specialized services action plan 2017-18 - better...

Specialized Services Action Plan 2017-2018

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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