What we know works for
Sense of belonging and community
Personalized and strengths based
Learning opportunities for diversity
What resonates for us
Emphasis on engagement and strengths
Ministry and District plan?
How do we meet the challenges?
How do we get consistency with the big ideas?
we Begin with our beliefs:
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.
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.
meeting student needs
Responsive to student need,
Flexibility in how we deliver service (groupings and
Working together collaboratively and
Efficient in our structures (making the most
effective use of our resources).
Fair and equitable in how we distribute workloads,
diversity, the new normal
Planning for diversity is a collective responsibility
and requires a collaborative approach.
In other words . . . “Teaching is a Team Sport”
diversity, the new normal
Plan for it,
Teach to it,
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.
What are we trying to
We are trying to create a system that values and
honours inclusion. An inclusive system includes:
equitable access to learning and support,
balancing prevention, remediation, and
effective classroom instruction,
providing the most enabling environment
through a range of settings.
The Ministry vision• Move to “Learning Services” and away from “Student
• Shift from “Designating” to “Supporting” student learning
• emphasis on early interventions (RTI)
• UDL as a key foundation for planning
• teacher efforts focused on providing support to students, not
• Resource and Support Teachers focus on providing support to
teachers as they work with students,
• a simplified IEP template will be developed,
The district vision
• To support students in working effectively in the
• 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.
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
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
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.
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
• We need to consider how we meet Ministry
guidelines and deliver exemplary programs
where to from here?
• Strategic Use of School and District
• 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
• Connections, Collaborations, and Teamwork:
• We need to consider how we work together and with
parents and the community to most effectively support
This is the work we must all do together, to build
what it means for us, our school communities,
and our District.
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