comprehensive Student support:
a district vision and framework
Our “Regular students”
What we hope for
what we get
Text
Feedback and follow-up from
November:
What we know works for
students
Sense of belonging and community
Collaboration
Personalized and strengths based
Learning o...
What resonates for us
School Culture/Communities
Team Building
Collaboration
Emphasis on engagement and strengths
What’s Missing
Technology
Consistency
Clarity/Common Understanding
Professional Development
Framework/Vision
burning questions
Ministry and District plan?
How do we meet the challenges?
How do we get consistency with the big ideas?
we Begin with our beliefs:
inclusion
Universal: education is provided equitably to all
students and this is done in an inc...
Our Beliefs:
Principles of Inclusion
acknowledge the uniqueness and enhance the dignity and self-
respect of all students....
Our Beliefs:
meeting student needs
Responsive to student need,
Flexibility in how we deliver service (groupings and
schedu...
diversity, the new normal
Planning for diversity is a collective responsibility
and requires a collaborative approach.
In ...
diversity, the new normal
Acknowledge it,
Accept it,
Understand it,
Plan for it,
Teach to it,
Celebrate it,
Introduction
team members work “generically” with each
other by combining resource time and re-
distributing it based on c...
What are we trying to
accomplish?
We are trying to create a system that values and
honours inclusion. An inclusive system ...
The Ministry vision• Move to “Learning Services” and away from “Student
Services,”
• Shift from “Designating” to “Supporti...
The district vision
• To support students in working effectively in the
classroom environment.
• Intervention is focused o...
The district vision
what does this mean?
In order to help us better meet the needs of
students in an inclusive setting, we need to re-
align o...
what can it look like?
Continue to evolve the processes through which
we allocate our resources.
“Case Manager” have the r...
What can it look like?
Service delivery is not one model over another, it
is flexible to provide for the needs of the lear...
where to from here?
• Roles and Responsibilities:
• We need to reflect on how we deliver
services and how we organize ours...
where to from here?
• Strategic Use of School and District
Resources:
• We need to consider how we allocated resources in ...
Our Challenge
This is the work we must all do together, to build
what it means for us, our school communities,
and our Dis...
CLOSING
There are no easy answers, this is hard work and
takes an incredible amount of investment on the
part of everyone ...
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Comprehensive student support a district vision and framework

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Comprehensive student support a district vision and framework

  1. 1. comprehensive Student support: a district vision and framework
  2. 2. Our “Regular students”
  3. 3. What we hope for
  4. 4. what we get Text
  5. 5. Feedback and follow-up from November:
  6. 6. What we know works for students Sense of belonging and community Collaboration Personalized and strengths based Learning opportunities for diversity Teamwork
  7. 7. What resonates for us School Culture/Communities Team Building Collaboration Emphasis on engagement and strengths
  8. 8. What’s Missing Technology Consistency Clarity/Common Understanding Professional Development Framework/Vision
  9. 9. burning questions Ministry and District plan? How do we meet the challenges? How do we get consistency with the big ideas?
  10. 10. we Begin with our beliefs: inclusion Universal: education is provided equitably to all students and this is done in an inclusive, common learning environment shared among age- appropriate, neighbourhood peers; Individualized: the success of each student depends on the degree to which education is based on the student’s best interests and responds to his or her strengths and needs; and Flexible and responsive to change.
  11. 11. Our Beliefs: Principles of Inclusion acknowledge the uniqueness and enhance the dignity and self- respect of all students. inclusive environment is flexible, providing for age-appropriate placement in neighbourhood schools. educators seek to understand and support the diverse learning needs of all students. inclusion transcends the idea of physical location and supports student learning in a variety of settings. flexible learning environments wherein curriculum adaptations and modifications are assumed, thus ensuring curriculum relevance and accessibility for all students.
  12. 12. Our Beliefs: meeting student needs Responsive to student need, Flexibility in how we deliver service (groupings and scheduling), Working together collaboratively and interdependently, Efficient in our structures (making the most effective use of our resources). Fair and equitable in how we distribute workloads,
  13. 13. diversity, the new normal Planning for diversity is a collective responsibility and requires a collaborative approach. In other words . . . “Teaching is a Team Sport”
  14. 14. diversity, the new normal Acknowledge it, Accept it, Understand it, Plan for it, Teach to it, Celebrate it,
  15. 15. Introduction team members work “generically” with each other by combining resource time and re- distributing it based on class needs. the expertise of the team is critical in delivering service to students. classroom teachers have fewer support staff contacts to make. the majority of support is provided in class, but is not limited to this. support to students outside the class, e.g. IEP meetings, assessments, and individual work, is still support to the classroom teacher.
  16. 16. What are we trying to accomplish? We are trying to create a system that values and honours inclusion. An inclusive system includes: equitable access to learning and support, collaboration, balancing prevention, remediation, and effective classroom instruction, providing the most enabling environment through a range of settings.
  17. 17. The Ministry vision• Move to “Learning Services” and away from “Student Services,” • Shift from “Designating” to “Supporting” student learning needs, • emphasis on early interventions (RTI) • UDL as a key foundation for planning • teacher efforts focused on providing support to students, not on paperwork, • Resource and Support Teachers focus on providing support to teachers as they work with students, • a simplified IEP template will be developed,
  18. 18. The district vision • To support students in working effectively in the classroom environment. • Intervention is focused on classroom support. Classroom-based intervention does NOT mean that all support has to be in the classroom, all the time. Instead, the RESULTS of our support have to show up in the classroom.
  19. 19. The district vision
  20. 20. what does this mean? In order to help us better meet the needs of students in an inclusive setting, we need to re- align our resources and organize to do our work differently.
  21. 21. what can it look like? Continue to evolve the processes through which we allocate our resources. “Case Manager” have the responsibility to support the classroom teacher with all of the needs within the class. The notion of “one stop shopping” for the classroom teacher. A process for regularly revisiting the dynamics and needs of the class with the Case Manager in
  22. 22. What can it look like? Service delivery is not one model over another, it is flexible to provide for the needs of the learner, eg in-class, small group, or pull out support, Early intervention and proactive approaches are the first priority.
  23. 23. where to from here? • Roles and Responsibilities: • We need to reflect on how we deliver services and how we organize ourselves in differential roles to support students. • Clear Expectations, Structure, and Systems: • We need to consider how we meet Ministry guidelines and deliver exemplary programs and service.
  24. 24. where to from here? • Strategic Use of School and District Resources: • We need to consider how we allocated resources in a way that is efficient, meaningful and that supports effective and wise practice. • Build Capacity for All: • We need to develop the skills, knowledge and attitudes that will provide the most supportive environments for all students. • Connections, Collaborations, and Teamwork: • We need to consider how we work together and with parents and the community to most effectively support
  25. 25. Our Challenge This is the work we must all do together, to build what it means for us, our school communities, and our District.
  26. 26. CLOSING There are no easy answers, this is hard work and takes an incredible amount of investment on the part of everyone to support the diverse needs of students.

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