Student Services Initiative: An Opportunity for System Change 2016-2017

Sharing Our Learning System Collaboration Communication and Building System Understanding Tracking our Progress with Proactive Information Services Our Design Process: The Evolution of Needs-Based Service Delivery

Collaboration Louis Riel School Division benefitted from the support of Manitoba Teachers  Society and Louis Riel Teachers Association as partners Principals were critical to address the needs they bring forward specific to their school Parents of students with additional need provide insight into solutions from a different perspective Louis Riel School Division Student Services Teams

Trust and Relationships There are many relationships involved Trust is built and maintained through collaboration and communication

Major Themes From Consultations - Staff Desire to have a more strength-based perspective for student services planning More flexibility in determining appropriate supports  Classroom teacher voice and participation  We have engaged in a consultation process with staff since the beginning and there is an on going “check in”, whether with the whole group or at a individual school.

Major Themes From Consultations - Parents Less time focussed on securing additional support and more time for communication and planning regarding their child. Value engagement in student specific planning and planning for inclusion  Interested in the concepts of belonging, mastery,  independence, and generosity

Goals Enhance planning, inclusion and outcomes for students Shift from a deficit-focus to a more strength-based perspective Increase parent and classroom teacher involvement in planning for students Support classroom teachers in strength-based, inclusive educational practice

Importance of Communication

Where we came from… Where we are going…. a prescriptive approach that identified a student as “funded” and then assigned staff an outcomes-based approach based on what the student needs and when the student needs support getting an assessment or diagnosis to get additional funding to the using information from the teachers and specialists to develop programming programming that occurs outside of the classroom to using supports in the classroom and adapting structures within the classroom assuming that a student will always need the same support to providing support when, and for only as long, as the student need it programs and services based on categories of disability to providing flexible services and programming based on strengths and needs designing and delivering a different curriculum or having fewer expectations for “students with special needs” Using the regular curriculum as the basis for all students and adapting the way we teach reliance on pull-out remediation, specialized classrooms and small cluster intervention with some opportunity to participate in the school activities to inclusive classroom settings and schools where instruction is primarily in the classroom and all students are part of the school community (assemblies, school activities, extra-curricular) One on one support determined by a funding category One on one support determine by student need

Tracking Our Success: Proactive Inc. Activities Staff Survey Process Pilot School Implementation Team Focus Group Sessions Leadership Team Interviews Parent Consultation Forum 90% response rate to the survey October 2016 Overall, profile process was understood by almost all respondents (85-90%), with an even higher percentage understanding the purpose. Respondents also agreed that it helped with understanding students’ strengths and programming for students.

School Implementation Teams Louis Riel School Division established school teams as a working group to lead school implementation Each participating school team is comprised of a principal, student services teacher and 2 classroom teachers Staff in each school developed a profile of needs and interventions  -  Student Profile      -  Classroom Profile      -  School Profile  This information as a basis for a Student Services Plan that informs decisions around staffing and supports The school team participates in the collaboration and professional learning sessions planned for the implementation year

The Influence of Language and Perspectives Needs Based Programming EBD Program labels Diversity Disability Strength- based L3 Inclusion L2 Otherness Brainstorm JB Template

Activating Prior Knowledge – What do we need to survive Activating Prior Knowledge – What do we need to survive? – Food, Water Shelter …   But is that really enough? I guess we would survive but we do we need to be happy? Aquire – Introduce the Circle of Courage. Explain the connection to aboriginal culture and belief about how true happiness is found and how we need each other  to in order to live a happy life. Explain the 4 quadrants and how you(the teacher) meets those needs Apply   - Students reflect on their own life and brainstorm how they meet the four needs (rough copy).   Students then draw, fin pictures and words to illustrate how they meet each need. Students glue these pics and words on a large circle of courage .. They also then wrote about how  they meet their needs. I modelled this for them first.

Supporting Student Needs in LRSD TIER 3 Individuals may require intense supports for longer periods of time TIER 2 Some require less intense and periodic individualized supports or small group intervention TIER 1 All students require supports for learning and accommodation within the context of the classroom.

School Student Support Services Planning in LRSD Divisional  Planning School  Planning Classroom  Planning Student Planning

Planning for Student Services: Student Profile to School Plan Class Profile All the students needs, strengths, and goals in a class School Profile Analyze the data from the class profiles to identify needs, strengths and goals Planning for Student Services Student Services Plan Identify needs and resources Develop an action plan Student Specific Needs Student Profile (identify the needs) Student Specific Plan (plan for individualized goals)

A Student Profile… is a summary of what the team should know about a student identifies priority learning needs guides the team in determining appropriate educational programming and developing the student-specific plan

A Student Profile includes… indicate history and background information (respecting PHIA and FIPPA) a summary of diagnostic and assessment information (prior and current) a summary of interests, strengths and learning styles information about current levels of performance and academic program areas to investigate priority learning needs identified and agreed upon by the team

Margret please update to most recent form and split into three slides by section to make more visible

Strength-based perspectives of  students’ needs  Defining Needs  As we move from student specific funding and EA allocations to school Student Services Staff allocations, what needs to occur in schools to:  Enhance understanding of student, staff and school needs? Identify needs in a manner they can be responded to and supported?

Expanding Concepts of Support Support Linked to Identified Needs Defining Supports  As we move from student specific funding and EA allocations to school Student Services Staff allocations, what needs to occur in schools to:  Enhance understanding of possible supports?    Enhance the use of existing school and Divisional resources? If needs or demands increase… possible responses Lower standard Increase timeline Add more resources Innovate or increase efficiency

Inclusive Student Specific Planning Planning Process Goal Setting Instruction UDL Student Specific Student Specific / Non-Inclusive Student Specific / Inclusive Non-Student specific/ Non-Inclusive Non-Student Specific / Inclusive RTI Non-inclusive Inclusive Non-Student Specific To what extent can Student Specific Planning be a barrier to inclusion? Why is a strength-based perspective so important to inclusion and student specific planning? Why is it critical to the link classroom instruction and Student Specific Planning? Lawrie 2017

Class Profile

Class Profile

Data to Inform Divisional Student Support Services Resource Allocations to Schools Student Specific Planning Data (IEP) School Student  Services Plan  School Contextual Data Not a formula, a rubric to understand school needs and inform equitable resource allocations

Student Services System Targets Year 2