Download - Fall, 2010
Page 1Fall, 2010
Regional Cross Sector Meeting Elements of an Effective Protocol
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Purpose
•The purpose of this presentation is to more fully explore the elements of a protocol that effectively promote and support the educational success of children and youth in care of the Children’s Aid Societies.
•The two ministries recognize that some of you have, or are in the process of developing protocols. This presentation, based on literature review and jurisdictional scans (including of the United Kingdom, the United States, Alberta, and British Columbia), aims to further that achievement by
providing some insight into what are considered the key elements of an effective protocol.
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Protocols
•Protocols are an agreed upon code of conduct within, and between, organizations that establishes standardised tasks or processes.
•The development of appropriate local protocols between school boards and CASs province-wide is a critical step in ensuring that children and youth in care receive uninterrupted education and are able to benefit from all the learning opportunities, supports and interventions available in schools.
•Effective protocols will enhance coordination, collaboration and partnership between the two sectors both jurisdictionally and inter-jurisdictionally to ensure efficient and effective education-service delivery for children and youth in care.
This would include clearly establishing and defining roles, responsibilities and working relationships; setting operational and administrative processes; and establishing robust issue resolution and recourse mechanisms.
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Current Status
•An informal survey of school boards, conducted by the Ministry of Education (EDU), to identify existing local protocols between the two sectors indicates that while a number of school boards have some protocols in place with CASs in their jurisdiction, the majority of these seem to be either restricted to their policies around Child Abuse Reporting Policy or limited in scope (e.g. safety or operational protocols).
•There is a wide range in the type, scope and implementation of any existing “protocols” across the province. These range from informal understandings based on individual personnel relationships to formalized written agreements. There is no standard protocols structure or general agreement on best practice protocol “components”.
•Both school boards and CASs recognize the need for protocols between the two sectors to better support children and youth in care. Most are either currently
working on enhancing existing protocols or are looking into partnering to develop new protocols.
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Information Information Sharing StrategySharing Strategy
Administrative Administrative Processes including Processes including
registration etc.registration etc.
Transition Transition SupportsSupports
CaringCaringAdultsAdults
Educational Progress Educational Progress Data CollectionData Collection
Educational Educational Stability PlanningStability Planning
Accessibility to Accessibility to Educational SupportsEducational Supports
Student Success Student Success PlanningPlanning
GOALGOAL
Educational Success of Student in CareEducational Success of Student in Care
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Process of Developing Protocols
Research (literature and jurisdictional scans) indicates that to be effective the
development of protocols between school boards and associated CASs has to
be founded on the acceptance that the educational needs of children and youth
in care is a significant aspect of their overall and long term well-being.
Components of an Effective Protocol Development Process
Commitment to collaborative process: Equal roles & understanding of responsibilities for outcomes by both sectors
Mutual acceptance of fundamental responsibility for educational success of students in care
Agreement to work around challenges of the mandates and other related issues
Recognition of need for continuous improvement, clear issue resolution and effective recourse mechanisms in any agreed upon protocols
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KEY ELEMENTS IN AN EFFECTIVE PROTOCOL WHICH
TAKES INTO ACCOUNT STUDENT ACHIEVEMENT:
Structure
Processes
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Defining Working Together Structure
Key Partners and Signatories
Protocol Implementation Leads in Both Sectors: High level responsibility and accountability
Key Contact Information
PROTOCOLS IMPLEMENTATION STRUCTUREPROTOCOLS IMPLEMENTATION STRUCTURE
DSB Protocol Implementation Lead
CAS Protocol Implementation Lead
Key DSB Contact
Key DSB Contact
Key DSB Contact
Key CAS Contact
Key CAS Contact
Key CAS Contact
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Key Elements in Effective Protocols - Processes
DEFINING WORKING TOGETHER PROCESSES
Change in Residential Placement
Communications protocols (including for informing DSB/school of residential placement changes)
Joint process for determining school placement based on best interest of the child with respect to remaining in same school versus moving to a new school
o Roles and responsibilities
o Rationale supporting decision based on best interest of student
o Appropriate timelines for decision
o Documentations requirement to support decision
o Process for collection of all required documentation and records if student is moving to a new DSB/school
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Key Elements in Effective Protocols - Processes
DEFINING WORKING TOGETHER PROCESSES (Cont’d)
Registration at new school
Process within and outside school board jurisdiction
Documentation requirements (i.e. reports cards; IEP or IPRC documentation if OSR nor readily or immediately available)
Appropriate timelines for action
Temporary arrangement plans in case of undue delay in registration
Recourse mechanism if processes fail and result in delay in registration
BEST PRACTICEBEST PRACTICE
Research indicates that the development of a ““CARE TEAMCARE TEAM”” dedicated to supporting and promoting the educational achievement of individual children and youth in care is
an effective tool for case management. An ideal “Care Team” should include appropriate school and CAS staff; the child/youth’s caregiver(s); the child/youth in
care and other community partners based on the circumstances of the child/youth.
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Key Elements in Effective Protocols - Processes
DEFINING WORKING TOGETHER PROCESSES (Cont’d)
Student Success planning for Child/Youth in care
Student in care educational progress data collection and information sharing process
o Access to information parameters
o Method, frequency and timing
Development of a plan for student success
o Ongoing monitoring of progress in schools
o Access to supports and interventions (including for transitions and from Student Success Teams, Student Success Teacher)
o Access to engaging, relevant and flexible programming
o Engagement of students in care
o Access to CAS educational services and supports
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Key Elements in Effective Protocols - Processes
DEFINING WORKING TOGETHER PROCESSES (Cont’d)
Special Issues
Early school leaving, extended absences, suspension, expulsion
o Processes, policies and implementation plan
Special education needs
o Planning process
o Appropriate timelines for access to supports and services
o Issue resolution plan
BEST PRACTICEBEST PRACTICE
Providing for as much flexibility and support in dealing with these issues is highly encouraged as it leads to better outcomes for the students
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Key Elements in Effective Protocols - Processes
OVERALL ISSUE RESOLUTION PROCESS & RECOURSE MECHANISMS
Processes, policies and implementation plan
o Supervisory authorities that provide for handling of issues when protocols fail
o Issue/dispute resolution plan
MONITORING AND EVALUATION OF PROTOCOLS FOR IMPROVEMENT & TO ADDRESS GAPS
Monitoring and evaluation plan
Appropriate timelines for response
Proposed response to evaluation