1. Student Services Initiative:
An Opportunity for System Change

2. Sharing Our Learning System Collaboration
Communication and Building System Understanding
Tracking our Progress with Proactive Information Services
Our Design Process: The Evolution of Needs-Based Service Delivery

3. Collaboration
Louis Riel School Division benefitted from the support of Manitoba Teachers  Society and Louis Riel Teachers Association as partners
Principals were critical to address the needs they bring forward specific to their school
Parents of students with additional need provide insight into solutions from a different perspective
Louis Riel School Division Student Services Teams

4. Trust and Relationships
There are many relationships involved
Trust is built and maintained through collaboration and communication

5. Major Themes From Consultations - Staff
Desire to have a more strength-based perspective for student services planning
More flexibility in determining appropriate supports 
Classroom teacher voice and participation 
We have engaged in a consultation process with staff since the beginning and there is an on going “check in”, whether with the whole group or at a individual school.

6. Major Themes From Consultations - Parents
Less time focussed on securing additional support and more time for communication and planning regarding their child.
Value engagement in student specific planning and planning for inclusion 
Interested in the concepts of belonging, mastery,  independence, and generosity

7. Goals Enhance planning, inclusion and outcomes for students
Shift from a deficit-focus to a more strength-based perspective
Increase parent and classroom teacher involvement in planning for students
Support classroom teachers in strength-based, inclusive educational practice

8. Importance of Communication

9. Where we came from… Where we are going….
a prescriptive approach that identified a student as “funded” and then assigned staff
an outcomes-based approach based on what the student needs and when the student needs support
getting an assessment or diagnosis to get additional funding
to the using information from the teachers and specialists to develop programming
programming that occurs outside of the classroom
to using supports in the classroom and adapting structures within the classroom
assuming that a student will always need the same support
to providing support when, and for only as long, as the student need it
programs and services based on categories of disability
to providing flexible services and programming based on strengths and needs
designing and delivering a different curriculum or having fewer expectations for “students with special needs”
Using the regular curriculum as the basis for all students and adapting the way we teach
reliance on pull-out remediation, specialized classrooms and small cluster intervention with some opportunity to participate in the school activities
to inclusive classroom settings and schools where instruction is primarily in the classroom and all students are part of the school community (assemblies, school activities, extra-curricular)
One on one support determined by a funding category
One on one support determine by student need

11. Tracking Our Success: Proactive Inc. Activities
Staff Survey Process
Pilot School Implementation Team Focus Group Sessions
Leadership Team Interviews
Parent Consultation Forum
90% response rate to the survey October 2016
Overall, profile process was understood by almost all respondents (85-90%), with an even higher percentage understanding the purpose.
Respondents also agreed that it helped with understanding students’ strengths and programming for students.

12. School Implementation Teams Louis Riel School Division established school teams as a working group to lead school implementation
Each participating school team is comprised of a principal, student services teacher and 2 classroom teachers
Staff in each school developed a profile of needs and interventions 
-  Student Profile     
-  Classroom Profile     
-  School Profile
 This information as a basis for a Student Services Plan that informs decisions around staffing and supports
The school team participates in the collaboration and professional learning sessions planned for the implementation year

13. The Influence of Language and Perspectives
Needs Based
Programming
EBD
Program labels
Diversity
Disability
Strength-
based L3
Inclusion L2
Otherness
Brainstorm JB Template

14. Activating Prior Knowledge – What do we need to survive
Activating Prior Knowledge – What do we need to survive? – Food, Water Shelter …
But is that really enough? I guess we would survive but we do we need to be happy?
Aquire – Introduce the Circle of Courage. Explain the connection to aboriginal culture and belief about how true happiness is found and how we need each other  to in order to live a happy life.
Explain the 4 quadrants and how you(the teacher) meets those needs
Apply   - Students reflect on their own life and brainstorm how they meet the four needs (rough copy).   Students then draw, fin pictures and words to illustrate how they meet each need. Students glue these pics and words on a large circle of courage ..
They also then wrote about how  they meet their needs. I modelled this for them first.

15. Supporting Student Needs in LRSD
TIER 3
Individuals may require intense supports for longer periods of time
TIER 2
Some require less intense and periodic individualized supports or
small group intervention
TIER 1
All students require supports for learning and accommodation within the context of the classroom.

16. School Student Support Services Planning in LRSD
Divisional
 Planning
School
 Planning
Classroom
 Planning
Student Planning

17. Planning for Student Services: Student Profile to School Plan
Class Profile
All the students needs, strengths, and goals in a class
School Profile
Analyze the data from the class profiles to identify needs, strengths and goals
Planning for Student Services
Student Services Plan
Identify needs and resources
Develop an action plan
Student Specific Needs
Student Profile
(identify the needs)
Student Specific Plan
(plan for individualized goals)

18. A Student Profile…
is a summary of what the team should know about a student
identifies priority learning needs
guides the team in determining appropriate educational programming and developing the student-specific plan

19. A Student Profile includes…
indicate history and background information
(respecting PHIA and FIPPA)
a summary of diagnostic and assessment information
(prior and current)
a summary of interests, strengths and learning styles
information about current levels of performance and academic program
areas to investigate
priority learning needs identified and agreed upon by the team

20. Margret please update to most recent form and split into three slides by section to make more visible

21. Strength-based perspectives of 
students’ needs 
Defining Needs 
As we move from student specific funding and EA allocations to school Student Services Staff allocations, what needs to occur in schools to: 
Enhance understanding of student, staff and school needs?
Identify needs in a manner they can be responded to and supported?

22. Expanding Concepts of Support
Support Linked to Identified Needs
Defining Supports 
As we move from student specific funding and EA allocations to school Student Services Staff allocations, what needs to occur in schools to: 
Enhance understanding of possible supports?   
Enhance the use of existing school and Divisional resources?
If needs or demands increase… possible responses
Lower standard
Increase timeline
Add more resources
Innovate or increase efficiency

23. Inclusive Student Specific Planning
Planning Process Goal Setting Instruction
UDL
Student Specific
Student Specific / Non-Inclusive
Student Specific / Inclusive
Non-Student specific/ Non-Inclusive
Non-Student Specific / Inclusive
RTI
Non-inclusive
Inclusive
Non-Student Specific
To what extent can Student Specific Planning be a barrier to inclusion? Why is a strength-based perspective so important to inclusion and student specific planning?
Why is it critical to the link classroom instruction and Student Specific Planning?
Lawrie 2017

24. Class Profile

25. Class Profile

26. Data to Inform Divisional Student Support Services Resource Allocations to Schools
Student Specific Planning Data (IEP)
School Student  Services Plan 
School Contextual Data
Not a formula, a rubric to understand school needs and inform equitable resource allocations

27. Student Services System Targets Year 2