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GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
The following chart represents the exemplary level of practice or ideal as identified on the Ministry Service Delivery Rubric. Information is also presented on the current practice within the Good Spirit School Division to
work towards this exemplary level. Goal areas have been developed for certain principle areas (ie. Support for School Personnel, etc…).
Inclusionary Philosophy & Beliefs
  Principle        Exemplary Practice as Defined by the                                      GSSD Goal                          GSSD Strategies                             Action Plan                Assessment
                                  Ministry
Inclusive Attitudes   ●   Understanding & accept inclusive philosophy                                              The GSSD Student Services Department will                                      Spring 2012 – School
                      ●   Supports the inclusion values of participation, belonging and                            continue to use inclusionary philosophy as our lens                            Reviews using Ministry
                          interaction                                                                              when making placement and programming                                          Rubric
                      ●   Recognize the benefit of inclusion for students with and without                         decisions for students. Inclusive attitudes and
                          a disability                                                                             practices were goal areas during the past three
                      ●   Embrace the value of diversity                                                           years. While this will no longer be a goal area,
                      ●   Use inclusive philosophy in decision making                                              emphasis will continue to be placed on inclusion
                      ●   Utilize problem-solving mindset                                                          through quality core programming, RTI, unit
                      ●   Acknowledge responsibility for education and success of all                              planning using Backward Planning/UBD, and
                          students                                                                                 differentiate instruction.




Inclusive Practices   ●   Students are supported in a range of age-appropriate classrooms                          GSSD continues to use Professional Learning           We will meet as a PLC    Spring 2012 – School
                          in neighborhood schools                                                                  Communities (PLCs) to foster collaborative teams      once per month. Our      Reviews using Ministry
                      ●   Sufficient supports exist within regular classrooms for                                  within the school environment and within our          discussion will be       Rubric
                          successful achievement of appropriate outcomes for students                              professional service provider groups. All GSSD        around the four big
                      ●   Classroom teachers engage in instructional planning based on                             schools are expected to form and operate as a         questions: What do we
                          inclusionary practices and beliefs                                                       Professional Learning Community with the focus        want our students to
                      ●   Take purposeful action to create a welcoming, responsive, and                            being student learning. All schools are expected to   learn?
                          inclusive environment                                                                    complete Learning Improvement Plans that align        How will we know they
                      ●   Work in collaborative teams                                                              with the Continuous Improvement - Improved            are learning?
                                                                                                                   Learning (reading and math). This is considered a     How will we respond
                                                                                                                   non-negotiable item and will be closely monitored     when they don’t learn?
                                                                                                                   at both the school and division level.                How will we respond
                                                                                                                                                                         when they do learn?
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

   Principle          Exemplary Practice as Defined by the                                   GSSD Goal                  GSSD Strategies                           Action Plan        Assessment
                      Ministry
Organizational        ●   Shared vision for inclusion                                                     GSSD has organized the Student Services                               Spring 2012 – School
Structures that       ●   Policies and procedures that are consistent with inclusive                      Department into three clusters according to                           Reviews using Ministry
Support Inclusive         philosophy                                                                      geographic region. Each cluster has a Coordinator,                    Rubric
Education             ●   Collaborative work environment                                                  Psychologist, Occupational Therapist, Speech and
                      ●   Multi-disciplinary teams                                                        Language Pathologist, Counsellor, etc. The
                      ●   Administrative support and leadership                                           Division has set up meeting structures that include
                      ●   Professional supports and resources                                             monthly referral intake meetings, school based
                      ●   Emphasis on teaching and learning                                               interdisciplinary team meetings, and monthly role
                                                                                                          alike PLC meetings. The focus will be on
                      ●   Participation in continuous school improvement
                                                                                                          collaboration, capacity building and
                      ●   Educational programming based on effective practice
                                                                                                          communication. These structures and focus areas
                                                                                                          have been communicated to the public, the Board,
                                                                                                          Senior Leadership and the schools. Frequent
                                                                                                          monitoring will occur to ensure that all decision and
                                                                                                          actions adhere to the principles of Communication,
                                                                                                          Collaboration, and Capacity Building.



Parental/ Caregiver   ●   There are purposeful attempts by school personnel to build                      Transition planning will be utilized to engage                        Spring 2012 – School
Engagement                rapport                                                                         families. Focus will be placed on the transition                      Reviews using Ministry
                      ●   There is an established and effective ongoing communication                     between health and education for preschool and                        Rubric.
                          system between parents/caregivers and school personnel                          kindergarten aged students, transition from grade to
                      ●   The school creates additional special event opportunities,                      grade, and transition from school to life/work.
                          beyond PPP meetings                                                             Formal partnerships and joint protocols have been
                      ●   Parents/caregivers understand and work in partnership with                      developed by Health, Education, PECIP, Kids First,
                          school personnel to collaboratively plan and provide                            Families First, the Parkland College, etc., to
                          meaningful educational experiences                                              facilitate parental engagement, communication, and
                      ●   Shared responsibility for supporting learner outcomes is evident                smooth transitions.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12
Instructional Practices & Programming Interventions
  Principle Exemplary Practice as Defined by the                                      GSSD Goal                     GSSD Strategies                            Action Plan     Assessment
              Ministry
Planning       ●Classroom teachers recognize and acknowledge students’                                All teachers have been introduced to RTI - what do                     Spring 2012 – School
Processes      unresponsiveness to classroom instruction/interventions and enact                      we want students to learn; how will we know that                       Reviews using
               referral process                                                                       they have learned it; what will we do if they have not                 Ministry Rubric.
               ●Implementation of school division’s referral process is common                        learned it? Teachers and schools are working
               practice                                                                               towards the development of Common Learning
               ●Assessment plans are developed that include up-to-date                                Outcomes for ELA and Math. School based PLC
               information from a variety of informal and formal sources and across                   teams are developing common pacing guides and
               settings                                                                               common formative and summative assessments that
               ●Assessment results are used to direct programming and are linked                      are guiding instruction and are improving outcomes
               to a student’s PPP                                                                     for all students.
               ●School-based team involved in PPP development, review, and                            Student Services has developed a continuum of
               update                                                                                 supports that outline responsibilities of the
               ●Priority annual outcomes are established and aligned with areas                       Classroom Teacher, the Student Support Teacher
               within the Impact Assessment Profile and with the standards                            (SST), and Professional Service Providers (PSPs).
               identified by the Ministry of Education                                                PPPs are developed in the spring and reviewed at
               ●Plans for monitoring student progress are established                                 reporting periods, more frequently if necessary.
               ●Dates for mid-year reviews and an annual update for PPP                               Transition planning procedures and documents have
               determined                                                                             been provided to support transition planning;
               ●PPP adjusted to reflect data collected regarding student’s progress                   structures have been developed for working with
               ●Plans developed to address critical factors that may affect                           partner agencies to support successful transitions.
               successful transition
               ●Indicators of successful transition developed and monitored
Fostering      ● Student accesses staffing allocation for physical or academic                        Independence goals are included in PPPs.                               Spring 2012 – School
Independence        support as required                                                               Administrators and SSTs are required to assess their                   Reviews using
               ● Regular monitoring and adjustment of student’s level of                              PPPs for the Essential Components as outlined by                       Ministry Rubric.
                    adult support                                                                     the Ministry prior to submission.
               ● Student explicitly taught skills that facilitate independence                        When support is requested, staff has to outline how
                    and self-determination                                                            the EA will support skill development so the student
               ● Positive interdependence with peers fostered to provide                              can become more independent.
                    support for inclusive activities                                                  Support can be added in the form of teachers
               ● Purposeful planning and programming for independent                                  delivering tiers of intervention to close the gap.
                    living needs                                                                      EA orientation outlines rationale for student
               ● Parents/caregivers, classroom teachers, and educational                              independence.
                    assistants understand the importance of fostering student                         Formalized process has been developed for schools
                    independence and work together to take purposeful actions                         to identify when students are not functioning
                    that will maximize student independence                                           independently and require additional supports.
                                                                                                      When necessary, an EA is hired; the practice is to
                                                                                                      revisit this placement frequently and hire only on a
                                                                                                      temporary basis to promote reflection.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

Principle         Exemplary Practice as Defined by the Ministry                                  GSSD Goal                 GSSD Strategies                            Action Plan     Assessment
Designing       ●School-based team plans and develops a program of instruction, including                    School teams have increased understanding of                           Spring 2012 – School
Instructional   essential support services                                                                   PLCs and RTI, which focus on student learning and                      Reviews using
Program         ●A full range of support services, including natural supports, are                           the provision of appropriate strategies and supports                   Ministry Rubric.
                considered                                                                                   for all students.
                ●Instructional plan is aligned with student’s learning profile, PPP, and their               Classroom teachers, as well as student support
                response to instruction                                                                      teachers, professional service providers, and
                ●Curriculum is designed for a range of learner needs (i.e., universal access)                curriculum coaches have been supported in
                ●Evidence-based strategies are used to accomplish educational outcomes                       accessing research-based, best practices to support
                ●Differentiated instruction is common practice and includes adaptations                      learning outcomes (e.g. balanced literacy, LLI and
                and modifications that reflect differing learning modalities, pacing, and                    other reading interventions, Do the Math, Key Math
                complexity                                                                                   Interventions, social skills instruction, and
                ●Instruction, assessment, curriculum, and classroom management are                           behavioral supports). Common formative and
                aligned                                                                                      summative assessments are being developed at the
                                                                                                             school level to assess student growth and areas of
                ●Flexible grouping patterns are created based on student’s strengths and
                                                                                                             strength/need. Diagnostic assessments like the
                needs, and the instructional content
                                                                                                             F&P, RAD, CAT 4, AFL, etc. are also being
                ●Emphasis on self-determination peer interaction, and the
                                                                                                             strategically used to paint a clear picture of student
                maintenance/generalization of skills
                                                                                                             learning in the areas of reading, math, and writing
                ●All options for support are considered within the context of:                               expression. Schools, led by their administrator, are
                     a. Student needs                                                                        using a three-part system to activate and apply their
                     b. Student strengths                                                                    understanding of student learning based on a
                     c. Instructional content                                                                number of data sources.
                     d. Need for independence
                     e. Social acceptance
Assistive       ● Accept assistive technology as a tool for learning and as a means to                       Principles of UDL have been adopted as school-                         Spring 2012 – School
Technology           promoting inclusive values                                                              based teams develop greater understanding of RTI.                      Reviews using
                ● Individual assistive technology, as well as universal assistive                            Procedures have been put in place for accessing                        Ministry Rubric.
                     technology is used to provide curricular access and individualized                      classroom AT as well as individualized AT. The
                     instruction                                                                             GSSD has improved tracking procedures to follow
                ● Assistive technology is routinely considered to support students’                          the implementation and use of approved
                     functional capabilities, to help them interact with the curriculum and                  technologies for individual students; Student
                     the environment, and to support their achievement of educational                        Services is collaborating with Digital Learning
                     outcomes                                                                                Coaches to increase access to AT. AT has also
                ● Assessments are conducted to determine the most effective student-                         been infused into the core program by introducing
                     technology match                                                                        Smart Board technology, etc., into virtually every
                ● School division has a comprehensive plan to facilitate and enhance                         school.
                     access to a range of low and high assistive technology used in a range
                     of applications
                ● Technical support is available to students and/or school personnel
                ● Professionals are trained on the implementation of assistive
                     technology
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

  Principle   Exemplary Practice as Defined by the Ministry                           GSSD Goal                  GSSD Strategies                        Action Plan     Assessment
Behavioral    ●   School division/school promotes and provides a comprehensive                      School counsellors have been trained to utilize                   Spring 2012 –
Supports          system of behavioral supports that include                                        targeted prevention programs such as Incredible                   School Reviews
                  a.        Preventive school-wide approaches that foster positive                  Years & Skill Streaming to build capacity in                      using Ministry
                            behaviors through effective instructional practices and                 classroom teachers and provide Tier 1 and 2                       Rubric.
                            classroom management strategies                                         interventions.
                  b.        Targeted prevention for those who may be at risk of                     Data collection methods such as CAFAS in
                            developing challenging behaviors                                        partnership with Mental Health.
                  c.        Intensive interventions, such as functional behavioral                  School Counsellors connecting with admin to share
                            assessments and individualized behavior intervention                    monthly caseload data.
                            plans, specifically designed for those who require                      Caring and Respectful School Committees (CARS).
                            intensive support                                                       Interdisciplinary team meetings build capacity in
              ●   School personnel collect data to determine the effectiveness of                   school staffs in area of behavior.
                  their interventions                                                               Division-wide training in Threat Risk Assessment.
              ●   Classroom teachers identify students at risk of developing                        NVCI (Non-Violent Crisis Intervention) - 16/28
                  challenging behaviors as early as possible                                        schools have teams trained.
              ●   The school-based team is involved in developing effective
                  behavior intervention plans that are monitored and reviewed on a
                  regular basis
              ●   A number of factors are considered in the development of an
                  effective behavior intervention plan, including the needs of the
                  students, environmental conditions, instructional practices, and
                  behavioral management philosophy and approaches
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

A Collaborative Culture
   Principle          Exemplary Practice as Defined by the Ministry                              GSSD Goal                 GSSD Strategies                       Action Plan      Assessment
Creating a Culture   ●   Collaborative school-level planning is deeply embedded as common                    All schools are required, as a non-negotiable, to                 Spring 2012 – School
of Collaboration         practice                                                                            develop school-based PLCs to ensure improved                      Reviews using
                     ●   School-based teams share responsibility in developing, monitoring,                  student learning. All schools/admin have received                 Ministry Rubric.
                         and reviewing PPPs, intervention strategies, and support services                   training in PLCs through Solution Tree (Becky
                     ●   Effectiveness of collaborative teams is judged by impact on student                 and Rick DuFour, Chris Weber, etc.). Over thirty
                         learning                                                                            school-based and Division level personnel
                     ●   Personnel work together to support each other, and accept                           attended Solution Tree PRTI in-services to
                         responsibility for the success of all students                                      activate their understanding of the concept of
                     ●   Professional development for all personnel includes explicit training               tiered response during the 2010/11 school year.
                         in collaborative skill development                                                  Interdisciplinary team meetings at schools model
                     ●   Systematic planning time is scheduled for collegial collaboration                   collaboration while building capacity. Learning
                         purposes                                                                            Improvement Plans - shared responsibility for the
                                                                                                             learning of all students - non-negotiable.
                                                                                                             Formalized planning time is scheduled and
                                                                                                             provided during early dismissal days to allow for
                                                                                                             collaboration time at the school level.
                                                                                                             Administrators have to gather data and report on
                                                                                                             their data to parents, their staff and fellow
                                                                                                             administrators as part of their Learning
                                                                                                             Improvement Plan (data walls).
                                                                                                             Individual schools have adopted collaborative
                                                                                                             student support teams
                                                                                                             Autism Pro trial – Circle of Care – one in each
                                                                                                             area of division.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

   Principle     Exemplary Practice as Defined by the Ministry                              GSSD Goal                  GSSD Strategies                            Action Plan     Assessment
Administrative   ●   School division/school administrators are well versed in rationale                 CLASS ACT for new administrators focusing on                            Spring 2012 –
Leadership           and principles of inclusive education                                              school culture, instructional leadership,                               School Reviews
                 ●   School divisions/school administration promote vision for inclusive                organizational management and qualities of effective                    using Ministry
                     education and collaborative practices                                              Principals. A GSSD Admin Guide book was                                 Rubric.
                 ●   Administration provides school division/school personnel with                      developed outlining PLC requirements, etc.
                     organizational structures, resources, and moral support necessary to               Admin have been provided with a ‘Year at a Glance’
                     create meaningful educational programs for all students                            which includes Student Services monthly actions.
                 ●   School-based administrators demonstrate support for inter-                         Admin must develop mission, vision, values along
                     professional team members and supporting agencies                                  with PLC norms – included in LIP template.
                 ●   Student support services teachers and educational assistants new to                TEAM Orientation for teachers & EAs.
                     their roles are provided with additional school-based administrator                Greater emphasis on development of LIP with SCCs
                     support during their first 1-2 years                                               – present their AFL data to the SCC.
                 ●   Whole school improvement initiatives are aimed at improving the                    Looking at efficiencies in allocating of staff and
                     outcomes for all students                                                          grade configurations - possible software support for
                 ●   School administrators foster supportive, welcoming, and                            this.
                     collaborative school cultures                                                      School Division vision for inclusive education.
                                                                                                        Vision for collaborative practices; Principals are the
                 ●   Administrators engage parents/caregivers and the community as
                                                                                                        leaders in PLCs and this is monitored at the division
                     partners in educating all students
                                                                                                        level.
                 ●   Classroom configurations are balanced and heterogeneous
                                                                                                        Data walls demonstrating that collaboration is
                 ●   Student support services teachers meet qualifications according to                 improving student learning.
                     Ministry of Education requirements                                                 Administrators are required to attend
                                                                                                        Interdisciplinary team meetings.
                                                                                                        Administrators are required to sign the essential
                                                                                                        components checklist for all PPPs.
                                                                                                        All Administrators will participate in a division level
                                                                                                        PPP review process to build capacity in
                                                                                                        understanding the PPP process.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

 Principle      Exemplary Practice as Defined by the Ministry                                  GSSD Goal                           GSSD Strategies                           Action Plan             Assessment
Support of   ●School division provides clearly articulated job descriptions that outlines   98% of SSTs will          Roles & Responsibilities are outlined in our GSSD    Oct. 20th – SSTs will   SSTs completion
School       specific roles and responsibilities for all school personnel                   successfully complete     APs & shared at interviews.                          be introduced to the    rate and accuracy
Personnel    ●School personnel understand and support the roles and responsibilities of     6 self-directed modules   PSP Operational Procedures are shared annually       Master Teacher          rate will be
             their colleagues                                                               from Master Teacher       with PSPs and revised as necessary.                  software, given         monitored by
             ●Systematic planning time is allocated                                                                   New teachers to GSSD receive in-service on R & R
                                                                                            Software by June                                                               training on the         Master Teacher.
             ●Paperwork requirements are streamlined                                                                  for SSTs, Admin, PSPs & EAs.
                                                                                            2012.                     PLC collaboration time and prep time is provided
                                                                                                                                                                           software, and
             ●School personnel are provided with effective training and/or professional                                                                                    provided release time   Updates will be
             development pertaining to their specific roles                                                           (common prep time for PLCs in some schools)
                                                                                                                      TPM Software – investigating streamlining of         to complete 1 or 2      provided to SSTs &
             ●Performance expectations are developed for each school personnel role
                                                                                                                      student services paperwork such as referrals, PPPs   modules.                administrators on a
             ●Strategies to facilitate communication and collaboration among staff are
                                                                                                                      etc.                                                                         regular basis.
             developed and implemented
             ●Educational assistants are aware of individual and classroom needs prior to
                                                                                                                      TEAM orientation available for classroom teachers    Remaining 2 Positive
                                                                                                                      & EAs and addresses effective EA utilization.        Path Forward
             working in the classroom
                                                                                                                      FLEX time provided to allow EAs to participate in    Meetings will allow
             ●Classroom teachers are provided with guidance, support, and training
                                                                                                                      meetings, PD, collaboration time.                    time to complete the
             pertaining to effective use of educational assistant support
                                                                                                                      Interdisciplinary meetings provide support and       remaining modules.
             ●Mutual respect and positive relationships among staff are evident                                       build capacity in teachers.
             ●School personnel work together to support each other, and accept                                        Outside agencies attending and presenting at our
             responsibility for the success of all students                                                           SST/PSP days                                         SSTs will be
             ●Teachers have adequate access to inter-professional team members and                                    Professional Growth Plans link to Learning           encouraged to
             supporting agencies to provide ideas, resources, and moral support                                       Improvement Plans and School Division Strategic      complete more than
                                                                                                                      Plans                                                the 6 required
                                                                                                                      EAs evaluation every two years.                      modules on their own
                                                                                                                      Performance Appraisals & Annual Growth plans         time.
                                                                                                                      completed by PSPs, as well as year-end Annual
                                                                                                                      Reports.
                                                                                                                      Monthly reports from school counsellors to
                                                                                                                      administrators.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

  Principle        Exemplary Practice as Defined by the Ministry                                   GSSD Goal                             GSSD Strategies                          Action Plan     Assessment
Building an    ●   Inter-professional team members and school personnel working                By June 2012, GSSD           Interdisciplinary meetings provide support and                      Survey Monkey will
Inter-             together as collaborative teams to combine expertise and share              Student Services rubric      build capacity in teachers – 3 times per year for                   be administered the
professional       responsibility for student success                                          rating will increase to at   selected students.                                                  last week of October
Team           ●   Inter-professional team members provide support in all required areas       least 3.5 as measured by     Defined various therapy definitions for consistency                 and the first week of
               ●   Clear role definitions and accountability parameters (including who         a survey completed by        among PSPs – posted on blog.
                                                                                                                                                                                                May.
                   reports to whom) is evident                                                 SSTs, administrators &       Referral intake meeting process and reviewing
                                                                                               PSPs.                        previous students – monthly accountability on
                                                                                                                                                                                                Survey questions
               ●   Team members emphasize interdisciplinary trust, collaborative                                                                                                                will be based on
                   problem-solving, and effective intra-team communication                                                  school staff & PSPs to carry out responsibilities.
                                                                                               (Current level of            Defined procedures for interdisciplinary team,                      exemplary practices
               ●   Conflicts are resolved constructively through agreed upon mechanisms
                   and protocols                                                               functioning from last        referral intake, intensive support committee                        from the Ministry
               ●   Administrators and teachers have clear process available to access inter-   year’s data placed the       meetings – reviewed throughout the year.                            Rubric Model.
                   professional team members                                                   division at the emergent     TPM – will include F&P and RAD results on this
               ●   A systematic approach to collection/analysis of diagnostic information      level or 2.9).               software.
                   exists                                                                                                   TPM will track amount of referrals – goal is to
                                                                                                                            reduce the amount of referrals.
               ●   Inter-professional team members considered an important support
                                                                                                                            Counsellors share caseloads monthly.
                   network for teachers, offering ideas and resources, and assisting in
                                                                                                                            More strategic with AFL results – admin
                   building teacher capacity and confidence
                                                                                                                            collaborate to analyze data. Working with school
               ●   School division needs are consistently monitored to reflect the
                                                                                                                            teams to analyze assessment data for learning and
                   consultative needs of school staff
                                                                                                                            implement strategies and interventions before
               ●   Caseloads of inter-professional team members are monitored to ensure                                     automatically accessing PSPs through referral
                   effectiveness of service to schools                                                                      process.
               ●   Team members learn new skills and complement the skills of each other                                    Looking at various universal screening measures –
                                                                                                                            F&P, Math Benchmarks, RAD, AFL, CAT-4,
                                                                                                                            Curriculum Based Measures (as shared with us
                                                                                                                            from Chris Weber’s RTI Presentation).
                                                                                                                            SLP piloting Case-Lite software.
                                                                                                                            Built cluster teams in central areas – to enhance
                                                                                                                            communication, collaboration & capacity building.
                                                                                                                            Reaching outside of Student Services to make
                                                                                                                            connections with other Division personnel – lit. &
                                                                                                                            math coaches, tech. coaches, facilities etc.
GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12

 Principle          Exemplary Practice as Defined by the Ministry                               GSSD Goal                  GSSD Strategies                            Action Plan   Assessment
Effective       ●             Extensive professional development focuses on topics that                     The formation and development of Professional
Professional                  support inclusive education including differentiating                         Learning Communities is an area of focus and
Development                   instruction, evidence-based approaches for instruction, co-                   concentration for GSSD. Linked closely with this is
                              teaching, developing collaborative cultures                                   RTI, Differentiated Instruction, UBD, etc. Both
                ●   School division personnel aware of school division expectations of                      financial and staffing resources will be allocated to
                    professional development responsibility                                                 these focus areas to make them a viable reality at all
                ●   Strong professional development models that incorporate                                 28 GSSD schools. Job embedded and on-going PD is
                    a. Theory and practice                                                                  being offered by the Student Services Department,
                    b. Professional reflection time                                                         the Curriculum and Learning Departments, etc.
                    c. Practices that improve student outcomes                                              Emphasis has also been placed on encouraging our
                    d. Extensive follow-up in classrooms/schools                                            teachers to embrace 21 century learning techniques
                    e. Opportunities for peer dialogue and support                                          and technologies while improving their
                    f. Problem-solving training                                                             understanding of areas like Guided Reading, F&P
                ●   Classroom teachers’ professional development focuses on building                        assessment, Autism, common disability areas, etc.
                    teacher capacity to teach to a diverse range of strengths and needs
                ●   Educational assistants’ professional development focuses on best ways
                    to provide support within inclusive settings
                ●   Structures exist to support a variety of mentoring relationships that
                    focus on professional growth
                ●   Professional development activities are embedded within personnel’s
                    daily work in schools
                ●   School division provides
                ●   School division’s induction process for newly hired personnel is clearly
                    enunciated and consistently practiced
Engagement of   ●   Professionals from health care, social services, recreation, juvenile                   Efforts continue to be made to bridge the gap
Support             justice, employment, mental health, and other related human service                     between education and health. Joint protocols have
Agencies            fields are at various times members of collaborative teams in planning                  been developed to assist in the transition of students
                    and implementing programming for students                                               to Kindergarten/Pre-K. Additional support and
                ●   School division and supporting agency personnel share perspectives,                     service agencies have also been involved with this
                    observations, expectations, ideas, and recommendations                                  project – Kids First, Mental Health, Families First,
                ●   Interventions and transition plans for students are more integrated and                 PECIP, etc. Efforts have also been made with
                    coherent as a result of joint efforts                                                   Addiction Services and Mental Health to work more
                ●   Protocols are mutually developed and implemented with shared                            closely to develop joint working procedures, etc.
                    leadership among agency and school-based personnel                                      Common summative/diagnostic assessments have
                ●   Joint planning for the identification and elimination of gaps occurs on a               been purchased to add in treatment and information
                    regular and pre-determined basis                                                        sharing. Additional work is being done with Cog.
                ●   Shared case management, prioritization of cases, and interagency                        Dis., etc. to raise teacher awareness of their services
                    coordination evident                                                                    and illustrate possible supports.

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  • 1. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 The following chart represents the exemplary level of practice or ideal as identified on the Ministry Service Delivery Rubric. Information is also presented on the current practice within the Good Spirit School Division to work towards this exemplary level. Goal areas have been developed for certain principle areas (ie. Support for School Personnel, etc…). Inclusionary Philosophy & Beliefs Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment Ministry Inclusive Attitudes ● Understanding & accept inclusive philosophy The GSSD Student Services Department will Spring 2012 – School ● Supports the inclusion values of participation, belonging and continue to use inclusionary philosophy as our lens Reviews using Ministry interaction when making placement and programming Rubric ● Recognize the benefit of inclusion for students with and without decisions for students. Inclusive attitudes and a disability practices were goal areas during the past three ● Embrace the value of diversity years. While this will no longer be a goal area, ● Use inclusive philosophy in decision making emphasis will continue to be placed on inclusion ● Utilize problem-solving mindset through quality core programming, RTI, unit ● Acknowledge responsibility for education and success of all planning using Backward Planning/UBD, and students differentiate instruction. Inclusive Practices ● Students are supported in a range of age-appropriate classrooms GSSD continues to use Professional Learning We will meet as a PLC Spring 2012 – School in neighborhood schools Communities (PLCs) to foster collaborative teams once per month. Our Reviews using Ministry ● Sufficient supports exist within regular classrooms for within the school environment and within our discussion will be Rubric successful achievement of appropriate outcomes for students professional service provider groups. All GSSD around the four big ● Classroom teachers engage in instructional planning based on schools are expected to form and operate as a questions: What do we inclusionary practices and beliefs Professional Learning Community with the focus want our students to ● Take purposeful action to create a welcoming, responsive, and being student learning. All schools are expected to learn? inclusive environment complete Learning Improvement Plans that align How will we know they ● Work in collaborative teams with the Continuous Improvement - Improved are learning? Learning (reading and math). This is considered a How will we respond non-negotiable item and will be closely monitored when they don’t learn? at both the school and division level. How will we respond when they do learn?
  • 2. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment Ministry Organizational ● Shared vision for inclusion GSSD has organized the Student Services Spring 2012 – School Structures that ● Policies and procedures that are consistent with inclusive Department into three clusters according to Reviews using Ministry Support Inclusive philosophy geographic region. Each cluster has a Coordinator, Rubric Education ● Collaborative work environment Psychologist, Occupational Therapist, Speech and ● Multi-disciplinary teams Language Pathologist, Counsellor, etc. The ● Administrative support and leadership Division has set up meeting structures that include ● Professional supports and resources monthly referral intake meetings, school based ● Emphasis on teaching and learning interdisciplinary team meetings, and monthly role alike PLC meetings. The focus will be on ● Participation in continuous school improvement collaboration, capacity building and ● Educational programming based on effective practice communication. These structures and focus areas have been communicated to the public, the Board, Senior Leadership and the schools. Frequent monitoring will occur to ensure that all decision and actions adhere to the principles of Communication, Collaboration, and Capacity Building. Parental/ Caregiver ● There are purposeful attempts by school personnel to build Transition planning will be utilized to engage Spring 2012 – School Engagement rapport families. Focus will be placed on the transition Reviews using Ministry ● There is an established and effective ongoing communication between health and education for preschool and Rubric. system between parents/caregivers and school personnel kindergarten aged students, transition from grade to ● The school creates additional special event opportunities, grade, and transition from school to life/work. beyond PPP meetings Formal partnerships and joint protocols have been ● Parents/caregivers understand and work in partnership with developed by Health, Education, PECIP, Kids First, school personnel to collaboratively plan and provide Families First, the Parkland College, etc., to meaningful educational experiences facilitate parental engagement, communication, and ● Shared responsibility for supporting learner outcomes is evident smooth transitions.
  • 3. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Instructional Practices & Programming Interventions Principle Exemplary Practice as Defined by the GSSD Goal GSSD Strategies Action Plan Assessment Ministry Planning ●Classroom teachers recognize and acknowledge students’ All teachers have been introduced to RTI - what do Spring 2012 – School Processes unresponsiveness to classroom instruction/interventions and enact we want students to learn; how will we know that Reviews using referral process they have learned it; what will we do if they have not Ministry Rubric. ●Implementation of school division’s referral process is common learned it? Teachers and schools are working practice towards the development of Common Learning ●Assessment plans are developed that include up-to-date Outcomes for ELA and Math. School based PLC information from a variety of informal and formal sources and across teams are developing common pacing guides and settings common formative and summative assessments that ●Assessment results are used to direct programming and are linked are guiding instruction and are improving outcomes to a student’s PPP for all students. ●School-based team involved in PPP development, review, and Student Services has developed a continuum of update supports that outline responsibilities of the ●Priority annual outcomes are established and aligned with areas Classroom Teacher, the Student Support Teacher within the Impact Assessment Profile and with the standards (SST), and Professional Service Providers (PSPs). identified by the Ministry of Education PPPs are developed in the spring and reviewed at ●Plans for monitoring student progress are established reporting periods, more frequently if necessary. ●Dates for mid-year reviews and an annual update for PPP Transition planning procedures and documents have determined been provided to support transition planning; ●PPP adjusted to reflect data collected regarding student’s progress structures have been developed for working with ●Plans developed to address critical factors that may affect partner agencies to support successful transitions. successful transition ●Indicators of successful transition developed and monitored Fostering ● Student accesses staffing allocation for physical or academic Independence goals are included in PPPs. Spring 2012 – School Independence support as required Administrators and SSTs are required to assess their Reviews using ● Regular monitoring and adjustment of student’s level of PPPs for the Essential Components as outlined by Ministry Rubric. adult support the Ministry prior to submission. ● Student explicitly taught skills that facilitate independence When support is requested, staff has to outline how and self-determination the EA will support skill development so the student ● Positive interdependence with peers fostered to provide can become more independent. support for inclusive activities Support can be added in the form of teachers ● Purposeful planning and programming for independent delivering tiers of intervention to close the gap. living needs EA orientation outlines rationale for student ● Parents/caregivers, classroom teachers, and educational independence. assistants understand the importance of fostering student Formalized process has been developed for schools independence and work together to take purposeful actions to identify when students are not functioning that will maximize student independence independently and require additional supports. When necessary, an EA is hired; the practice is to revisit this placement frequently and hire only on a temporary basis to promote reflection.
  • 4. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Designing ●School-based team plans and develops a program of instruction, including School teams have increased understanding of Spring 2012 – School Instructional essential support services PLCs and RTI, which focus on student learning and Reviews using Program ●A full range of support services, including natural supports, are the provision of appropriate strategies and supports Ministry Rubric. considered for all students. ●Instructional plan is aligned with student’s learning profile, PPP, and their Classroom teachers, as well as student support response to instruction teachers, professional service providers, and ●Curriculum is designed for a range of learner needs (i.e., universal access) curriculum coaches have been supported in ●Evidence-based strategies are used to accomplish educational outcomes accessing research-based, best practices to support ●Differentiated instruction is common practice and includes adaptations learning outcomes (e.g. balanced literacy, LLI and and modifications that reflect differing learning modalities, pacing, and other reading interventions, Do the Math, Key Math complexity Interventions, social skills instruction, and ●Instruction, assessment, curriculum, and classroom management are behavioral supports). Common formative and aligned summative assessments are being developed at the school level to assess student growth and areas of ●Flexible grouping patterns are created based on student’s strengths and strength/need. Diagnostic assessments like the needs, and the instructional content F&P, RAD, CAT 4, AFL, etc. are also being ●Emphasis on self-determination peer interaction, and the strategically used to paint a clear picture of student maintenance/generalization of skills learning in the areas of reading, math, and writing ●All options for support are considered within the context of: expression. Schools, led by their administrator, are a. Student needs using a three-part system to activate and apply their b. Student strengths understanding of student learning based on a c. Instructional content number of data sources. d. Need for independence e. Social acceptance Assistive ● Accept assistive technology as a tool for learning and as a means to Principles of UDL have been adopted as school- Spring 2012 – School Technology promoting inclusive values based teams develop greater understanding of RTI. Reviews using ● Individual assistive technology, as well as universal assistive Procedures have been put in place for accessing Ministry Rubric. technology is used to provide curricular access and individualized classroom AT as well as individualized AT. The instruction GSSD has improved tracking procedures to follow ● Assistive technology is routinely considered to support students’ the implementation and use of approved functional capabilities, to help them interact with the curriculum and technologies for individual students; Student the environment, and to support their achievement of educational Services is collaborating with Digital Learning outcomes Coaches to increase access to AT. AT has also ● Assessments are conducted to determine the most effective student- been infused into the core program by introducing technology match Smart Board technology, etc., into virtually every ● School division has a comprehensive plan to facilitate and enhance school. access to a range of low and high assistive technology used in a range of applications ● Technical support is available to students and/or school personnel ● Professionals are trained on the implementation of assistive technology
  • 5. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Behavioral ● School division/school promotes and provides a comprehensive School counsellors have been trained to utilize Spring 2012 – Supports system of behavioral supports that include targeted prevention programs such as Incredible School Reviews a. Preventive school-wide approaches that foster positive Years & Skill Streaming to build capacity in using Ministry behaviors through effective instructional practices and classroom teachers and provide Tier 1 and 2 Rubric. classroom management strategies interventions. b. Targeted prevention for those who may be at risk of Data collection methods such as CAFAS in developing challenging behaviors partnership with Mental Health. c. Intensive interventions, such as functional behavioral School Counsellors connecting with admin to share assessments and individualized behavior intervention monthly caseload data. plans, specifically designed for those who require Caring and Respectful School Committees (CARS). intensive support Interdisciplinary team meetings build capacity in ● School personnel collect data to determine the effectiveness of school staffs in area of behavior. their interventions Division-wide training in Threat Risk Assessment. ● Classroom teachers identify students at risk of developing NVCI (Non-Violent Crisis Intervention) - 16/28 challenging behaviors as early as possible schools have teams trained. ● The school-based team is involved in developing effective behavior intervention plans that are monitored and reviewed on a regular basis ● A number of factors are considered in the development of an effective behavior intervention plan, including the needs of the students, environmental conditions, instructional practices, and behavioral management philosophy and approaches
  • 6. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 A Collaborative Culture Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Creating a Culture ● Collaborative school-level planning is deeply embedded as common All schools are required, as a non-negotiable, to Spring 2012 – School of Collaboration practice develop school-based PLCs to ensure improved Reviews using ● School-based teams share responsibility in developing, monitoring, student learning. All schools/admin have received Ministry Rubric. and reviewing PPPs, intervention strategies, and support services training in PLCs through Solution Tree (Becky ● Effectiveness of collaborative teams is judged by impact on student and Rick DuFour, Chris Weber, etc.). Over thirty learning school-based and Division level personnel ● Personnel work together to support each other, and accept attended Solution Tree PRTI in-services to responsibility for the success of all students activate their understanding of the concept of ● Professional development for all personnel includes explicit training tiered response during the 2010/11 school year. in collaborative skill development Interdisciplinary team meetings at schools model ● Systematic planning time is scheduled for collegial collaboration collaboration while building capacity. Learning purposes Improvement Plans - shared responsibility for the learning of all students - non-negotiable. Formalized planning time is scheduled and provided during early dismissal days to allow for collaboration time at the school level. Administrators have to gather data and report on their data to parents, their staff and fellow administrators as part of their Learning Improvement Plan (data walls). Individual schools have adopted collaborative student support teams Autism Pro trial – Circle of Care – one in each area of division.
  • 7. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Administrative ● School division/school administrators are well versed in rationale CLASS ACT for new administrators focusing on Spring 2012 – Leadership and principles of inclusive education school culture, instructional leadership, School Reviews ● School divisions/school administration promote vision for inclusive organizational management and qualities of effective using Ministry education and collaborative practices Principals. A GSSD Admin Guide book was Rubric. ● Administration provides school division/school personnel with developed outlining PLC requirements, etc. organizational structures, resources, and moral support necessary to Admin have been provided with a ‘Year at a Glance’ create meaningful educational programs for all students which includes Student Services monthly actions. ● School-based administrators demonstrate support for inter- Admin must develop mission, vision, values along professional team members and supporting agencies with PLC norms – included in LIP template. ● Student support services teachers and educational assistants new to TEAM Orientation for teachers & EAs. their roles are provided with additional school-based administrator Greater emphasis on development of LIP with SCCs support during their first 1-2 years – present their AFL data to the SCC. ● Whole school improvement initiatives are aimed at improving the Looking at efficiencies in allocating of staff and outcomes for all students grade configurations - possible software support for ● School administrators foster supportive, welcoming, and this. collaborative school cultures School Division vision for inclusive education. Vision for collaborative practices; Principals are the ● Administrators engage parents/caregivers and the community as leaders in PLCs and this is monitored at the division partners in educating all students level. ● Classroom configurations are balanced and heterogeneous Data walls demonstrating that collaboration is ● Student support services teachers meet qualifications according to improving student learning. Ministry of Education requirements Administrators are required to attend Interdisciplinary team meetings. Administrators are required to sign the essential components checklist for all PPPs. All Administrators will participate in a division level PPP review process to build capacity in understanding the PPP process.
  • 8. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Support of ●School division provides clearly articulated job descriptions that outlines 98% of SSTs will Roles & Responsibilities are outlined in our GSSD Oct. 20th – SSTs will SSTs completion School specific roles and responsibilities for all school personnel successfully complete APs & shared at interviews. be introduced to the rate and accuracy Personnel ●School personnel understand and support the roles and responsibilities of 6 self-directed modules PSP Operational Procedures are shared annually Master Teacher rate will be their colleagues from Master Teacher with PSPs and revised as necessary. software, given monitored by ●Systematic planning time is allocated New teachers to GSSD receive in-service on R & R Software by June training on the Master Teacher. ●Paperwork requirements are streamlined for SSTs, Admin, PSPs & EAs. 2012. PLC collaboration time and prep time is provided software, and ●School personnel are provided with effective training and/or professional provided release time Updates will be development pertaining to their specific roles (common prep time for PLCs in some schools) TPM Software – investigating streamlining of to complete 1 or 2 provided to SSTs & ●Performance expectations are developed for each school personnel role student services paperwork such as referrals, PPPs modules. administrators on a ●Strategies to facilitate communication and collaboration among staff are etc. regular basis. developed and implemented ●Educational assistants are aware of individual and classroom needs prior to TEAM orientation available for classroom teachers Remaining 2 Positive & EAs and addresses effective EA utilization. Path Forward working in the classroom FLEX time provided to allow EAs to participate in Meetings will allow ●Classroom teachers are provided with guidance, support, and training meetings, PD, collaboration time. time to complete the pertaining to effective use of educational assistant support Interdisciplinary meetings provide support and remaining modules. ●Mutual respect and positive relationships among staff are evident build capacity in teachers. ●School personnel work together to support each other, and accept Outside agencies attending and presenting at our responsibility for the success of all students SST/PSP days SSTs will be ●Teachers have adequate access to inter-professional team members and Professional Growth Plans link to Learning encouraged to supporting agencies to provide ideas, resources, and moral support Improvement Plans and School Division Strategic complete more than Plans the 6 required EAs evaluation every two years. modules on their own Performance Appraisals & Annual Growth plans time. completed by PSPs, as well as year-end Annual Reports. Monthly reports from school counsellors to administrators.
  • 9. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Building an ● Inter-professional team members and school personnel working By June 2012, GSSD Interdisciplinary meetings provide support and Survey Monkey will Inter- together as collaborative teams to combine expertise and share Student Services rubric build capacity in teachers – 3 times per year for be administered the professional responsibility for student success rating will increase to at selected students. last week of October Team ● Inter-professional team members provide support in all required areas least 3.5 as measured by Defined various therapy definitions for consistency and the first week of ● Clear role definitions and accountability parameters (including who a survey completed by among PSPs – posted on blog. May. reports to whom) is evident SSTs, administrators & Referral intake meeting process and reviewing PSPs. previous students – monthly accountability on Survey questions ● Team members emphasize interdisciplinary trust, collaborative will be based on problem-solving, and effective intra-team communication school staff & PSPs to carry out responsibilities. (Current level of Defined procedures for interdisciplinary team, exemplary practices ● Conflicts are resolved constructively through agreed upon mechanisms and protocols functioning from last referral intake, intensive support committee from the Ministry ● Administrators and teachers have clear process available to access inter- year’s data placed the meetings – reviewed throughout the year. Rubric Model. professional team members division at the emergent TPM – will include F&P and RAD results on this ● A systematic approach to collection/analysis of diagnostic information level or 2.9). software. exists TPM will track amount of referrals – goal is to reduce the amount of referrals. ● Inter-professional team members considered an important support Counsellors share caseloads monthly. network for teachers, offering ideas and resources, and assisting in More strategic with AFL results – admin building teacher capacity and confidence collaborate to analyze data. Working with school ● School division needs are consistently monitored to reflect the teams to analyze assessment data for learning and consultative needs of school staff implement strategies and interventions before ● Caseloads of inter-professional team members are monitored to ensure automatically accessing PSPs through referral effectiveness of service to schools process. ● Team members learn new skills and complement the skills of each other Looking at various universal screening measures – F&P, Math Benchmarks, RAD, AFL, CAT-4, Curriculum Based Measures (as shared with us from Chris Weber’s RTI Presentation). SLP piloting Case-Lite software. Built cluster teams in central areas – to enhance communication, collaboration & capacity building. Reaching outside of Student Services to make connections with other Division personnel – lit. & math coaches, tech. coaches, facilities etc.
  • 10. GSSD Strategies and Goal Areas Based on the Ministry of Education Service Delivery Rubric 2011/12 Principle Exemplary Practice as Defined by the Ministry GSSD Goal GSSD Strategies Action Plan Assessment Effective ● Extensive professional development focuses on topics that The formation and development of Professional Professional support inclusive education including differentiating Learning Communities is an area of focus and Development instruction, evidence-based approaches for instruction, co- concentration for GSSD. Linked closely with this is teaching, developing collaborative cultures RTI, Differentiated Instruction, UBD, etc. Both ● School division personnel aware of school division expectations of financial and staffing resources will be allocated to professional development responsibility these focus areas to make them a viable reality at all ● Strong professional development models that incorporate 28 GSSD schools. Job embedded and on-going PD is a. Theory and practice being offered by the Student Services Department, b. Professional reflection time the Curriculum and Learning Departments, etc. c. Practices that improve student outcomes Emphasis has also been placed on encouraging our d. Extensive follow-up in classrooms/schools teachers to embrace 21 century learning techniques e. Opportunities for peer dialogue and support and technologies while improving their f. Problem-solving training understanding of areas like Guided Reading, F&P ● Classroom teachers’ professional development focuses on building assessment, Autism, common disability areas, etc. teacher capacity to teach to a diverse range of strengths and needs ● Educational assistants’ professional development focuses on best ways to provide support within inclusive settings ● Structures exist to support a variety of mentoring relationships that focus on professional growth ● Professional development activities are embedded within personnel’s daily work in schools ● School division provides ● School division’s induction process for newly hired personnel is clearly enunciated and consistently practiced Engagement of ● Professionals from health care, social services, recreation, juvenile Efforts continue to be made to bridge the gap Support justice, employment, mental health, and other related human service between education and health. Joint protocols have Agencies fields are at various times members of collaborative teams in planning been developed to assist in the transition of students and implementing programming for students to Kindergarten/Pre-K. Additional support and ● School division and supporting agency personnel share perspectives, service agencies have also been involved with this observations, expectations, ideas, and recommendations project – Kids First, Mental Health, Families First, ● Interventions and transition plans for students are more integrated and PECIP, etc. Efforts have also been made with coherent as a result of joint efforts Addiction Services and Mental Health to work more ● Protocols are mutually developed and implemented with shared closely to develop joint working procedures, etc. leadership among agency and school-based personnel Common summative/diagnostic assessments have ● Joint planning for the identification and elimination of gaps occurs on a been purchased to add in treatment and information regular and pre-determined basis sharing. Additional work is being done with Cog. ● Shared case management, prioritization of cases, and interagency Dis., etc. to raise teacher awareness of their services coordination evident and illustrate possible supports.