Draft, Specialized Setting Support Model
2012
Rationale:
System classes are responding to students with increasingly complex behavioural and learning needs. The learner profile is typically students
who lack communication, self help and the basic skills necessary to access the Program of Studies. Teachers require an of understanding the
complexities of behaviour and how it impacts teaching and learning, assessment for learning and evidence based teaching strategies for complex
learners as well as the necessity of purposeful planning and the value of communication with parents, administration and other professionals. As
classroom leaders they must design and implement learning plans and communicate clearly with support staff to ensure successful and
consistent implementation through the use of best practice strategies in the classroom.
Objective:
To develop a systematic process to build capacity with in CSSI, TASC and SKILL classes in the CBE.
Priorities:
1.
2.
3.
4.
Develop a Behaviour Assessment Package
Increase awareness of the ABLLS-R and its functionality in the student assessment and program planning.
Develop 12 learning modules based on standards work.
Demonstrate the integration of learning areas from the ABLLS and evidence-based teaching strategies into day-to-day classroom
activities.
5. Demonstrate how formative assessment, the adjustment cycle, personalized learning and learning plans relate to learners with complex
needs.
Timeline:
1. Fall 2011: Behaviour Assessment Package, initial ABLLS-R training
2. January – September 2012: Develop the 12 learning modules that may become part of the web environment currently under design,
standards of practice Provide support for Area teams around ABLLS-R, Functional Behaviour Assessment and tier one support for
complex needs students.
3. Ongoing: Re-institute support network meetings for teachers to connect with each other, gather and share information and ask
questions regarding functional assessment and formative assessment for learning (ABLLS-R and ongoing classroom assessment).
1
THE TEAM
Parents
Administration
Teachers
Education Assistants
Area Teams
Contract Services
THE STUDENT
Mastery of adaptive skills
in order to access
curriculum and maximize
learning potential through;
Alberta Program of Studies;
Programming for Students
with Special Needs; ABLLS.
THE PROCESS
-Understanding the functions of behaviour
and how it effects teaching and learning in
the classroom.
-Understanding the concept of task-analysis
and evidence based teaching strategies for
complex learners (ABLLS-R)
-Understanding components to a successful
learning program through assessment,
purposeful planning, collaboration and
communication.
Draft, Specialized Setting Support Model
2012
The:



Provide a curricular foundation from which teachers will work from in order to deliver a well-designed, consistent program between
students with complex learning and behavioural needs.
Develop learning modules that support area teams, teachers and administrators to understand and implement best-practice assessment
and teaching methods in specialized settings for complex learners.
Support Area Strategists and Learning Teams to:
o Assist teachers in preparing functional long range, unit and daily lesson plans.
o Assist teachers in collaborating with other professionals in the building to build a strong sense of community between all
students.
o Assist teachers in increasing the depth and breadth of their practise through each of the 12 modules.
o Assist schools in interpreting system wide assessment initiatives as they relate to complex learners.
o Partner with teachers and administrators in the evaluation and further evolution of system class standards and delivery.
Learning Modules
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Classroom Organization
Skills Assessment (ABLLS-R)
Functional Behaviour Assessment and Intervention Strategies
Writing and implementing Learning Plans for Complex Learners
Evidence-Based Teaching Practice for Complex Learners
Measuring success: Data Collection Methods and Formative Assessment
Motivation
Communication
Group Instruction & Inclusion
Play & Leisure
Daily Living and Vocational Skills for Div. 3 and 4
Inclusive technology
3
Building Capacity In CSSI, TASC & SKILL Classes
Learning
Support
Learning
Support
Proposed timeline 2011-2012
Sept
Oct
Nov
Dec
Jan
Feb
Develop Functional Assessment Package
Motivation
Initial ABLLS-R Training
Sept
Oct
Functional
Skills
Behaviour
Assessment
Assessment
and
Intervention
Strategies
Learning Plans for
Complex Learners
Classroom Organization
And
Evidence-Based
Teaching Practice for
Complex Learners
Proposed Timeline 2012-2013
Nov
Dec
Jan
Feb
Classroom Communication
Measuring Success:
Organization
Data Collection and
and
Formative Assessment
EvidenceBased
Teaching
Practice for
Complex
Learners
Daily Living and Vocational Skills (Div. 3 and 4)
Mar
Apr
Communication
May
Jun
Group
Instruction and
Inclusion
Measuring Success: Data Collection
and Formative Assessment
Mar
Apr
Group Instruction
& Inclusion
May
Jun
Play & Leisure
Learning Technologies
Draft, Specialized Setting Support Model
Team
Area Strategist and Learning Leaders
Area Strategists
CSSI, TASC and SKILL classroom teams/ admin
Area Strategists
CSSI, TASC and SKILL classroom teams/ admin
Proposed dates, January to June 2012
Purpose
To build capacity with Area Teams around
 tier 1-3 support within Complex Needs
classrooms
 Functional Assessment
 Formative Assessment, ABLLS-R
To build capacity around use of ABLLS-R
assessment tool
 Motivation
 Classroom organization
 Developing and implementing goals in
the classroom
 Formative Assessment and data
collection
To build capacity around use of ABLLS-R
assessment tool
 Updating the assessment and
reporting
 Sharing information and reflecting on
celebrations and challenges
 Planning for the fall
Area Strategists
CSSI, TASC and SKILL Teachers, Educational
Assistants and Admin
To build capacity with area and school based
teams
 Modules as described by proposed
schedule above
Area Strategists
CSSI Teachers, Div. 3 and 4
To build capacity around daily living skills and
vocational programing for older students.
5
Proposed Dates
TBD
Friday Feb. 3 (9-3, System PD)
OR
January 20th and January 27th (1-4)
May 10th (9-3, System PD)
Areas I, II and IV
Monday Feb. 13
Tuesday March 13
Wed Apr 11
Thurs May 10
Fri June11
TBD
Areas V and III
Monday Feb 6
Tuesday Mar 6
Wed Apr 1
Thurs May 10
Fri June 4
2012