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Gssd student services 2011 & 12 presentation


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Gssd student services 2011 & 12 presentation

  1. 1. Student Support Services GSSD 2011/12 Annual Board Presentation
  2. 2. Introduction Over the next 5 minutes we will review the following: • The GSSD Intensive Supports Numbers • GSSD Continuum of Supports for All Students
  3. 3. Student Population NumbersSeptember 30, 2011• Total student enrolment: • We operate 28 schools in 17 6197 communities throughout• Students new to GSSD: 282 East Central Saskatchewan.• FTE: 414.27• Students transferring from out of province: 60• Students transferring from another country: 28• Home Based Education Students: 152• Students on Personal Program Plans: 295 (5%)
  4. 4. Continuum Of Support ForALL StudentsFor all students in GSSD we striveto: ● Provide highly effective, research-based core instruction ● Identify what we want all students to learn (ELOs) ● Systematically identify students who are not succeeding in our core program ● Provide students additional time, resources and support until they achieve success ● Improve Core program – UBD modules, PLCs, common assessment, etc... ● Utilize a variety of universal screening tools: AFL, F&P, RAD, CAT 4, Math Benchmarks, CBMs (from Chris Weber’s presentation in Sept. 2011)
  5. 5. Continuum of StudentSupports & Interventions STUDENT SERVICES PROFESSIONAL CLASSROOM TEACHER STUDENT SUPPORT TEACHER SERVICE PROVIDERS● Review cumulative file and student history ● Observe student in the classroom ● Consult with school-based team – teachers, student support teacher,● Differentiate/adapt curriculum ● Collaborate with CR to parents and instruction differentiate/adapt curriculum and instruction ● Observe student in natural setting● Document adaptations and observations ● Document adaptations and ● Conduct assessment● Continue with classroom observations ● Meet with school-based team and assessment ● Communicate concerns with parents student when appropriate● Consult with previous classroom ● Conduct in-school assessments – ● Document findings teachers academic, functional behavioural, ● Support development of program social/emotional, communication● Discuss concerns with parents – goals consider health issues, hearing, ● Provide in-class, small group, and/or ● Provide follow-up/intervention vision, changes in home/social individual support situation ● Collaborate with partner agencies if ● Document adaptations/changes in required● Continue to monitor and adapt program on ROA or PPP for student individual needs, ● Monitor progress ● Collaborate with school-based team document supports (including parents)● Consult/refer to Student ● Consult/refer to PSP Support Teacher
  6. 6. SECTION 1:Service Delivery Rubric PriorityAreas Over the next 20 minutes the GSSD Student Services Team will review the following information: • 2010/2011 School Review Process • GSSD 2010/2011 School Review Data • GSSD Student Service Strategic Plans • GSSD Student Services Goals for 2011/2012
  7. 7. 2010/2011 School ReviewRational for Change • In the past, each school discussed their proposed staffing for the upcoming year and their successes and challenges in meeting student needs individually with their cluster Student Services Co-ordinator • The Student Services Department altered this format this year. We felt that bringing administrators together to discuss successes and challenges builds capacity and collaboration, as well as facilitated a deeper understanding of Ministry’s strategic direction
  8. 8. 2010 & 2011School Review Data INCLUSIONARY PHILOSOPHY & BELIEFS INTERVENTION PLANEvident – Inclusive Practice Evident – Referral ProcessEvident – Differentiated Instruction Evident – Personal Program PlansEvident – Parental/Caregiver (PPP) Engagement Evident – Transition PlanningEvident – Assessment Emerging – Service CoordinationEmerging – Multi-Disciplinary TeamEvident – Fostering IndependenceEmerging – Assistive Technology
  9. 9. 2010 & 2011School Review Data STAFFING PROFILEEvident - Student Support Services Teacher QualificationsEvident - Supportive In-service Training for TeachersEvident - Provision for, & Engagement of, Supporting ProfessionalsEvident - Facilitation of School Team CollaborationEvident - Support of Educational AssistantsEvident - Engagement of Supporting AgenciesEmerging - Administrative Support of Inclusive Classrooms
  10. 10. Strategic Plan PLANNING TO IMPROVEWHAT ARE OUR DRIVERS FOR CHANGE? Designing new procedures & methods:• School Review Results • Autism Pro Circle of Care Project• Ministry of Education Direction • Leveled Literacy Intervention Partnership between Curriculum & Student Services• Parental Feedback • Master Teacher Software and PD for all SSTs• Staff Feedback • Inter-disciplinary Team Meetings• Research • Team Based Referral Intake Process • Team Orientation Training • EA Interview Guide and Rubric • Technology Integration Project between GSSD & the Ministry of Education PLANNING TO OPERATE Redesign existing procedures/services: • PSP Block Therapy: Example 1, Example 2• Intensive Supports Committee and • Staffing Allotment (increase in SST & PSP staffing) Procedures • Professional Service Provider PLCs• PPP Timelines • PSP Cluster Assignments• Impact Assessment Utilization • Increased Focus on Collaboration/Capacity Building/Communication – GSSD PLC Guidebook &• Roles and Responsibilities of SSTs PSP Calendar
  11. 11. 2011/12 Goals ACTION PLAN SUPPORT OF SCHOOL • SSTs will be introduced to the Master PERSONNEL Teacher Software, given training on• 98% of SSTs will successfully the software, and provided release complete 6 self-directed time to complete 1 or 2 modules modules from Master Teacher by June 2012. •Remaining 2 Positive Path Forward Meetings will allow time to complete the remaining modules •SSTs will be encouraged to complete more than the 6 required modules on their own time
  12. 12. 2011/12 Goals BUILDING AN INTER- ACTION PLAN PROFESSIONAL TEAM • The Inter-disciplinary meeting process will provide support and buildBy June 2012, GSSD Student capacity inServices Rubric ratings will teachers, PSPs, Administration, etc….increase to at least 3.5 as (2 to 3 times per year for selectedmeasured by a survey students)completed by SSTs, administrators • The referral intake meeting processand PSPs. and monthly review will be utilized to increase accountability on school staff & PSPs • Defined procedures for interdisciplinary team, referral intake, intensive support committee meetings will increase transparency and communication between the
  13. 13. SECTION 2:Staffing Profile/Inter-ProfessionalCollaboration (IPC)Over the next 15 minutes we will discuss the followinginformation:• GSSD Inter-professional Collaboration with GSSD – You and Your PLC• One School’s interpretations of IPC process – RTI at Columbia• GSSD Staffing Ratios for PSP and Student Services Personnel• Continuous Improvement & Professional Learning Communities in the Student Services Department
  14. 14. Staffing Ratios for Professional ServiceProviders and Student Services Personnel FTE 2012/13 GSSD Staff 2011/2012 Targets Direction For 2015 Student Services 3 3 3 Coordinators Ratio of 1:2100 1 Behaviour Coordinator 46Student Services Teachers 39.62 Ratio of 1:175 for SST 46 Ratio of 1:600 for DIF 115 Educational Assistants 118.52 110 Ratio of 1:55 EAL Consultant/ 1 1 1 Co-ordinator Psychologist 2.8 2.8 4 13 School Counsellors 11 13 Ratio of 1:450 5.2 6 Speech & Language 4.66 Ratio of 1:1200 Ratio of 1: 1030 Pathologists/SLPAs 2 2 3 Occupational Therapists 1.75 1.75 3 Physical Therapists 1 1 1
  15. 15. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERSImproved Learning Educational By June 2012, • The EducationalOutcomes / Literacy Psychologists Educational Psychologist PLC will& Achievement Psychologists will research effective develop procedures, literacy interventions, strategies, and provide individual and resources to support small group intervention classroom and student support, increase support teachers in teachers’ capacity increasing literacy through scaffolding, achievement through workshops, webinars, Tier II and III guided practice, etc. Interventions.
  16. 16. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERSEquitable Educational By June 2012, •The EducationalOpportunities to Psychologists Educational Psychologists Psychologist PLC willLearn & Succeed will utilize research- investigate utilizing “Do based strategies in Math the Math” as well as key and Positive Behaviour Math as intervention Support (PBS) to support components for use within student who fail to meet GSSD schools. Several established school ELOs. schools will be used to pilot the resources (FLS & Columbia). The PLC will also utilize PBS, Skills Streaming, the 5 Point Scale, and Meta-cognitive Strategies to assist with student learning.
  17. 17. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERSSmooth Transitions School Counsellors School counsellors will • Counsellors exploredinto and through the collaborate to create a resources & agreed onSystem Wide resource tab in the materials fromAccountability & School Counsellors Confronting Death inGovernance manual to refer to in the the School Family as a event of a traumatic primary resource. event. The creation of • All counsellors met to this resource will build review materials as the capacity among they related to GSSD GSSD counsellors by Administrative developing a better Procedures. understanding of GSSD’s Admin. Procedures and • Team reviewed AP 165 sharing best related to traumatic practice/past events to ensure experience when dealing common with trauma. understanding of document.
  18. 18. Continuous Improvement inStudent Services PROFESSIONAL STRATEGIC SERVICES LONG TERM GOAL ACTION PLAN PRIORITY PROVIDERSSmooth School Counsellors School Counsellors will •School Counsellors will meetTransitions into collaborate to develop throughout the year to develop aand through the a manual of manual that will include: a procedureSystem Wide procedures, forms, for mentorship of new counsellors,Accountability resources & Admin. roles and responsibilities, self-care && Governance Procedures to support debriefing, crisis response and GSSD Counsellors in critical incident debriefing, providing consistent community resources, partnerships, services and supports. outside agency information and referral procedures, forms, Admin. Procedures related to the role of the counsellor & best practices, file transfer policies, listing of key training (Incredible Years, ASSIST, NVCI, TRA, Red Cross, CAFAS), counsellor assignments, emergency coverage information, education acronyms (SST, PSP EA, TRA, NVCI, , CAFAS, AP, etc.)
  19. 19. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERS ● Establishment of Speech Language The SLP Professional common SLP ScreenersSmooth Transitions & Assessmentsinto and through the Pathologist & Speech Learning Community is ● Universal Kdn. ScreenerSystem Wide Language Pathologist striving for consistency to be selected andAccountability & Assistants of practice in the implemented during theGovernance area(s) of assessment, 2012/13 school year tracking and reporting. ● Utilization of Google Calendar & Adobe Connect & Google By June 2012, the PLC Documents for will have establish effective information common methods for sharing assessing students, ● Development of tracking progress and common assessment, reporting to tracking & reporting templates stakeholders using the 4 key PLC questions as focus points.
  20. 20. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERS ● SLPs will agree on Speech Language The SLP Professional Severity rating chartSmooth Transitions ● SLPs will agree uponinto and through the Pathologist & Speech Learning Community will and brain-storm tier 1System Wide Language Pathologist determine what is articulation strategiesAccountability & Assistants considered as ● SLPs will model, train,Governance developmental coach and support tier articulation errors for 1 strategies in the each of the late 8 classroom with teachers for Kdn. & grade 1 sounds ● SLPs will move towards “block” treatment for articulation rather than “having students on caseload” ● SLPs will research and collect data as a team to agree upon a level at which students can move back to tier 1 ● SLPs will rank communication domains
  21. 21. Continuous Improvement inStudent Services PROFESSIONALSTRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN SERVICES PROVIDERS ● Continue to revisitSmooth Transitions Occupational Therapists The OT Professional the 4 PLC questionsinto and through the Learning Community is ● Continue to refineSystem Wide striving for consistency and develop aAccountability & of practice in the variety of tier I, II,Governance area(s) of assessment, and III interventions tracking and reporting. house on the OT Google Docs. By June 2012, the PLC ● Continue to will have establish establish and refine common methods for common OT assessing students, reporting, tracking, tracking progress and and assessment reporting to templates and stakeholders using the 4 practices key PLC questions as ● Maintain close focus points. working relationships with health, etc....
  22. 22. SECTION 3:English as an AdditionalLanguage/Immigration Over the next 5 minutes we will review the following information: • GSSD approaches to assessment of language proficiency • GSSD EAL numbers and distribution • GSSD EAL Handbook
  23. 23. SECTION 3:English as an Additional LanguageApproaches to Assessment • Informal Assessment of listening, speaking, reading, writing and vocabulary skills for K-3. (Includes knowledge of alphabet, letter sounds, numbers, colours, shapes, school items, body parts, following simple directions, telling a story using a picture, writing words and sentences) • Woodcock-Munoz Language Survey
  24. 24. SECTION 3:English as an Additional LanguageEAL Numbers for 2011 & 12 • 17 schools out of 28 in the Good Spirit School Division reported EAL students • Total reported students as of January 25 = 137 • 21 assessments completed since the beginning of 2011-12 school year • Since September, 2011, one-to-one contact with 39 EAL students and more than 30 teachers and EAs who work with EAL students
  25. 25. SECTION 3:English as an Additional LanguageCountries & Languages Represented • Countries: Philippines, South Korea, Ukraine, Serbia, Hong Kong, China, Poland, Germany, Netherlands, Guatemala, Israel, Honduras, Ireland, Bangladesh, Pakistan, India, Japan, Libya, Nigeria, Taiwan, Thailand, Slovakia, Canada • Languages: Tagalog, Ilocano, Korean, Ukrainian, Russian, Serbian, Cantonese, Mandarin, Polish, German, Dutch, Spanish, Hindi, Tamil, Japanese, Arabic, Gujarati, Yoruba, Thai, Bangla, Urdu, Taiwanese, Slovak, Cree, Sioux
  26. 26. SECTION 3:English as an Additional LanguageProtocols & Procedures • EAL Registration Form • EAL Referral Form • Informal contact: E-mail, phone calls • Required from the school prior to assessment: student’s name, sex, birth date and year, grade placement, country of origin, first language and arrival date in Canada
  27. 27. SECTION 3:English as an Additional LanguageImmigration Forecast • Sunrise Health Region is actively recruiting nursing staff internationally at the present time. Some of the recruits are presently in Canada taking the necessary equivalency training. In most cases, their families have not yet immigrated, but will follow once employment is secured. • 28% of the nurses in Sunrise Health Region are eligible to retire in 2012. Nurses eligible for retirement will increase to 33% by 2015. • Potential for more immigration with the proposed expansions in the potash industry south of Melville.
  28. 28. SECTION 4:Parent and/or InteragencyPartnerships Over the next 5 minutes we will review the following information: • Progress on protocols with other agencies – Moving On Up Transition Guide • Feedback gathered over the last 18 months from parents/caregivers, PSPs, and administrators as it relates to what is currently working, what is tricky and what needs to be done differently.
  29. 29. Community Connections •EA Project/TEAM Orientation Ministry of •ePPP & Impact Assessment Project •Wicitizon Group Home •Horizon School Division •Christ the Teacher School Division Education •Kitchener School RTI visit •ACCESS Referral •Assistive Technology Project •Public Health (Nurses, ECP, SLP); Child and Youth Mental Health; Addictions; Health Acquired Brain Injury Program; Wascana Rehabilitation Center, ABCD •Cornerstone Therapies (OT, PT, Autism Strategy, Transition to School) Social •Adoption; Family Violence Services; Foster Care; Child Protection; Income Services Assistance; Community Living & Supports Division (CLSD)
  30. 30. Community Connections • Parkland Early Childhood Intervention Program (PECIP); Rail City Industries Community Partners • Mackenzie Center; Saskabilities; Agencies Autism Partnership in Calgary • Big Brothers and Sisters Mentorship Program; Boys and Girls Club Corrections, • Justice: RCMP, Municipal Public Safety Police, Young Offenders Program, Orcadia and Policing Advanced • Parkland College, Career & Student Education & Support Services, Learning Alliance • Partners in Employment Training & INAC • Supported Employment Program
  31. 31. Prof. Service Provider(PSP) Feedback:What Is Working?• Proactive approach is being implemented more than one-time assessment• Supportive coordinators• Very caring co-workers• All school team members (SST, CT, family, EA, PSPs) are working as a team to strive to meet the programming needs of students. This takes ongoing communication and consultation. o “I, as a service provider, strive to provide a consistent approach to ongoing assessment and intervention”. o “I see an increase in classroom teachers taking more initiative in working directly with intensive needs students”. o “I believe that there is more communication between PSPs than there has been. As well, the format of the PPPs is being understood better and therefore is a more useful method of intervention”. o I feel that when used properly, our continuum of services can work well. When PSPs and teachers work together with the continuum, students’ needs are better met.• The acquisition of equipment and assistive technology through Student Services is an important component of what is working well
  32. 32. PSP Feedback:What Is Tricky?• There is lack of time to do follow-up services from assessments and to evaluate the recommendations to see what is working.• It is difficult to get schools to implement recommendations and then collect data to see if there is progress in a student.• Limited availability of PSPs – would like to see additional professional support. o “I feel that there needs to be more SST and perhaps CT time dedicated to the actual program delivery of students with intensive needs. In some cases, it seems that the EAs are doing a considerable amount of program planning.• Prioritizing preventative programming – challenging for PSPs to be proactive as opposed to reactive.
  33. 33. PSP Feedback:What Might We Do Differently InThe Future? • Less meetings • Scheduling more CT, PSP and SST time together could be facilitated by administration • Continue to explore accessing additional PSP time as another option to paraprofessional supports
  34. 34. Administrator Feedback:What Is Working?• Clear sense of purpose from the school division• Educational Assistant training and qualifications are valued• Excellent service providers• Timely and effective support from the SSCs; concerns are easier to address• Process for accessing student support is working• Superintendent is visible in the schools and approachable• Schools feels strongly supported by the GSSD Student Support team at all levels• Transparency of decision-making process around student support time• PPPs are workable for teachers
  35. 35. Administrator Feedback:What Is Tricky? • Finding a balance between Ministry and GSSD requirements and grassroots initiatives • Timeliness of PSP assessments, reports and follow-up • Wait-time for assessments can be long • PSPs are not always aware of school procedures (e.g. check-ins upon arrival)
  36. 36. Administrator Feedback:What Might We Do Differently InThe Future?• Increase qualified support personnel working directly with classroom teachers (SLPs, Psychologists, Counsellors, OTs, SSTs)• Make better use of PSP support presently in the school• Development of greater efficiency in providing supports when students transfer• Improve timeliness in filling student services vacancies (SSTs, EAs, PSPs)• Decrease “red tape” and streamline paperwork requirements• Decrease reliance on assessment results and increase actual time with students
  37. 37. SECTION 5:Future Directions & CollaborativeProblem-Solving Over the next 10 minutes we will review the following: • What is occurring at the universal and targeted levels for students, to reduce the number identified with intensive needs • Levelled Literacy Intervention • Do The Math
  38. 38. Future Directions• Continued promotion of Universal Design concepts within the classroom - Universal Design in action at Victoria School• Focus on “Assistive Technology” standards in elementary, middle years, and high school classrooms – potential partnership with the Ministry• Non Violent Crisis Intervention & PBIS training for all schools• Professional Service Provider PLCs• Professional Growth Plans for PSPs – reviewed in the fall, mid year and spring• Performance Appraisals for PSPs• PSP Referral/Intake Process – utilization of technology to enhance collaboration
  39. 39. Future Directions• Possible establishment of Differentiated Instruction Facilitators in each of our 28 schools• Continued refinement of staffing ratios• Universal screeners in reading, math, and behaviour• Universal acceptance of the Understanding By Design Unit Planning process - UBD Blog• Continued capacity building of SSTs in effective reading instruction and assessment• Continued work towards standardization of practice for PSPs and SSTs• Piloting “re-tooled” Impact Assessment and ePPP to the new IIP
  40. 40. Final Note Around 3 C’s –Communication, Collaboration & Capacity Building• 3 year PPP review process at the division level to build capacity of SSTs and admin - capacitybuilding, communication, and collaboration with other schools as they learn how others dothings - competitive collaboration• All 28 schools represented at fall Dufour PLC Solution Tree conference - capacity building• All staff represented at the fall RTI conference - capacity building• PLC time built into early dismissal days to support all three cs at the school levelWorking with Digital Learning coaches regarding Assistive Technology requests and options -collaboration and capacity building• School counsellors share case loads monthly - communication• Referral Intake Meeting process - addresses all 3 cs - communication, collaboration &capacity building• CLASS ACT for administrators and new teachers - capacity building• Admin and Student Services At A Glance calendars - communication & capacity building• Inter-disciplinary Team Meetings - addresses all 3 cs for schools and PSPs• FLEX time for EAs allows them to be included in team meetings for students - addresses all 3cs• Admin gather data on LIP goals and report results to fellow admin, SCCs and parents -addresses all 3 cs
  41. 41. Discussion & Questions