Gssd student services 2011 & 12 presentation

GSSD 2011/12 Annual Board Presentation

Student Support Services

Introduction

Over the next 5 minutes we will review the following:

• The GSSD Intensive Supports Numbers• GSSD Continuum of Supports for All

Students

Student Population NumbersSeptember 30, 2011

• Total student enrolment: 6197

• Students new to GSSD: 282

• 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%)

• We operate 28 schools in 17 communities throughout East Central Saskatchewan.

Continuum Of Support For ALL Students

For all students in GSSD we strive to:● 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)

Continuum of Student Supports & Interventions

CLASSROOM TEACHER STUDENT SUPPORT TEACHERSTUDENT SERVICES

PROFESSIONAL SERVICE PROVIDERS

● Review cumulative file and student history

● Differentiate/adapt curriculum and instruction

● Document adaptations and observations

● Continue with classroom assessment

● Consult with previous classroom teachers

● Discuss concerns with parents – consider health issues, hearing, vision, changes in home/social situation

● Continue to monitor and adapt for student individual needs, document supports

● Consult/refer to Student Support Teacher

● Observe student in the classroom

● Collaborate with CR to differentiate/adapt curriculum and instruction

● Document adaptations and observations

● Communicate concerns with parents

● Conduct in-school assessments – academic, functional behavioural, social/emotional, communication

● Provide in-class, small group, and/or individual support

● Document adaptations/changes in program on ROA or PPP

● Collaborate with school-based team (including parents)

● Consult/refer to PSP

● Consult with school-based team – teachers, student support teacher, parents

● Observe student in natural setting

● Conduct assessment

● Meet with school-based team and student when appropriate

● Document findings

● Support development of program goals

● Provide follow-up/intervention

● Collaborate with partner agencies if required

● Monitor progress

SECTION 1:Service Delivery Rubric Priority Areas

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

2010/2011 School Review Rational 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

2010/2011 School Review Process

• Administrators were given the Service Delivery Model Rubrics & the Preliminary Staffing Document to complete with their staff• Administrators brought the completed Service Delivery Model Rubrics & the Preliminary Staffing Document to their assigned reviews days for discussion and submission• The intended audience for the Review Days included School Administrators(s), Student Support Teacher(s), and a classroom teacher(s)• The following Division Level Personnel also attended the three day event: Sup’t of Schools, Student Services Co-ordinators, and Sup’t of Student Services

• • • • • •

2010 & 2011School Review Data

INCLUSIONARYPHILOSOPHY & BELIEFS

Evident – Inclusive Practice

Evident – Differentiated Instruction

Evident – Parental/Caregiver Engagement

Evident – Assessment

Emerging – Multi-Disciplinary Team

Evident – Fostering Independence

Emerging – Assistive Technology

INTERVENTION PLAN

Evident – Referral Process

Evident – Personal Program Plans (PPP)

Evident – Transition Planning

Emerging – Service Coordination

2010 & 2011School Review Data

STAFFING PROFILE

Evident - Student Support Services Teacher Qualifications

Evident - Supportive In-service Training for Teachers

Evident - Provision for, & Engagement of, Supporting Professionals

Evident - Facilitation of School Team Collaboration

Evident - Support of Educational Assistants

Evident - Engagement of Supporting Agencies

Emerging - Administrative Support of Inclusive Classrooms

Strategic Plan

WHAT ARE OUR DRIVERS FOR CHANGE?

• School Review Results

• Ministry of Education Direction

• Parental Feedback

• Staff Feedback• Research

PLANNING TO OPERATE• Intensive Supports Committee and

Procedures

• PPP Timelines

• Impact Assessment Utilization

• Roles and Responsibilities of SSTs

PLANNING TO IMPROVEDesigning new procedures &

methods:• Autism Pro Circle of Care Project• Leveled Literacy Intervention Partnership

between Curriculum & Student Services• Master Teacher Software and PD for all SSTs• Inter-disciplinary Team Meetings• Team Based Referral Intake Process• Team Orientation Training • EA Interview Guide and Rubric• Technology Integration Project between GSSD

& the Ministry of Education

Redesign existing procedures/services:

• PSP Block Therapy: Example 1, Example 2• Staffing Allotment (increase in SST & PSP

staffing)• Professional Service Provider PLCs• PSP Cluster Assignments• Increased Focus on Collaboration/Capacity

Building/Communication – GSSD PLC Guidebook & PSP Calendar

2011/12 Goals

SUPPORT OF SCHOOL PERSONNEL

• 98% of SSTs will successfully complete 6 self-directed modules from Master Teacher by June 2012.

ACTION PLAN• SSTs will be introduced to the Master Teacher Software, given training on the software, and provided release time to complete 1 or 2 modules

• 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

2011/12 Goals

BUILDING AN INTER-PROFESSIONAL TEAM

By June 2012, GSSD Student

Services Rubric ratings will

increase to at least 3.5 as

measured by a survey

completed by SSTs, administrators

and PSPs.

ACTION PLAN• The Inter-disciplinary meeting process will provide support and build capacity in teachers, PSPs, Administration, etc…. (2 to 3 times per year for selected students)• The referral intake meeting process 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 division office and schools

SECTION 2:Staffing Profile/Inter-Professional Collaboration (IPC)

Over the next 15 minutes we will discuss the following information:

• 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

Staffing Ratios for Professional Service Providers and Student Services Personnel

StaffFTE

2011/20122012/13 Targets

GSSD Direction For

2015

Student Services Coordinators

33

Ratio of 1:2100

31 Behaviour Coordinator

Student Services Teachers

39.62

46Ratio of 1:175 for

SSTRatio of 1:600 for

DIF

46

Educational Assistants 118.52115

Ratio of 1:55 110

EAL Consultant/Co-ordinator

1 1 1

Psychologist 2.8 2.8 4

School Counsellors 1113

Ratio of 1:45013

Speech & Language Pathologists/SLPAs

4.66 2

5.2Ratio of 1:1200

2

6Ratio of 1: 1030

3

Occupational Therapists 1.75 1.75 3

Physical Therapists 1 1 1

Continuous Improvement: Student Services Professional Learning Communities (PLCs)

• This year, all of our Professional Service Providers (Educational Psychologists, Occupational Therapists/Speech and Language Pathologists, School Counsellors and Student Services Co-ordinators) have united to form profession-specific PLCs or learning communities.

• In line with the Ministry Strategic Priorities, these PLCs have delineated the following long and short term goals:

Continuous Improvement in Student Services

STRATEGIC PRIORITY

PROFESSIONAL SERVICES

PROVIDERSLONG TERM GOAL ACTION PLAN

Improved Learning Outcomes / Literacy & Achievement

Educational Psychologists

By June 2012, Educational Psychologists will develop procedures, strategies, and resources to support classroom and student support teachers in increasing literacy achievement through Tier II and III Interventions.

• The Educational Psychologist PLC will research effective literacy interventions, provide individual and small group intervention support, increase teachers’ capacity through scaffolding, workshops, webinars, guided practice, etc.


STRATEGIC PRIORITY



Equitable Opportunities to Learn & Succeed

Educational Psychologists

By June 2012, Educational Psychologists will utilize research-based strategies in Math and Positive Behaviour Support (PBS) to support student who fail to meet established school ELOs.

• The Educational Psychologist PLC will investigate utilizing “Do the Math” as well as key Math as intervention components for use within GSSD schools. Several 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.


STRATEGIC PRIORITY



Smooth Transitions into and through the System Wide Accountability & Governance

School Counsellors School counsellors will collaborate to create a resource tab in the School Counsellors manual to refer to in the event of a traumatic event. The creation of this resource will build the capacity among GSSD counsellors by developing a better understanding of GSSD’s Admin. Procedures and sharing best practice/past experience when dealing with trauma.

• Counsellors explored resources & agreed on materials from Confronting Death in the School Family as a primary resource.

• All counsellors met to review materials as they related to GSSD Administrative Procedures.

• Team reviewed AP 165 related to traumatic events to ensure common understanding of document.

Continuous Improvement in Student ServicesSTRATEGIC PRIORITY




School Counsellors

School Counsellors will collaborate to develop a manual of procedures, forms, resources & Admin. Procedures to support GSSD Counsellors in providing consistent services and supports.

• School Counsellors will meet throughout the year to develop a manual that will include: a procedure for mentorship of new counsellors, roles and responsibilities, self-care & debriefing, crisis response and critical incident debriefing, community resources, partnerships, 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.)


STRATEGIC PRIORITY




Speech Language Pathologist & Speech Language Pathologist Assistants

The SLP Professional Learning Community is striving for consistency of practice in the area(s) of assessment, tracking and reporting.

By June 2012, the PLC will have establish common methods for assessing students, tracking progress and reporting to stakeholders using the 4 key PLC questions as focus points.

● Establishment of common SLP Screeners & Assessments

● Universal Kdn. Screener to be selected and implemented during the 2012/13 school year

● Utilization of Google Calendar & Adobe Connect & Google Documents for effective information sharing

● Development of common assessment, tracking & reporting templates


STRATEGIC PRIORITY




Speech Language Pathologist & Speech Language Pathologist Assistants

The SLP Professional Learning Community will determine what is considered as developmental articulation errors for each of the late 8 sounds

● SLPs will agree on Severity rating chart

● SLPs will agree upon and brain-storm tier 1 articulation strategies

● SLPs will model, train, coach and support tier 1 strategies in the classroom with teachers for Kdn. & grade 1

● 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


STRATEGIC PRIORITY




Occupational Therapists

The OT Professional Learning Community is striving for consistency of practice in the area(s) of assessment, tracking and reporting.

By June 2012, the PLC will have establish common methods for assessing students, tracking progress and reporting to stakeholders using the 4 key PLC questions as focus points.

● Continue to revisit the 4 PLC questions

● Continue to refine and develop a variety of tier I, II, and III interventions house on the OT Google Docs.

● Continue to establish and refine common OT reporting, tracking, and assessment templates and practices

● Maintain close working relationships with health, etc....

SECTION 3:English as an Additional Language/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

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

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

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

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

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.

SECTION 4:Parent and/or Interagency Partnerships

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.

Community Connections

Ministry of

Education

Health

Social Services

•EA Project/TEAM Orientation•ePPP & Impact Assessment Project•Wicitizon Group Home•Horizon School Division•Christ the Teacher School Division•Kitchener School RTI visit•ACCESS Referral•Assistive Technology Project

•Public Health (Nurses, ECP, SLP); Child and Youth Mental Health; Addictions; Acquired Brain Injury Program; Wascana Rehabilitation Center, ABCD

•Cornerstone Therapies (OT, PT, Autism Strategy, Transition to School)

•Adoption; Family Violence Services; Foster Care; Child Protection; Income Assistance; Community Living & Supports Division (CLSD)

Community Connections

Community Agencies

Corrections, Public Safety and PolicingAdvanced

Education & Training &

INAC

• Parkland Early Childhood Intervention Program (PECIP); Rail City Industries Partners

• Mackenzie Center; Saskabilities; Autism Partnership in Calgary

• Big Brothers and Sisters Mentorship Program; Boys and Girls Club

• Justice: RCMP, Municipal Police, Young Offenders Program, Orcadia

• Parkland College, Career & Student Support Services, Learning Alliance

• Partners in Employment• Supported Employment Program

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

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.

PSP Feedback:What Might We Do Differently In The 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

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

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)

Administrator Feedback:What Might We Do Differently In The 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

SECTION 5:Future Directions & Collaborative Problem-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

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

http://blogs.gssd.ca/studentservices/2011/12/13/celebrating-a-rti-makeover-in-karie-thomas-grade-1-classroom-at-victoria-school-check-out-the-before-and-after-pictures-below/

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

http://blogs.gssd.ca/gssdubd/

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 - capacity building, communication, and collaboration with other schools as they learn how others do things - '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 c's at the school level Working 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 c's - 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 c's for schools and PSPs • FLEX time for EAs allows them to be included in team meetings for students - addresses all

3 c's • Admin gather data on LIP goals and report results to fellow admin, SCCs and parents -

addresses all 3 c's

Discussion & Questions