specialized services action plan 2017-18 - better...
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SpecializedServicesActionPlan2017-2018
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Specialized Services Action Plan (2017-2018)
VISION: All students and staff flourishing and learning in an accepting and safe community MISSION: Together, we build capacity by supporting, innovating and inspiring a flourishing school community
Board Focus Areas 2016-2017 were and continue for 2017-2018:
▪ Understanding LD and quality IEPS through the lens of RMS▪ Mental health literacy, continued capacity building and stigma reduction▪ A continuum of self-regulation supports including interventions for behaviour concerns▪ Special education supports in secondary schools▪ Social responsibility and equity▪ Leadership in special education and well being
Goal Action Measurement Monitoring Mental Health Stigma Reduction Incorporate youth voice into
planning and goal setting (HS to ES; Mental Illness and Wellbeing)
Students included at school-based meetings
Collaborate with our agency partners to implement and monitor evidenced based programs such as Tree of Life; Stop Now and Plan and Friends for Life.
Met with partners and schools Programs assessed
Promote wellness in schools through programs like Elephant in the Room Campaign, Mental Health First Aid, Jack.org.
Roots of Empathy in 41 schools Elephant in Room in 5 HS Jack.org chapter established
Suicide Protocol review TLDSB suicide prevention/intervention/postvention processes,
Protocol revised and shared
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Training/Mentorship of new staff
Provide orientation and training to new SSAC staff; provide resources; support and monitor processes, referrals and supports
staff trained
Pathways to Care Create school/area specific pathways to care for publication
Pathways created and shared
MH Lead Development Capacity building for staff in SafeTALK,, Mental Health First Aid, Roots of Empathy, Junior Warriors, Mindful Martial Arts, Mind up
In/after-school professional learning offered to leads
Crisis Response Review
Review and make accessible Critical Incident Response; provide resources with TLDSB logo to be shared in event of incident
Reviewed and shared
SSAC Review and update Referral Process
Revise referral form
Form revised
Meet with administrators and school staff regarding purpose of service/ intended outcome
Meetings held in each school Appropriate referrals made
Tier 4 student concerns
Collaborate with community partners to understand and address any concerns about student access to service wrt suicide/ self-harm protocol
Meetings with partners held Pathways clarified
Track data on service for students with suicide/self-harm concerns
Data Collected
Attendance Focus Assist schools and build capacity to plan for and provide interventions to attendance concerns
Interventions shared with department and amongst schools
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Ensure referrals are complete by monitoring attendance reports for each of assigned schools
Referrals made; Letters sent
Assistive Technology Team
Revamp SEA AT training model
Develop phase 2 of teacher and student training which supports the capacity built in phase 1 (cluster training)
New training system developed and piloted
Make individual student training records more accessible to school staff
Share training records in electronic format that is accessible to school staff
Records shared
Create user-friendly electronic method for staff or students to request SEA AT training support
Establish a central intake process to request support
Process created
Build capacity in secondary students and staff for AT use
Hold school-based gr. 9 & 10 applied teacher and student learning
Learning sessions held in each high school each semester
Collaborate with TS consultants for staff training and aligned messaging
Messaging and training coordinated
Improve specificity of accommodations as written in the IEP relating to assistive technology use through SERT learning
SERT learning session held and accommodations revised for students with SEA devices/AT
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School Consultants and Itinerant Teachers for Deaf/Hard of Hearing and Blind/Low Vision
Support classroom teachers to use high yield supplemental (yellow zone) strategies and interventions to meet student needs
Each consultant to work with 2 schools each term to create 2 student learning profiles and RTIs using tools from self-reg triangle and other resources.
Profiles and RTIs created and shared with department and Consultant Council
Incorporate both student and parent voice into the planning and programming cycle.
Parents and student voice documented in RTI
Evaluate and document effectiveness of interventions
Outcomes shared with department and Consultant Council
Early Years RTI project with curriculum
Develop student learning profiles for students who demonstrate need for additional support
Learner profiles developed in 4 schools.
Use RTI to document interventions and learnings prior to implementing accommodations and/or modifications to programming
RTI complete
Determine criteria for development of an IEP for a student in Kindergarten
Criteria/guidelines developed
IEP Goal Development Ensure consistent messaging and alignment of communication around what a quality IEP includes
TLDSB IEP Database Manual revisions complete; Instructional videos distributed
Build capacity of schools to enhance quality of IEP learning goals/expectations for targeted programming and evaluation, focusing on skill development, interventions and monitoring to
SERT PD in FOS on goal writing; School-based sessions on writing goals;
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close learning gaps. Ensure accommodations are in place in classroom for all learners with an IEP
Methods for monitoring accommodations shared with admin; School-based learning (secondary) on methods to teach and monitor accommodations
BIRT (Consultants, EAs, Itinerant Teachers for ASD / Behaviour)
Review and refine BIRT referral process
Use feedback from stakeholders (consultants, school teams, etc.) to develop a process that meets needs of system.
Process created and communicated
Support school teams to use high yield intensive (red zone) strategies and interventions to meet student needs
Create behaviour support plans and RTIs using tools from self-reg triangle and other resources; Model and coach strategies/interventions to build capacity of school teams.
10 behaviour support plans and RTIs created, implemented and shared with department
Incorporate both student and parent voice into the planning and programming cycle.
Parents and student voice documented in RTI
Evaluate and document effectiveness of interventions
Outcomes shared with department and Consultant Council
Make individual student case notes more accessible to school staff
Share case notes in electronic format that is accessible to school teams
Case notes shared
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Psych Ed Consultants
Extend SERT, Admin, Parent, Student and classroom teacher knowledge base about exceptionalities
Create and offer a professional learning sessions (ex. adobe) to extend understanding
Learning sessions held for 3 exceptionalities (LD, MID and DD)
Provide school-based opportunities for learning through SIT and PLCs
2 school sessions offered by each Psych Ed
Create quick reference guides to help with understanding (for parents/guardians, teachers)
Handouts developed and shared among all psych eds in team drive
Create a passport template, advocacy card or summary document with student input to be used in assessment feedback sessions
Passport, advocacy card or summary document created and used with 4 students per psych ed; Examples shared with department and Consultant Council
Collaborate with Instructional leaders and Curriculum Consultants
Plan and present session on how to plan with exceptionalities in mind including student learning profiles and programming (ex. to support development of specific learning expectations and associated teaching strategies/interventions)
Learning session held Present to Consultant Council
Speech Language Pathologists
Enhance understanding of Language Impairment among early years educators (ex. how to recognize and program for)
Create a resource or flip chart/ handout
Resource completed
Increase understanding of LI & Early Literacy by co-hosting school-based inquiry PLCs with curriculum
1 PLC completed by each SLP and findings shared with department and Consultant Council
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Increase awareness of the link between communication challenges and behaviour
Assist 8 school teams (2 schools per SLP) to select communication strategies as part of an RTI to address behaviour concerns in collaboration with BIRT staff
RTIs completed and evaluated; Results and next steps shared with department and Consultant Council
Develop a system to assist AAC users by streamlining with community partners
Meet with community partners to discuss processes, needs and opportunities for collaboration; Develop a coordinated system of support
Meeting held System developed
Goal Action Measurement Monitoring
Safe and Accepting/ Wellbeing
Classroom Culture If we have a FA4 Classroom Community... then students will have.. ➢ enhanced mental
and physical health
➢ positive sense of self and belonging
➢ the skills to make positive choices
➢ quality learning environment
direct support for professional learning for 6 schools on wellbeing and equity goal. This will be linked to non-threatening classroom environment and classroom discourse
6 schools supported
Devise the “look-fors” and measurement tools with staff
Monitoring school measurement
Incorporating Student Voice into classroom planning
“What do I need to be able to be well so I can perform well”. Do I need to get up and move, do I need a separate space, what do oI need from my teacher”.
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Sharing strategies with all staff to create FA4 cultures (S&A Committee) ● Pyramid of classroom interventions ● Pyramid of supports ● Clear classroom expectations and
community
Strategies tried and shared
Design Google Classroom of resources
Classroom created
Assist schools with sharing their stories and networking learning
System established
School Climate Survey
Use OurSchool Survey in October/November
Survey completed
Provide training to Ps to setup survey and review results with school Safe School committee
Results reviewed and school goals set
Share results with committee to determine goals and supports
Goals set Supports aligned with goals
Equity and Inclusion
Enhance and monitor equity of outcomes for Mental Wellbeing; Poverty; LGBTQ; ELL; FNMI; Cultural Diversity; Students with Special Needs, etc
Data collected and shared
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Design a TLDSB self-assessment tool to determine equity strengths and needs (poverty, Spec Ed, ELL, etc)
Self-assessment tool created
Provide students with a global perspective of equity and inclusion
Self Regulation Share triangle of supports with schools; use triangle as a resource to build RTIs; Design Google classroom of resources
Triangle shared Google classroom created
Create and share 3-Stage process through which students and schools are supported by Specialized Services staff
Process created and shared; revisions made based on feedback
CPS pilot in 15 schools; Central data collected on 2 students/school
Pilot complete
Expand programs: MMA (3 schools) /Young Warriors (10 schools)
Training completed and 1 round of each complete in each school
P&P Review and Alignment
Draft copies of P&P for review with FOS and Wellbeing committee input ❏ Crisis Response ❏ Code of Conduct ❏ VTRA ❏ Emerg Plans ❏ Lockdown
Reviews complete
Create of a re-unification protocol Reunification protocol complete
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Support materials collected and simplified for circulation, access and use
Support materials organized for intranet
Goal Action Measurement MonitoringLeadership Mentor/Mentee
Program 4learningopportunitiesthroughouttheyear● Newtorole(Aug)● SIPSAplanning(Oct)● SpecialEducation(Nov)● Guestspeaker(Feb)● Springretreat
pre/postsurveys
OLF - Resilience and System Thinking
CreateamenuofprofessionallearningopportunitiesconnectedtoOLF● includementorshipitems● 7Habits● MentalHealthFirstAid● VTRA● Safetalk● BMSandbehaviourintervention● TPAs101
Menucreatedandcirculatedforchoice
PlanaspringretreatwithguestspeakerforallAdminstaff
Retreatcompletedwithfeedbackcollected
FOS Principal meetings
Establishanagendaframeworkandcollectfeedback● rotatingchairandsecretary● reviewofminutes/highlights
Frameworkcreatedandadjustedaccordingtofeedback
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(committeesandDC)● schoolhighlight● departmentnews● Itemsfordiscussion● ItemstoforwardtoDCRepresentativesselectedforeachcommittee;minutessharedatFOS
Repsandminutesshared
DepartmentplanssharedandreviewedatFOS
Materialsshared
Documentation and Processes
CreateorientationchecklistsfornewVP/Pstaff
Checklistscreated
Spec Ed Look Fors Designachecklistforschoolvisits Checklistcreated
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