. These structures and focus areas have been communicated to the public, the Board, Senior Leadership and the schools. Frequent monitoring will occur to ensure that all decisions and actions adhere to the principles of Communication, Collaboration, Capacity Building, and Consistency of Practice. / Accountability for All
Equitable Opportunities
Student Learning & Well-being
People Engagement / Flowchart attached
Moving toward a more efficient process to respond to referrals.
Parental/ Caregiver Engagement / ●There are purposeful attempts by school personnel to build rapport
●There is an established and effective ongoing communication system between parents/caregivers and school personnel
●The school creates additional special event opportunities, beyond IIP meetings
●Parents/caregivers understand and work in partnership with school personnel to collaboratively plan and provide meaningful educational experiences
●Shared responsibility for supporting learner outcomes is evident / By June 2013, a joint protocol and service agreement will be developed with the Partners of Employment program to assist high school students with intensive needs transitioning to employment/life. / Transition planning will be utilized to engage families. Focus will be placed on the transition between health and education for preschool and kindergarten aged students, transition from grade to grade, and transition from school to life/work. Formal partnerships and joint protocols have been developed by Health, Education, PECIP, Kids First, Families First, Parkland College, etc., to facilitate parental engagement, communication, and smooth transitions. The Tell Them From Me Perceptual Survey will be implemented through GSSD in the spring of 2013 from grades 4 to 12. / Accountability for All
Equitable Opportunities
Student Learning & Well-being
People Engagement / Transition Strategic Work Plan Measures
Tell Them From Me Perceptual Survey
Instructional Practices & Programming Interventions
Principal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Strategic Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Planning Processes / ●Classroom teachers recognize and acknowledge students’ unresponsiveness to classroom instruction/interventions and enact referral process
●Implementation of school division’s referral process is common practice
●Assessment plans are developed that include up-to-date information from a variety of informal and formal sources and across settings
●Assessment results are used to direct programming and are linked to a student’s IIP
●School-based team involved in IIP development, review, and update
●Priority annual outcomes are established and aligned with areas within the Impact Assessment Profile and with the standards identified by the Ministry of Education
●Plans for monitoring student progress are established
●Dates for mid-year reviews and an annual update for PPP determined
●IIP adjusted to reflect data collected regarding student’s progress
●Plans developed to address critical factors that may affect successful transition
●Indicators of successful transition developed and monitored / By June 2013, GSSD will develop a 5 year professional development continuum focusing on UbD, DI, and RTI implementation. / All teachers and Administrators will be supported with the implementation of RtI and the establishment of RtI Teams. Teachers and schools are working towards UbD planning in ELA. School based PLC teams are developing common pacing guides and common formative and summative assessments that are guiding instruction and improving outcomes for all students.
Student Services has developed a continuum of supports that outline responsibilities of the Classroom Teacher, the Student Support Teacher (SST), and Professional Service Providers (PSPs).
IIPs are developed in the spring and reviewed at reporting periods, and more frequently if necessary. Digital IIP System has been developed that will support team collaboration (TPM Implementation Strategic Work Plan). Transition planning procedures and documents have been provided to support transition planning; structures have been developed for working with partner agencies to support successful transitions. / Accountability for All
Equitable Opportunities
Student Learning & Well-being
People Engagement / RtI, UbD, & DI accountability measures
TPM Implementation
Fostering Independence / ●Student accesses staffing allocation for physical or academic support as required
●Regular monitoring and adjustment of student’s level of adult support
●Student explicitly taught skills that facilitate independence and self-determination
●Positive interdependence with peers fostered to provide support for inclusive activities
●Purposeful planning and programming for independent living needs
●Parents/caregivers, classroom teachers, and educational assistants understand the importance of fostering student independence and work together to take purposeful actions that will maximize student independence / By June 2013, the TEAM orientation will be updated and all new temporary and permanent EA hires will be required to complete modules 1 through 4 on the GSSD Student Services website. / Independence goals are encouraged to be included in IIPs. Central office, Administrators,and SSTs are required to assess their IIPs for the Essential Components as outlined by the Ministry prior to Nov. 15/2012. Student independence will be a focus area when reviewing IIPs. When support is requested, staff has to outline how the EA will support skill development so the student can become more independent. Support can be added in the form of teachers delivering tiers of intervention to close the gap. The ISC Committee will develop and implement an EA Allocation Rubric with an emphasis on consistency.
EA orientation outlines rationale for student independence.
Formalized processes have been developed for schools to identify when students are not functioning independently and require additional supports. When necessary,immediate EA support is provided to address emergency situations. / Accountability for All
Equitable Opportunities
Student Learning & Well-being
People Engagement / Post assessment data from TEAM orientation.
Essential components of IIP as outlined by Ministry of Ed.
Principal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Strategic Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Designing Instructional Program / ●School-based team plans and develops a program of instruction, including essential support services
●A full range of support services, including natural supports, are considered
●Instructional plan is aligned with student’s learning profile, IIP, and their response to instruction
●Curriculum is designed for a range of learner needs (i.e., universal access)
●Evidence-based strategies are used to accomplish educational outcomes
●Differentiated instruction is common practice and includes adaptations and modifications that reflect differing learning modalities, pacing, and complexity
●Instruction, assessment, curriculum, and classroom management are aligned
●Flexible grouping patterns are created based on student’s strengths and needs, and the instructional content
●Emphasis on self-determination peer interaction, and the maintenance/generalization of skills
●All options for support are considered within the context of:
a. Student needs
b.Student strengths
c.Instructional content
d.Need for independence
e.Social acceptance / By June 2013, GSSD will develop a 5 year professional development continuum focusing on UbD, DI, and RTI implementation. / School teams have increased understanding of PLCs and RtI, which focus on student learning and the provision of appropriate strategies and supports for all students.Classroom teachers, as well as student support teachers, professional service providers, and curriculum coaches have been supported in accessing research-based, best practices to support learning outcomes (e.g. balanced literacy, LLI and other reading interventions, Do the Math, Key Math Interventions, social skills instruction, and behavioral supports). Common formative and summative assessments are being developed at the school level to assess student growth and areas of strength/need. Diagnostic assessments like the F&P BAS, RAD, WJII, and KeyMath are also being strategically used to paint a clear picture of student learning in the areas of reading, math, and written expression. Schools, led by their administrator, are using a three-part system to activate and apply their understanding of student learning based on a number of data sources. School administrators and Lead Teams will be supported in UbD and DI. / Accountability for All
Equitable Opportunities
Student Learning & Well-being / RtI, UbD, & DI accountability measures
LLI Strategic Work Plan Measures
Assistive Technology / ●Accept assistive technology as a tool for learning and as a means to promoting inclusive values
●Individual assistive technology, as well as universal assistive technology is used to provide curricular access and individualized instruction
●Assistive technology is routinely considered to support students’ functional capabilities, to help them interact with the curriculum and the environment, and to support their achievement of educational outcomes
●Assessments are conducted to determine the most effective student-technology match
●School division has a comprehensive plan to facilitate and enhance access to a range of low and high assistive technology used in a range of applications
●Technical support is available to students and/or school personnel
●Professionals are trained on the implementation of assistive technology / By June 2013, the assistive technology application process will be updated and TPM will utilized to track and monitor requests, approval and implementation of AT. / Principles of UDL have been adopted as school-based teams develop greater understanding of RtI. Procedures have been put in place for accessing classroom AT as well as individualized AT. GSSD has improved tracking procedures to follow the implementation and use of approved technologies for individual students. Student Services is collaborating with Digital Learning Coaches to increase access to AT. AT has also been infused into the core program by introducing Smart Board technology, etc.,into virtually every school. AT Tool Kit Strategic Initiative will be implemented over the next 3 years. The first phase of this will be the deployment of sound field systems in all GSSD Kdn. & Gr. 1 classrooms in fall of 2012. Grade 2 &3 will be deployed in 2013/14. / Equitable Opportunities
Student Learning & Well-being / AT Strategic Work Plan Measures
Principal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Strategic Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Behavioral Supports / ●School division/school promotes and provides a comprehensive system of behavioral supports that include
a.Preventive school-wide approaches that foster positive behaviors through effective instructional practices and classroom management strategies
b.Targeted prevention for those who may be at risk of developing challenging behaviors
c.Intensive interventions, such as functional behavioral assessments and individualized behavior intervention plans, specifically designed for those who require intensive support
●School personnel collect data to determine the effectiveness of their interventions
●Classroom teachers identify students at risk of developing challenging behaviors as early as possible
●The school-based team is involved in developing effective behavior intervention plans that are monitored and reviewed on a regular basis
●A number of factors are considered in the development of an effective behavior intervention plan, including the needs of the students, environmental conditions, instructional practices, and behavioral management philosophy and approaches / By June 2013, 30 mini FBAs and behavior support plans will be developed collaboratively and implemented by school based and division support personnel. / School counsellors have been trained to utilize targeted prevention programs such as Incredible Years & Skill Streaming to build capacity of classroom teachers and provide Tier 1 and 2 interventions.
Data collection methods such as CAFAS have been utilized in partnership with Mental Health.
School Counsellors connect with In-School Admin., SSCs, and Central Office LEADs using the TPM Counsellor Tracking Template.
Caring and Respectful School Committees (CARS).
Interdisciplinary team meetings build capacity in school staffs in area of behavior.
All school trained at Level 1 in Threat Risk Assessment. Division based personnel will be trained as trainers in Threat Risk Assessment.
NVCI Strategic Initiative will be deployed during the next 5 years. Division based team will be trained as trainers.
Trumpet Behavioral Supports for students at tier 3 will also be provided. SSTs and PSPs will be exposed to the intervention and supports on Oct. 22 and throughout the year as referred to a maximum of 30 mini FBAs. / Equitable Opportunities
Student Learning & Well-being / Positive Behavior Support Plans housed on TBH website
NVCI Strategic Work Plan Measures
A Collaborative Culture
Principal / Exemplary Practice as Defined by the Ministry / GSSD Goal / GSSD Strategic Initiatives / Alignment with GSSD Strategic Priorities / Assessment
Creating a Culture of Collaboration / ●Collaborative school-level planning is deeply embedded as common practice
●School-based teams share responsibility in developing, monitoring, and reviewing PPPs, intervention strategies, and support services
●Effectiveness of collaborative teams is judged by impact on student learning
●Personnel work together to support each other, and accept responsibility for the success of all students
●Professional development for all personnel includes explicit training in collaborative skill development
●Systematic planning time is scheduled for collegial collaboration purposes / By June 2013, all schools will participate in a minimum of two interdisciplinary team meetings involving professional service providers and school based personnel. / All schools are required, as a non-negotiable, to develop school-based PLCs to ensure improved student learning outcomes. All admin. have received training in PLCs through Solution Tree (Becky and Rick DuFour, Chris Weber, etc.). Over thirty school-based and division level personnel attended Solution Tree PRTI in-services to activate their understanding of the concept of tiered response during the 2010/11 school year. Additional support and training in RtI, UbD, and DI will be provided through the 5 year strategic PD continuum.Interdisciplinary team meetings at schools model collaboration while building capacity.
Learning Improvement Plans - shared responsibility for the learning of all students.
Formalized planning time is scheduled and provided during early dismissal days to allow for collaboration time at the school level.
Administrators have to gather data and report their data to parents, their staff and fellow administrators as part of their Learning Improvement Plan (data walls).
Individual schools have adopted collaborative student support teams.
All 410 were individually reviewed by the division team and specific feedback was provided to school-based personnel.
Progress monitoring reports are generated by schools each reporting period to report on IIP goals. / Accountability for All
Equitable Opportunities
Student Learning & Well-being
People Engagement / ID Mtg Agenda and Action Plan/Follow-up