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    Ministry checklist with action planning and goals.docx Ministry checklist with action planning and goals.docx Presentation Transcript

    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12The following chart represents the exemplary level of practice or ideal as identified on the Ministry Service Delivery Rubric. Information is also presented on the current practice within the Good Spirit School Division towork towards this exemplary level. Goal areas have been developed for certain principle areas (ie. Support for School Personnel, etc…).Inclusionary Philosophy & Beliefs Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment MinistryInclusive Attitudes ● Understanding & accept inclusive philosophy The GSSD Student Services Department will Spring 2012 – School ● Supports the inclusion values of participation, belonging and continue to use inclusionary philosophy as our lens Reviews using Ministry interaction when making placement and programming Rubric ● Recognize the benefit of inclusion for students with and without decisions for students. Inclusive attitudes and a disability practices were goal areas during the past three ● Embrace the value of diversity years. While this will no longer be a goal area, ● Use inclusive philosophy in decision making emphasis will continue to be placed on inclusion ● Utilize problem-solving mindset through quality core programming, RTI, unit ● Acknowledge responsibility for education and success of all planning using Backward Planning/UBD, and students differentiate instruction.Inclusive Practices ● Students are supported in a range of age-appropriate classrooms GSSD continues to use Professional Learning We will meet as a PLC Spring 2012 – School in neighborhood schools Communities (PLCs) to foster collaborative teams once per month. Our Reviews using Ministry ● Sufficient supports exist within regular classrooms for within the school environment and within our discussion will be Rubric successful achievement of appropriate outcomes for students professional service provider groups. All GSSD around the four big ● Classroom teachers engage in instructional planning based on schools are expected to form and operate as a questions: What do we inclusionary practices and beliefs Professional Learning Community with the focus want our students to ● Take purposeful action to create a welcoming, responsive, and being student learning. All schools are expected to learn? inclusive environment complete Learning Improvement Plans that align How will we know they ● Work in collaborative teams with the Continuous Improvement - Improved are learning? Learning (reading and math). This is considered a How will we respond non-negotiable item and will be closely monitored when they don’t learn? at both the school and division level. How will we respond when they do learn?
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment MinistryOrganizational ● Shared vision for inclusion GSSD has organized the Student Services Spring 2012 – SchoolStructures that ● Policies and procedures that are consistent with inclusive Department into three clusters according to Reviews using MinistrySupport Inclusive philosophy geographic region. Each cluster has a Coordinator, RubricEducation ● Collaborative work environment Psychologist, Occupational Therapist, Speech and ● Multi-disciplinary teams Language Pathologist, Counsellor, etc. The ● Administrative support and leadership Division has set up meeting structures that include ● Professional supports and resources monthly referral intake meetings, school based ● Emphasis on teaching and learning interdisciplinary team meetings, and monthly role alike PLC meetings. The focus will be on ● Participation in continuous school improvement collaboration, capacity building and ● Educational programming based on effective practice communication. 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 decision and actions adhere to the principles of Communication, Collaboration, and Capacity Building.Parental/ Caregiver ● There are purposeful attempts by school personnel to build Transition planning will be utilized to engage Spring 2012 – SchoolEngagement rapport families. Focus will be placed on the transition Reviews using Ministry ● There is an established and effective ongoing communication between health and education for preschool and Rubric. system between parents/caregivers and school personnel kindergarten aged students, transition from grade to ● The school creates additional special event opportunities, grade, and transition from school to life/work. beyond PPP meetings Formal partnerships and joint protocols have been ● Parents/caregivers understand and work in partnership with developed by Health, Education, PECIP, Kids First, school personnel to collaboratively plan and provide Families First, the Parkland College, etc., to meaningful educational experiences facilitate parental engagement, communication, and ● Shared responsibility for supporting learner outcomes is evident smooth transitions.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12Instructional Practices & Programming Interventions Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment MinistryPlanning ●Classroom teachers recognize and acknowledge students’ All teachers have been introduced to RTI - what do Spring 2012 – SchoolProcesses unresponsiveness to classroom instruction/interventions and enact we want students to learn; how will we know that Reviews using referral process they have learned it; what will we do if they have not Ministry Rubric. ●Implementation of school division’s referral process is common learned it? Teachers and schools are working practice towards the development of Common Learning ●Assessment plans are developed that include up-to-date Outcomes for ELA and Math. School based PLC information from a variety of informal and formal sources and across teams are developing common pacing guides and settings common formative and summative assessments that ●Assessment results are used to direct programming and are linked are guiding instruction and are improving outcomes to a student’s PPP for all students. ●School-based team involved in PPP development, review, and Student Services has developed a continuum of update supports that outline responsibilities of the ●Priority annual outcomes are established and aligned with areas Classroom Teacher, the Student Support Teacher within the Impact Assessment Profile and with the standards (SST), and Professional Service Providers (PSPs). identified by the Ministry of Education PPPs are developed in the spring and reviewed at ●Plans for monitoring student progress are established reporting periods, more frequently if necessary. ●Dates for mid-year reviews and an annual update for PPP Transition planning procedures and documents have determined been provided to support transition planning; ●PPP adjusted to reflect data collected regarding student’s progress structures have been developed for working with ●Plans developed to address critical factors that may affect partner agencies to support successful transitions. successful transition ●Indicators of successful transition developed and monitoredFostering ● Student accesses staffing allocation for physical or academic Independence goals are included in PPPs. Spring 2012 – SchoolIndependence support as required Administrators and SSTs are required to assess their Reviews using ● Regular monitoring and adjustment of student’s level of PPPs for the Essential Components as outlined by Ministry Rubric. adult support the Ministry prior to submission. ● Student explicitly taught skills that facilitate independence When support is requested, staff has to outline how and self-determination the EA will support skill development so the student ● Positive interdependence with peers fostered to provide can become more independent. support for inclusive activities Support can be added in the form of teachers ● Purposeful planning and programming for independent delivering tiers of intervention to close the gap. living needs EA orientation outlines rationale for student ● Parents/caregivers, classroom teachers, and educational independence. assistants understand the importance of fostering student Formalized process has been developed for schools independence and work together to take purposeful actions to identify when students are not functioning that will maximize student independence independently and require additional supports. When necessary, an EA is hired; the practice is to revisit this placement frequently and hire only on a temporary basis to promote reflection.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentDesigning ●School-based team plans and develops a program of instruction, including School teams have increased understanding of Spring 2012 – SchoolInstructional essential support services PLCs and RTI, which focus on student learning and Reviews usingProgram ●A full range of support services, including natural supports, are the provision of appropriate strategies and supports Ministry Rubric. considered for all students. ●Instructional plan is aligned with student’s learning profile, PPP, and their Classroom teachers, as well as student support response to instruction teachers, professional service providers, and ●Curriculum is designed for a range of learner needs (i.e., universal access) curriculum coaches have been supported in ●Evidence-based strategies are used to accomplish educational outcomes accessing research-based, best practices to support ●Differentiated instruction is common practice and includes adaptations learning outcomes (e.g. balanced literacy, LLI and and modifications that reflect differing learning modalities, pacing, and other reading interventions, Do the Math, Key Math complexity Interventions, social skills instruction, and ●Instruction, assessment, curriculum, and classroom management are behavioral supports). Common formative and aligned summative assessments are being developed at the school level to assess student growth and areas of ●Flexible grouping patterns are created based on student’s strengths and strength/need. Diagnostic assessments like the needs, and the instructional content F&P, RAD, CAT 4, AFL, etc. are also being ●Emphasis on self-determination peer interaction, and the strategically used to paint a clear picture of student maintenance/generalization of skills learning in the areas of reading, math, and writing ●All options for support are considered within the context of: expression. Schools, led by their administrator, are a. Student needs using a three-part system to activate and apply their b. Student strengths understanding of student learning based on a c. Instructional content number of data sources. d. Need for independence e. Social acceptanceAssistive ● Accept assistive technology as a tool for learning and as a means to Principles of UDL have been adopted as school- Spring 2012 – SchoolTechnology promoting inclusive values based teams develop greater understanding of RTI. Reviews using ● Individual assistive technology, as well as universal assistive Procedures have been put in place for accessing Ministry Rubric. technology is used to provide curricular access and individualized classroom AT as well as individualized AT. The instruction GSSD has improved tracking procedures to follow ● Assistive technology is routinely considered to support students’ the implementation and use of approved functional capabilities, to help them interact with the curriculum and technologies for individual students; Student the environment, and to support their achievement of educational Services is collaborating with Digital Learning outcomes Coaches to increase access to AT. AT has also ● Assessments are conducted to determine the most effective student- been infused into the core program by introducing technology match Smart Board technology, etc., into virtually every ● School division has a comprehensive plan to facilitate and enhance school. 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
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentBehavioral ● School division/school promotes and provides a comprehensive School counsellors have been trained to utilize Spring 2012 –Supports system of behavioral supports that include targeted prevention programs such as Incredible School Reviews a. Preventive school-wide approaches that foster positive Years & Skill Streaming to build capacity in using Ministry behaviors through effective instructional practices and classroom teachers and provide Tier 1 and 2 Rubric. classroom management strategies interventions. b. Targeted prevention for those who may be at risk of Data collection methods such as CAFAS in developing challenging behaviors partnership with Mental Health. c. Intensive interventions, such as functional behavioral School Counsellors connecting with admin to share assessments and individualized behavior intervention monthly caseload data. plans, specifically designed for those who require Caring and Respectful School Committees (CARS). intensive support Interdisciplinary team meetings build capacity in ● School personnel collect data to determine the effectiveness of school staffs in area of behavior. their interventions Division-wide training in Threat Risk Assessment. ● Classroom teachers identify students at risk of developing NVCI (Non-Violent Crisis Intervention) - 16/28 challenging behaviors as early as possible schools have teams trained. ● 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
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12A Collaborative Culture Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentCreating a Culture ● Collaborative school-level planning is deeply embedded as common All schools are required, as a non-negotiable, to Spring 2012 – Schoolof Collaboration practice develop school-based PLCs to ensure improved Reviews using ● School-based teams share responsibility in developing, monitoring, student learning. All schools/admin have received Ministry Rubric. and reviewing PPPs, intervention strategies, and support services training in PLCs through Solution Tree (Becky ● Effectiveness of collaborative teams is judged by impact on student and Rick DuFour, Chris Weber, etc.). Over thirty learning school-based and Division level personnel ● Personnel work together to support each other, and accept attended Solution Tree PRTI in-services to responsibility for the success of all students activate their understanding of the concept of ● Professional development for all personnel includes explicit training tiered response during the 2010/11 school year. in collaborative skill development Interdisciplinary team meetings at schools model ● Systematic planning time is scheduled for collegial collaboration collaboration while building capacity. Learning purposes Improvement Plans - shared responsibility for the learning of all students - non-negotiable. 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 on 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 Autism Pro trial – Circle of Care – one in each area of division.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentAdministrative ● School division/school administrators are well versed in rationale CLASS ACT for new administrators focusing on Spring 2012 –Leadership and principles of inclusive education school culture, instructional leadership, School Reviews ● School divisions/school administration promote vision for inclusive organizational management and qualities of effective using Ministry education and collaborative practices Principals. A GSSD Admin Guide book was Rubric. ● Administration provides school division/school personnel with developed outlining PLC requirements, etc. organizational structures, resources, and moral support necessary to Admin have been provided with a ‘Year at a Glance’ create meaningful educational programs for all students which includes Student Services monthly actions. ● School-based administrators demonstrate support for inter- Admin must develop mission, vision, values along professional team members and supporting agencies with PLC norms – included in LIP template. ● Student support services teachers and educational assistants new to TEAM Orientation for teachers & EAs. their roles are provided with additional school-based administrator Greater emphasis on development of LIP with SCCs support during their first 1-2 years – present their AFL data to the SCC. ● Whole school improvement initiatives are aimed at improving the Looking at efficiencies in allocating of staff and outcomes for all students grade configurations - possible software support for ● School administrators foster supportive, welcoming, and this. collaborative school cultures School Division vision for inclusive education. Vision for collaborative practices; Principals are the ● Administrators engage parents/caregivers and the community as leaders in PLCs and this is monitored at the division partners in educating all students level. ● Classroom configurations are balanced and heterogeneous Data walls demonstrating that collaboration is ● Student support services teachers meet qualifications according to improving student learning. Ministry of Education requirements Administrators are required to attend Interdisciplinary team meetings. Administrators are required to sign the essential components checklist for all PPPs. All Administrators will participate in a division level PPP review process to build capacity in understanding the PPP process.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentSupport of ●School division provides clearly articulated job descriptions that outlines 98% of SSTs will Roles & Responsibilities are outlined in our GSSD Oct. 20th – SSTs will SSTs completionSchool specific roles and responsibilities for all school personnel successfully complete APs & shared at interviews. be introduced to the rate and accuracyPersonnel ●School personnel understand and support the roles and responsibilities of 6 self-directed modules PSP Operational Procedures are shared annually Master Teacher rate will be their colleagues from Master Teacher with PSPs and revised as necessary. software, given monitored by ●Systematic planning time is allocated New teachers to GSSD receive in-service on R & R Software by June training on the Master Teacher. ●Paperwork requirements are streamlined for SSTs, Admin, PSPs & EAs. 2012. PLC collaboration time and prep time is provided software, and ●School personnel are provided with effective training and/or professional provided release time Updates will be development pertaining to their specific roles (common prep time for PLCs in some schools) TPM Software – investigating streamlining of to complete 1 or 2 provided to SSTs & ●Performance expectations are developed for each school personnel role student services paperwork such as referrals, PPPs modules. administrators on a ●Strategies to facilitate communication and collaboration among staff are etc. regular basis. developed and implemented ●Educational assistants are aware of individual and classroom needs prior to TEAM orientation available for classroom teachers Remaining 2 Positive & EAs and addresses effective EA utilization. Path Forward working in the classroom FLEX time provided to allow EAs to participate in Meetings will allow ●Classroom teachers are provided with guidance, support, and training meetings, PD, collaboration time. time to complete the pertaining to effective use of educational assistant support Interdisciplinary meetings provide support and remaining modules. ●Mutual respect and positive relationships among staff are evident build capacity in teachers. ●School personnel work together to support each other, and accept Outside agencies attending and presenting at our responsibility for the success of all students SST/PSP days SSTs will be ●Teachers have adequate access to inter-professional team members and Professional Growth Plans link to Learning encouraged to supporting agencies to provide ideas, resources, and moral support Improvement Plans and School Division Strategic complete more than Plans the 6 required EAs evaluation every two years. modules on their own Performance Appraisals & Annual Growth plans time. completed by PSPs, as well as year-end Annual Reports. Monthly reports from school counsellors to administrators.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentBuilding an ● Inter-professional team members and school personnel working By June 2012, GSSD Interdisciplinary meetings provide support and Survey Monkey willInter- together as collaborative teams to combine expertise and share Student Services rubric build capacity in teachers – 3 times per year for be administered theprofessional responsibility for student success rating will increase to at selected students. last week of OctoberTeam ● Inter-professional team members provide support in all required areas least 3.5 as measured by Defined various therapy definitions for consistency and the first week of ● Clear role definitions and accountability parameters (including who a survey completed by among PSPs – posted on blog. May. reports to whom) is evident SSTs, administrators & Referral intake meeting process and reviewing PSPs. previous students – monthly accountability on Survey questions ● Team members emphasize interdisciplinary trust, collaborative will be based on problem-solving, and effective intra-team communication school staff & PSPs to carry out responsibilities. (Current level of Defined procedures for interdisciplinary team, exemplary practices ● Conflicts are resolved constructively through agreed upon mechanisms and protocols functioning from last referral intake, intensive support committee from the Ministry ● Administrators and teachers have clear process available to access inter- year’s data placed the meetings – reviewed throughout the year. Rubric Model. professional team members division at the emergent TPM – will include F&P and RAD results on this ● A systematic approach to collection/analysis of diagnostic information level or 2.9). software. exists TPM will track amount of referrals – goal is to reduce the amount of referrals. ● Inter-professional team members considered an important support Counsellors share caseloads monthly. network for teachers, offering ideas and resources, and assisting in More strategic with AFL results – admin building teacher capacity and confidence collaborate to analyze data. Working with school ● School division needs are consistently monitored to reflect the teams to analyze assessment data for learning and consultative needs of school staff implement strategies and interventions before ● Caseloads of inter-professional team members are monitored to ensure automatically accessing PSPs through referral effectiveness of service to schools process. ● Team members learn new skills and complement the skills of each other Looking at various universal screening measures – F&P, Math Benchmarks, RAD, AFL, CAT-4, Curriculum Based Measures (as shared with us from Chris Weber’s RTI Presentation). SLP piloting Case-Lite software. Built cluster teams in central areas – to enhance communication, collaboration & capacity building. Reaching outside of Student Services to make connections with other Division personnel – lit. & math coaches, tech. coaches, facilities etc.
    • GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan AssessmentEffective ● Extensive professional development focuses on topics that The formation and development of ProfessionalProfessional support inclusive education including differentiating Learning Communities is an area of focus andDevelopment instruction, evidence-based approaches for instruction, co- concentration for GSSD. Linked closely with this is teaching, developing collaborative cultures RTI, Differentiated Instruction, UBD, etc. Both ● School division personnel aware of school division expectations of financial and staffing resources will be allocated to professional development responsibility these focus areas to make them a viable reality at all ● Strong professional development models that incorporate 28 GSSD schools. Job embedded and on-going PD is a. Theory and practice being offered by the Student Services Department, b. Professional reflection time the Curriculum and Learning Departments, etc. c. Practices that improve student outcomes Emphasis has also been placed on encouraging our d. Extensive follow-up in classrooms/schools teachers to embrace 21 century learning techniques e. Opportunities for peer dialogue and support and technologies while improving their f. Problem-solving training understanding of areas like Guided Reading, F&P ● Classroom teachers’ professional development focuses on building assessment, Autism, common disability areas, etc. teacher capacity to teach to a diverse range of strengths and needs ● Educational assistants’ professional development focuses on best ways to provide support within inclusive settings ● Structures exist to support a variety of mentoring relationships that focus on professional growth ● Professional development activities are embedded within personnel’s daily work in schools ● School division provides ● School division’s induction process for newly hired personnel is clearly enunciated and consistently practicedEngagement of ● Professionals from health care, social services, recreation, juvenile Efforts continue to be made to bridge the gapSupport justice, employment, mental health, and other related human service between education and health. Joint protocols haveAgencies fields are at various times members of collaborative teams in planning been developed to assist in the transition of students and implementing programming for students to Kindergarten/Pre-K. Additional support and ● School division and supporting agency personnel share perspectives, service agencies have also been involved with this observations, expectations, ideas, and recommendations project – Kids First, Mental Health, Families First, ● Interventions and transition plans for students are more integrated and PECIP, etc. Efforts have also been made with coherent as a result of joint efforts Addiction Services and Mental Health to work more ● Protocols are mutually developed and implemented with shared closely to develop joint working procedures, etc. leadership among agency and school-based personnel Common summative/diagnostic assessments have ● Joint planning for the identification and elimination of gaps occurs on a been purchased to add in treatment and information regular and pre-determined basis sharing. Additional work is being done with Cog. ● Shared case management, prioritization of cases, and interagency Dis., etc. to raise teacher awareness of their services coordination evident and illustrate possible supports.