Student Support Services
MINISTRY OF EDUCATION
CIAF Executive Summary Report
May 7, 2013
Motto, Mission, Vision & Values
MOTTO
“Students Come First”
MISSION
“Excelling Through Student Learning”
VISION
“Together Inspiring Passion For Learning –
Excelling Now – Succeeding Tomorrow”
VALUES
Integrity, Empathy, Growth, Equity
Student Services Vision
The Good Spirit School Division has adopted the vision
for supporting student diversity that has been defined
by the Saskatchewan Ministry of Education. This vision
promotes the inclusion of all students in their
neighborhood schools and is based on exemplary
practices and evidence-based research. Services and
support to all learners are provided through a response
to intervention model of service delivery.
Continuum Of Support For
ALL Students
For all students in GSSD we strive
to:
●
Provide highly effective, research-based core
instruction
●
Improve & refine core programming –
Understanding by Design (UbD), Response to
Intervention (RtI), Professional Learning
Communities (PLC), common assessment,
etc...
●
Identify what we want all students to learn
●
Systematically identify students who are not
succeeding in our core program (ie. School
Based RtI Teams, Inter-disciplinary Teams,
Referral Intake Committee, etc…)
●
Provide students additional time, resources
and support until they achieve success
●
Research based interventions (ie. Levelled
Literacy Intervention)
●
Utilize a variety of universal screening tools in
use – F&P BAS, RAD, Math Benchmarks, WJIII,
Key Math, etc…
Continuum of Student
Supports & Interventions
CLASSROOM TEACHER (CR)
●
●
●
●
Review cumulative file and
student history
Differentiate/adapt curriculum
and instruction
●
Observe student in the classroom
●
●
Collaborate with CR to
differentiate/adapt curriculum and
instruction
Consult with school-based team –
Administrator, CR, SST, and parents
●
Observe student in natural setting
●
Conduct assessment
●
Meet with school-based team and
student when appropriate
●
Document findings
●
Support development of IIP Goals
●
Provide follow-up/intervention
Document adaptations and
observations
●
Continue with classroom
assessment
Document adaptations and
observations
●
Communicate concerns with parents
●
Conduct in-school assessments –
academic, functional behavioural,
social/emotional, communication
●
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 SST
STUDENT SERVICES PROFESSIONAL
SERVICE PROVIDERS (PSP)
STUDENT SUPPORT TEACHER (SST)
●
Provide in-class, small group, and/or
individual support (RtI)
●
Collaborate with partner agencies if
required
●
Document adaptations/changes in
program on Record of Adaptation
(ROA ) or an Inclusion & Intervention
Plan (IIP)
●
Monitor progress
●
Collaborate with school-based team
(including parents)
●
Consult/refer to PSP
2011 & 2012
School Review Data
Emerging
•
•
•
•
•
Effective Professional Development
Assistive Technology
Behavioural Supports
Support of School Personnel
Engagement of Support Agencies
Evident
•
Inclusive Practices
•
Organizational Structures that Support
Inclusive Education
•
Parental/Caregiver Engagement
•
Fostering Independence
•
Designing Instructional Programs
•
Creating a Culture of Collaboration
•
Administrative Leadership
•
Building an Inter-professional Team
Exemplary
•
Inclusive Attitudes
Strategic Plan
What Caused Us to Change/Improve?
• School Review Feedback from 2011/12
• Ministry of Education Feedback and Direction
(CIAF)
• GSSD Strategic Plan Feedback
• Research Best Practice
Strategic Plan
What Do We Plan to Improve?
• RtI, UbD, and Differentiated Instruction (DI) Strategic Initiative - Improved
Student Learning & Well-being Outcome
• Non-Violent Crisis Intervention (NVCI) and Positive Behaviour Supports
(PBIS) Strategic Initiative - Improved Student Learning & Well-being
Outcome
• Assistive Technology (AT) Toolkit Strategic Initiative - Improved Student
Learning & Well-being, Equitable Opportunities Outcomes
• Tracking Progress Monitoring (TPM) Template Strategic Initiative Improved Student Learning & Well-being, Equitable Opportunities
Outcomes
• GSSD Alcohol & Drug Policy Strategic Initiative - Improved Student
Learning & Well-being, Equitable Opportunities Outcomes
• Trumpet Behavioural Supports Strategic Initiatives - Improved Student
Learning & Well-being Outcomes
• TEAM Orientation Process
• Consistency of Practice for GSSD OT, SLP/SLPA, Pysch., Counsellor,
SSC, & SST
Strategic Plan
What Do We Plan To Continue?
• Strategic Priorities of Collaboration, Capacity Building,
Communication, Consistency of Practice (new)
• Inclusion & Intervention Plan (IIP) Expectations, Timelines and
Supports
• Autism-Pro Circle of Care
• Master Teacher Professional Development for Student Support
Teachers (SSTs)
• Collaboration with Cornerstones Therapies
• Collaboration with GSSD Facilities Department
• Collaboration with GSSD Transportation Department
• School Review Process
• Inter-disciplinary Team Meeting Process
• Roles and Responsibilities of EA, SST, PSPs
2012/13 Goals
Effective Professional Development
GSSD SMART Goal:

By June 2013, GSSD will
develop a 5 year professional
development continuum
focusing on UbD, DI, and RTI
implementation.
GSSD Initiatives/Actions to Support
SMART Goal Attainment:
•
•
The formation and development of Professional
Learning Communities is an area of focus and
concentration for GSSD. Linked closely with
this is RtI, DI, UbD, etc. Both financial and
staffing resources will be allocated to these
focus areas to make them a viable reality at all
28 GSSD schools. Job embedded and on-going
PD is being offered by the Student Services
Department, the Curriculum and Learning
Departments, and the GSSD Strategic Plan, etc.
Emphasis has also been placed on encouraging
our teachers to embrace 21 century learning
techniques and technologies while improving
their understanding of areas like Guided
Reading, F&P BAS, Autism, common disability
areas, etc.
Development of a 5 year strategic PD continuum
focusing on UbD, DI and RTI
2012/13 Goals
Assistive Technology
GSSD SMART Goal:

By June 2013, the assistive
technology application process
will be updated and TPM will be
utilized to track and monitor
requests, approval and
implementation of AT.
GSSD Initiatives/Actions to Support
SMART Goal Attainment:
•
Principles of UDL have been adopted as schoolbased teams develop greater understanding of
RtI. Procedures have been put in place for
accessing classroom AT as well as individualized
AT. GSSD has improved tracking procedures to
follow the implementation and use of approved
technologies for individual students. Student
Services is collaborating with Digital Learning
Coaches to increase access to AT. AT has also
been infused into the core program by
introducing Smart Board technology, etc., into
virtually every school. AT Tool Kit Strategic
Initiative will be implemented over the next 3
years. The first phase of this will be the
deployment of sound field systems in all GSSD
Kdn. & Gr. 1 classrooms in fall of 2012.
2012/13 Goals
Behavioral Supports
GSSD SMART Goal:

By June 2013, 30 mini
FBAs and behavior
support plans will be
developed
collaboratively and
implemented by school
based and division
support personnel.
GSSD Initiatives/Actions to Support SMART
Goal Attainment:
•
•
•
•

•
School counsellors have been trained to utilize targeted
prevention programs such as Incredible Years & Skill Streaming
to build capacity of classroom teachers and provide Tier 1 and 2
interventions. Data collection methods such as CAFAS have been
utilized in partnership with Mental Health.
School Counsellors connect with In-School Admin., SSCs, and
Central Office LEADs using the TPM Counsellor Tracking
Template.
Caring and Respectful School Committees (CARS).
Interdisciplinary team meetings build capacity in school staffs
in area of behavior.
All school trained at Level 1 in Threat Risk Assessment. Division
based personnel will be trained as trainers in Threat Risk
Assessment. NVCI Strategic Initiative will be deployed during
the next 5 years. Division based team will be trained as
trainers.
Trumpet Behavioral Supports for students at tier 3 will also be
provided. SSTs and PSPs will be exposed to the intervention and
supports on Oct. 22 and throughout the year as referred to a
maximum of 30 mini FBAs.
2012/13 Goals
Support of School Personnel
GSSD SMART Goal:

By June 2013, seven
GSSD student services
initiatives will be
developed and utilized
using TPM software (F &
P BAS, Referral Intake,
IIP, Emergency Supports,
Alternate
Transportation,
Counsellor Tracking, &
SLP Tracking).
GSSD Initiatives/Actions to Support SMART
Goal Attainment:
•
•
•
•
•
•
•
•
•
•
•
•
Roles & Responsibilities are outlined in our GSSD APs & shared at
interviews.
PLC collaboration time and prep time is provided (common prep
time for PLCs in some schools)
TPM Software
TEAM orientation available for SSTs, classroom teachers, admin
& EAs and addresses effective EA utilization.
FLEX time provided to allow EAs to participate in meetings, PD,
collaboration time.
Interdisciplinary meetings provide support and build capacity in
teachers.
Outside agencies attending and presenting at our SST/PSP days
Professional Growth Plans link to Learning Improvement Plans
and School Division Strategic Plans
EA evaluation every two years.
Performance Appraisals & Annual Growth plans completed by
PSPs, as well as year-end Annual Reports.
Master Teacher modules for SSTs
Trumpet Behavioral Health program to create behavior plans
2012/13 Goals
Engagement of Support Agencies
GSSD SMART Goal:

By June 2013, a division
wide drug and alcohol
admin procedure will be
developed in collaboration
with Sunrise Health
Region. The admin
procedure will be
supported by a flow chart
outlining treatment
options and partner
responsibilities.
GSSD Initiatives/Actions to Support SMART
Goal Attainment:
•
Efforts continue to be made to bridge the gap
between education and health. Joint protocols
have been developed to assist in the transition
of students to Kindergarten/Pre-K. Additional
support and service agencies have also been
involved with this project – Kids First, Mental
Health, Families First, PECIP, etc. Efforts have
also been made with Addiction Services and
Mental Health to work more closely to develop
joint working procedures, etc. Common
summative/diagnostic assessments have been
purchased to add in treatment and information
sharing. Additional work is being done with
Cog. Dis., etc. to raise teacher awareness of
their services and illustrate possible supports.
Staffing Ratios for Professional Service
Providers and Student Services Personnel
FTE
2012/2013
Proposed FTE
2013/14
3.0
3.0
Ratio of 1:2100
3.0
Student Services
Teachers &
Differentiated Instruction
Facilitators
37.9
34.6 SSTs
Ratio of 1:175
10
Ratio of 1:600
35 SSTs
10 DIF
Educational Assistants
121.2
110
Ratio of 1:55
110
EAL Consultant/
Co-ordinator
1
1
1
Psychologist
2.8
2.8
4
School Counsellors
11
13.5
Ratio of 1:450
13
Speech & Language
Pathologists/SLPAs
5.2
2
6 SLPs
2 SLPAs
6 SLPs
3 SLPAs
Occupational Therapists
1.75
2.70
3
Physical Therapists
0
.20
.5
Support Staff
Student Services
Coordinators
GSSD
Targets
For 2015
Continuous Improvement: Student Services
Professional Learning Communities (PLCs)
• All of our Professional Service
Providers (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 GSSD Board of
Education Strategic Plan & the
Ministry of Education Strategic
Priorities (CIAF), these PLCs have
delineated the following long and
short term goals:
Continuous Improvement in
Student Services – OT
Strategic Priority:

System Accountability & Governance

Equitable Opportunities
Goals:
1. To develop a handout for staff and families regarding
Occupational Therapy Services in the Good Spirit School
Division, along with information on Occupational
Therapy models of practice. (Completed Feb. 2012)
2. By June 2013, the OT PLC will produce a working
guideline that outlines how OTs prioritize work with
students in schools using a Tier 3, 2 and 1intervention
model.
Continuous Improvement in
Student Services – SLP
Strategic Priority:
 System Accountability & Governance
 Equitable Opportunities
 Higher Literacy & Achievement
Goal:
1. By June 2013, the SLP PLC will achieve
standardization of practise for assessment
and severity rating procedures in the
domains of speech (articulation and
phonology) and language.
Continuous Improvement in
Student Services – Psychologists
Strategic Priority:

System Accountability & Governance

Equitable Opportunities

Higher Literacy & Achievement
Goals:
1. By June 2014, the GSSD psychologists will support schools in developing
Positive Behavioral Intervention plans through building capacity of staff
members, identifying interventions across tiers, and supporting staff in the
development of processes and data collection.
2. By June 2013, the GSSD psychologists will address People Engagement and
Accountability through a multi-disciplinary approach and consistency of practice
(PSP Referral Flow Chart Model, PSP report template, TPM tracking, the
changing role of the psychologist)
3. By June 2013, the GSSD psychologists will create webinars regarding
administration and interpretation of results for Key Math and WJIII assessments
to build the capacity of SSTs in using assessment results to create effective
interventions at the school level.
Continuous Improvement in
Student Services – School Counsellors
Strategic Priority:
 System Accountability & Governance
 Equitable Opportunities
Goals:
1. By June 2013, School Counsellors will
enhance student well-being by ensuring up to
date certifications.
2. By June 2013, the School Counsellor PLC
will strengthen counsellor team engagement
and morale.
Community Connections
Ministry of
Education
• EA TEAM Orientation
• TPM IIP Initiative
• Wicitizon Group Home
• Horizon School Division Review
• ACCESS Referral
• Assistive Technology Toolkit
• PECIP Partnership
Health
• Public Health Nurses; Child and Youth
Mental Health; Acquired Brain Injury
Program; Wascana Rehabilitation
Center, Alvin Buckwold
• Cornerstone Therapies (SLP, OT, PT,
ASD , Transition to School)
• Addictions Services – joint protocol
Social
Services
• Adoption; Family Violence Services;
Foster Care; Child Protection; Income
Assistance; Community Living &
Supports Division (CLSD); Cog Dis
Strategy, Saskatchewan Association
for Community Living (SACL)
Community Connections
Community
Agencies
Corrections,
Public Safety
and Policing
Advanced
Education &
Training &
AANDC
•Rail City Industries Partners; Mackenzie Center; SK
Abilities; SIGN; RIC Coordinator; Shelwin House; Big
Brothers and Sisters Mentorship Program; Boys and
Girls Club; Community Daycares
•Yorkton Tribal Council & Elders
•Career & Work Exploration with various businesses
•Yorkton Transition Homes
•HUB Community Initiative
•Justice: RCMP, Municipal Police, Young Offenders
Program, Orcadia
•Parkland College - Career & Student Support
Services, Learning Alliance
•Partners in Employment
•Supported Employment Program
English as an Additional Language
Approaches to Assessment
Initial Assessment:

Woodcock-Munoz Language
Survey
Ongoing Assessment:
 Common Framework of
Reference Assessment
24
English as an Additional Language
Approaches to Assessment
Informal Assessment of listening,
speaking, reading, writing and
vocabulary skills for beginning
ELLs:

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.
English as an Additional Language
EAL Numbers for 2012 & 13
 19 schools out of 28 in the Good Spirit School Division
reported EAL students
 190 Total reported students as of March 25, 2013
 94 EAL students that require support as of March 25, 2013
 58 assessments completed since the
beginning of 2012-13 school year
 Since September, 2012, one-to-one
contact with 73 EAL students and more
than 35 teachers and EAs who work with
EAL students
SECTION 3:
English as an Additional Language
Countries & Languages Represented
Countries:
 Philippines, South Korea, Ukraine, Serbia, Hong
Kong, China, Albania, Germany, Netherlands,
Mexico, Guatemala, Israel, Honduras,
Bangladesh, Pakistan, India, Japan, Libya,
Nigeria, Taiwan, Syria, Thailand, Lithuania,
Ethiopia
Languages:
 Tagalog, Ilocano, Korean, Ukrainian, Russian,
Serbian, Cantonese, Mandarin, German, Dutch,
Spanish, Hindi, Tamil, Japanese, Arabic,
Gujarati, Yoruba, Thai, Bangla, Urdu,
Taiwanese, Lithuanian, Oromo
English as an Additional Language
Protocols & Procedures



EAL Registration 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 Language
Immigration Forecast






Sunrise Health Region has actively recruited
nursing staff internationally. 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.
33% of Nurses in Sunrise Health Region are eligible
for retirement between 2013 and 2015.
Manufacturing industries near Esterhazy continue
to recruit workers from Ukraine.
A number of small businesses in the area have
been purchased by immigrant business people.
The service industry continues to hire immigrant
workers.
Potential for more immigration with the possibility
of expansion in the potash industry south of
Melville.
Additional Areas Requiring
Continuous Improvement
The following feedback was gathered from the Professional Service
Provider PLCs. These professionals indicated that the following areas
required improvement and attention as GSSD moved forward into the
2012/13 school year and beyond:
 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.
 Prioritizing preventative programming – challenging for PSPs to be
proactive as opposed to reactive.
Additional Areas Requiring
Continuous Improvement
 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
Additional Areas Requiring
Continuous Improvement
The following feedback was gathered from the School
Based Administrators, SST, EAs, etc…. These
professionals and paraprofessionals indicated that the
following areas required improvement and attention as
GSSD moved forward into the 2012/13 school year and
beyond:
 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)
Additional Areas Requiring
Continuous Improvement
 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
Current Actions & Future
Directions
 Continued promotion of Universal Design concepts within the
classroom through the 5 Year Professional Development Continuum
 Focus on “Assistive Technology” standards in elementary, middle
years, and high school classrooms through the AT Toolkit Strategic
Initiative
 Non-Violent Crisis Intervention & PBIS training for all schools through
the NVCI Strategic Initiative
 Professional Service Provider PLCs focusing on the 4 C’s of
Collaboration, Capacity Building, Communication & Consistency of
Practice
 Professional Growth Plans for PSPs – reviewed in the fall, mid year
and spring
 360 Review & Performance Appraisals for PSPs in 2013/14
 PSP Referral/Intake Process – utilization of technology to enhance
collaboration
Current Actions & Future
Directions
 Establishment of Differentiate Instruction Facilitators in each of our 28
schools as outlined in the 5 Year Professional Development Continuum
 Continued refinement of staffing ratios
 Universal screeners in reading, math, and behaviour
 Universal acceptance of the Understanding By Design Unit Planning
process as outlined in the 5 year Professional Development Continuum
 Continued capacity building of SSTs in effective reading instruction
through collaboration with the Curriculum Department and the LLI
Program
 Continued capacity building of SSTs in effective assessment through
collaboration with the Curriculum Department and using the F & P
BAS, WJIII, etc….