PRESENTATION TO MENTAL HEALTH, ADDICTIONS SERVICE

OCTOBER 17 , 2011

Student Support Services

Good Spirit School Division (GSSD)

On January 1, 2006 the Good Spirit School Division assumed responsibility for educational services from the areas formerly served by Eastland Lakes, Melville Comprehensive, Melville-Deer Park, Potashville and York School Divisions. Currently, we serve 28 schools located in 17 communities in East-Central Saskatchewan.

Motto"Students Come First"

Mission"Excelling Through Student Learning"

Vision"Together Inspiring Passion For Learning - Excelling Now - Succeeding Tomorrow"

ValuesIntegrity, Empathy, Growth, Equity,

GSSD Student Population September 12th, 2011

Total Enrolment : 5982 students

Prekindergarten to Grade 3: 1793

Grade 4 to Grade 12 : 4189

Students New to GSSD: 241

Students transferring from out of Province: 88 (based on 2010/11 data)

Students transferring from another Country: 27 (based on 2010/11 data)

Vision for Student Services within the GSSD

The Good Spirit School Division has adopted the vision for supporting student diversity that has been defined by the Saskatchewan Ministry of Education. This vision promotes the inclusion of all students in their neighborhood schools and is based on exemplary practices and evidence-based research. Services and support to all learners are provided through a response to intervention model of service delivery.

 

Continuum of Support for ALL Students

Within the GSSD, for all students we strive to: Provide highly effective,

research-based core instruction

Identify what we want all students to learn (ELOs)

Systematically identify students who are not succeeding in our core program

Provide these students additional time, resources and support until they achieve success.

GSSD Continuum of Student Supports & Interventions

CLASSROOM TEACHER STUDENT SUPPORT TEACHER STUDENT SERVICES PROFESSIONAL SERVICE

PROVIDERS Review cumulative file and

student history Differentiate/adapt

curriculum and instruction Document adaptations and

observations Continue with classroom

assessment Consult with previous

classroom teachers Discuss concerns with

parents – consider health issues, hearing, vision, changes in home/social situation

Continue to monitor and adapt for student individual needs, document supports

Consult/refer to Student Support Teacher

Observe student in the classroom

Collaborate with CR to differentiate/adapt curriculum and instruction

Document adaptations and observations

Communicate concerns with parents

Conduct in-school assessments – academic, functional behavioural, social/emotional, communication

Provide in-class, small group, and/or individual support

Document adaptations/changes in program on ROA or PPP

Collaborate with school-based team (including parents)

Consult/refer to PSP

Consult with school-based team – teachers, student support teacher, parents

Observe student in natural setting

Conduct assessment Meet with school-based team

and student when appropriate Document findings Support development of

program goals Provide follow-up/intervention Collaborate with partner

agencies if required Monitor progress

Division Goal #1:Reading for All

The GSSD Literacy Learning Goal states:

 Students will demonstrate at least one year of growth in reading comprehension skills during each academic year .

 The three-year initiative has been set with the beginning of the 2008-2009 school year.

Division Goal #2: Know problems

The Good Spirit School Division Math Learning Goal states:

70% of students will score at the proficient level of problem solving.

The three-year initiative has been set with the beginning of the 2008-2009 school year.

An Exploration Of Staff Utilization with GSSD

Impetus for the Review of Paraprofessional Utilization within the GSSD

Ministry direction

Desire of teachers and administrators

Exploration of whether we were truly meeting student’s learning needs.

Questionable allocation of limited resources

As a division, we wanted to explore how we were presently using EAs

Reported Time Distribution

Type of Activity Professionals Average Range

Paraprofessionals Average Range

Clerical 6% (1% – 12%) 5% (0% - 9%)

Supervision 8% (0% - 15%) 9% (0% - 19%)

Personal Care 8% (0% - 19%) 9% (0% - 34%)

Addressing Behaviour

18% (0% to 35%) 13% (0% - 31%)

Implementing Instruction

53% (31% to 76%) 48% (18% - 97%)

Self-directed Activities

5% (0% - 11%) 10% (0% - 32%)

Other 5% (0 - 67%) 3% (0% - 17%)

Quadrant Results by Profession

3.81

3.55

3.73

3.98

3.26

3.77

3.63

4.08

3.76

3.87 3.87 3.88

3

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

4

4.1

Excessive Proximity QuestionableAllocation ofResources

Insufficient TeacherOwnership

Dependence onParaprofessionals

Professionals

Paraprofessionals

GSSD Staff as a whole

What can we do?

We need to utilize paraprofessional supports in responsible ways. Specifically this means that: Instruction by paraprofessionals:

should be supplemental, rather than primary or exclusive should be planned by qualified personnel Should be based on explicit and intensive training in

research-supported, best practices. Should be followed by on-going supervision Non-instructional roles for paraprofessionals (e.g.

clerical, materials preparation, personal care) should be acknowledged and valued as important contributions to enable teachers to spend time with students.

What can we do?

We need to utilize paraprofessional supports in responsible ways by:

Facilitating peer interactions and other natural supports Involving students in making decisions about their own

supports Exploring less restrictive options to using 1:1

paraprofessional supports. Exploring ways to fade 1:1 supports Having and refining a process for making decisions about

1:1 professional supports – more on this in the upcoming slides.

Exploring alternatives (resource reallocation, co-teaching, transitional use of paraprofessionals, peer supports)

Giangreco, 2009

Educational Assistant Support within the GSSD: Two Types of Allocated Support

In each of our schools we provide general educational assistant time based on enrolment numbers. This EA time is called “diversity” EA hours.

The intent of this time is to: to support classrooms and

students at certain times of need kids that may not meet intensive

support criteria but occasionally require support (for example: to have tests read, multi-grade classrooms, tutorial programs).

This “diversity” time is designed to be fluid within the school – constantly allowing schools to meet their ever-changing needs.

To meet student specific support needs, we also have “Student Specific Support”

The intent of this Student Specific Support is to support the personal program plan goals of a student with intensive support needs. This student specific EA time is

allocated based on student need as opposed to student level or diagnosis.

Not all students with intensive needs require EA time as their goals may be supported by other professionals and/or assistive technology

Present Practices: Allocation of Student- Specific EA Support within GSSD

If the school determines that additional support is required to meet the needs of a particular student or a group of students, it is recommended that the school reassign existing professional or paraprofessional support to meet those needs. In each school, intensive supports should always be directed towards meeting the needs that are considered to be the highest priority at the school.

Step 1

Following the reallocation of supports within the school to meet the highest needs, the school will contact their cluster Student Services Coordinator (SSC) to indicate continued need for support. Some schools will request a consultation from their

SSC at this time. Some schools will proceed with a formal request for

additional support.

Request for Additional Support Form

Step 2

At the time of observation, the SSC will assess the following:

Needs of the student Tasks that the student is expected to complete – ensuring that

appropriate accommodations and adaptations are in place. Class environment (this includes an evaluation of the number

of students in the class, the diversity present in the room, current supports provided, whether co-teaching or EA support is accessible to the student , whether other professional support is provided to the student or class as a whole.

Discussions are held with the SST and/or administrator as to how they are currently using their Student Services Supports (diversity and student-specific EA allocations) .

Emergency EA Support

Following the observation, emergency EA support can be assigned on a temporary basis by the Student Services Coordinator, Superintendent of Schools or Superintendent of Student Support Services.

This emergency support would be in place following the observation and expire on the date of our Intensive Support Committee (ISC) Meeting.

Emergency support would be provided to individuals with safety and personal care needs. Otherwise the school would be expected to re-allocate their current student services supports to meet needs in the interim.

Step 3

Following the classroom observation, a copy of the Student’s Impact Form, PPP, & Request for Additional Support Form are distributed to members of the Intensive Support Committee. Members of the committee include: Student Services Coordinators from each cluster of the division

(North, Central, South) Superintendent of Student Services

Meetings are held monthly or as required. It is requested that schools submit all documentation one week prior to the scheduled meeting.

Our aim is to be responsive to student needs and to be fair, equitable and consistent in meeting the needs across the school division.

Step 4: Intensive Support Committee Meeting

At the meeting, each SSC is responsible to present their school’s requests.

The team then proceeds to discuss requests and means of meeting student goals.

Recommendations may include the following: Specific adaptations and strategies be put in place for the student using existing

student services supports. Additional professional service provider supports. Access to outside agency supports. Access to assistive technologies – low tech & high tech EA support on a temporary basis – to be reviewed at later date. EA support for specific times/tasks throughout the day

Following 5 years of using this process, we have found that schools now rarely request full-time EA support.

This year, in an effort to be transparent, School Administration are welcome to join us (in person or via Skype) to observe the process.

Step 5

The Superintendent of Student Services provides a written summary to the schools of decisions made through consensus.

SSCs follow up and monitor student progress.Each spring, all student needs are reviewed

to prepare for fall staffing and adjustments to staffing may be made for the following school year.

A Note on Reductions in EA Staffing

Throughout the year, adjustments may need to be made to previously approved EA staffing allocations when students with intensive needs are no longer enrolled in a school or when student’s/school needs change.

It is expected that the schools inform the SSC of these changes one-week prior to the monthly ISC meeting.

Following the decision to reduce paraprofessional staff in a school, a one month grace period will be provided to schools to facilitate transition for students/staff and the school as a whole.

Following the assignment of an EA – we must orientate all staff in how to effectively employ a

paraprofessional

To do this, we need to continue to train all staff in the roles & responsibilities of both paraprofessionals & professionals when working with all children. This includes: Providing appropriate training on working with

paraprofessionals. One way we propose achieving this is through our Teacher and EA Module (TEAM) digital orientation package that will work to orient and train both teachers and paraprofessionals on effective practices to support all learners.

T & EA M Orientation“Together Everyone Achieves More”

1Welcome to The GSSD

2TEAM

Pre-Test

3General GSSD

Information

5Roles &

ResponsibilitiesOf Educational

Assistants

4Who & WhatIs Student Services?

6Roles &

ResponsibilitiesOf Classroom

Teachers & SSTs

7TEAM

IntroductoryVideo

8Ten “C’s” of

Effective Teamwork

10Personal ProgramPlanning

9Collaboration:What is this?

Who does what?

11Emergency Procedures

13Confidentiality,

Ethics & Documentation

15Dealing with Challenging

Situations

14Avoiding CommonPitfalls

16Safe

Practices I.e. Lifting &

Transfers

17Prompting &Using Visuals

18Optimizing

Behaviour & Promoting

Self-Management

20TEAM

Post-Test

19Valuable Lessons from the Students

12What is

Independence?How can I Promote

Independence?

Staffing Ratios for Professional Service Providers and Student Services Personnel

Staff FTE 2011/2012

MOEBenchmark

GSSD Direction For

2015

Student Services Coordinators

3.0 Year 1 – 2.99 3.0

Student Services Teachers

39.22 Year 5 – 30.65Year 7 – 38.76

Ratio: 1:15039.88

Educational Assistants 110.75 Year 1 – 56.46 100

EAL Consultant 1 No Benchmark 3

Psychologist 2.8 Year 1 – 2.98Year 5 – 3.87

5

School CounsellorsAddiction Counsellor

10.5.5

Year 1 – 6.56 101 Addiction Counsellors

Speech & Language Pathologists

SLPA

4.66

2

Year 1 – 2.98Year 5 – 3.87

6

Occupational Therapists 1.7 Year 1 – 1.49Year 5 – 1.64

3

Physical Therapists 0 Year 1 - .74Year 5 - .81

1

Current & Future Directions

RTI Project – 4 classrooms (gr. 1, gr. 2/3, gr. 8, gr. 10 math)RTI Training for all staff PLC Training for all administrationNon Violent Crisis Intervention - 16 of 28 schools have

teams trained Inter-Disciplinary TeamsProfessional Service Provider (PSP) PLC Days Professional Growth Plans & Performance Appraisals for

PSPs Common PSP Referral/Intake Process – utilization of

technology to enhance collaborationOn-going professional development for PSPs and SSTs –

utilization of self guided on line PD

Current & Future Directions

CAFAS Training for Student Services CounsellorsIncredible Years Training for CounsellorsPreK transitioning for students involved with

therapiesAutism Pro. Pilot Project – 3 Circles of Care