1. Student Support Services
GSSD 2011/12 Annual Board
Presentation

2. Introduction
Over the next 5 minutes we will review the
following:
• The GSSD Intensive Supports Numbers
• GSSD Continuum of Supports for All Students

3. Student Population Numbers
September 30, 2011
• Total student enrolment: • We operate 28 schools in 17
6197 communities throughout
• Students new to GSSD: 282 East Central Saskatchewan.
• FTE: 414.27
• Students transferring from
out of province: 60
• Students transferring from
another country: 28
• Home Based Education
Students: 152
• Students on Personal
Program Plans: 295 (5%)

4. Continuum Of Support For
ALL Students
For all students in GSSD 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 students additional time, resources
and support until they achieve success
● Improve Core program – UBD
modules, PLCs, common assessment, etc...
● Utilize a variety of universal screening
tools: AFL, F&P, RAD, CAT 4, Math
Benchmarks, CBMs (from Chris Weber’s
presentation in Sept. 2011)

5. Continuum of Student
Supports & Interventions
STUDENT SERVICES PROFESSIONAL
CLASSROOM TEACHER STUDENT SUPPORT TEACHER
SERVICE PROVIDERS
● Review cumulative file and
student history ● Observe student in the classroom ● Consult with school-based team –
teachers, student support teacher,
● Differentiate/adapt curriculum ● Collaborate with CR to
parents
and instruction differentiate/adapt curriculum and
instruction ● Observe student in natural setting
● Document adaptations and
observations ● Document adaptations and ● Conduct assessment
● Continue with classroom observations ● Meet with school-based team and
assessment ● Communicate concerns with parents student when appropriate
● Consult with previous classroom ● Conduct in-school assessments – ● Document findings
teachers academic, functional behavioural, ● Support development of program
social/emotional, communication
● Discuss concerns with parents – goals
consider health issues, hearing, ● Provide in-class, small group, and/or ● Provide follow-up/intervention
vision, changes in home/social individual support
situation ● Collaborate with partner agencies if
● Document adaptations/changes in required
● Continue to monitor and adapt program on ROA or PPP
for student individual needs, ● Monitor progress
● Collaborate with school-based team
document supports (including parents)
● Consult/refer to Student ● Consult/refer to PSP
Support Teacher

6. SECTION 1:
Service Delivery Rubric Priority
Areas
Over the next 20 minutes the GSSD Student Services
Team will review the following information:
• 2010/2011 School Review Process
• GSSD 2010/2011 School Review Data
• GSSD Student Service Strategic Plans
• GSSD Student Services Goals for 2011/2012

7. 2010/2011 School Review
Rational for Change
• In the past, each school discussed their proposed
staffing for the upcoming year and their successes and
challenges in meeting student needs individually with
their cluster Student Services Co-ordinator
• The Student Services Department altered this format
this year. We felt that bringing administrators together
to discuss successes and challenges builds capacity and
collaboration, as well as facilitated a deeper
understanding of Ministry’s strategic direction

9. 2010 & 2011
School Review Data
INCLUSIONARY
PHILOSOPHY & BELIEFS INTERVENTION PLAN
Evident – Inclusive Practice Evident – Referral Process
Evident – Differentiated Instruction Evident – Personal Program Plans
Evident – Parental/Caregiver (PPP)
Engagement Evident – Transition Planning
Evident – Assessment Emerging – Service Coordination
Emerging – Multi-Disciplinary Team
Evident – Fostering Independence
Emerging – Assistive Technology

10. 2010 & 2011
School Review Data
STAFFING PROFILE
Evident - Student Support Services Teacher Qualifications
Evident - Supportive In-service Training for Teachers
Evident - Provision for, & Engagement of, Supporting Professionals
Evident - Facilitation of School Team Collaboration
Evident - Support of Educational Assistants
Evident - Engagement of Supporting Agencies
Emerging - Administrative Support of Inclusive Classrooms

11. Strategic Plan
PLANNING TO IMPROVE
WHAT ARE OUR DRIVERS FOR CHANGE? Designing new procedures & methods:
• School Review Results • Autism Pro Circle of Care Project
• Ministry of Education Direction • Leveled Literacy Intervention Partnership between
Curriculum & Student Services
• Parental Feedback
• Master Teacher Software and PD for all SSTs
• Staff Feedback • Inter-disciplinary Team Meetings
• Research • Team Based Referral Intake Process
• Team Orientation Training
• EA Interview Guide and Rubric
• Technology Integration Project between GSSD & the
Ministry of Education
PLANNING TO OPERATE Redesign existing procedures/services:
• PSP Block Therapy: Example 1, Example 2
• Intensive Supports Committee and
• Staffing Allotment (increase in SST & PSP staffing)
Procedures
• Professional Service Provider PLCs
• PPP Timelines • PSP Cluster Assignments
• Impact Assessment Utilization • Increased Focus on Collaboration/Capacity
Building/Communication – GSSD PLC Guidebook &
• Roles and Responsibilities of SSTs PSP Calendar

12. 2011/12 Goals
ACTION PLAN
SUPPORT OF SCHOOL
• SSTs will be introduced to the Master
PERSONNEL Teacher Software, given training on
• 98% of SSTs will successfully the software, and provided release
complete 6 self-directed time to complete 1 or 2 modules
modules from Master Teacher
by June 2012.
•Remaining 2 Positive Path Forward
Meetings will allow time to complete
the remaining modules
•SSTs will be encouraged to complete
more than the 6 required modules on
their own time

13. 2011/12 Goals
BUILDING AN INTER-
ACTION PLAN
PROFESSIONAL TEAM • The Inter-disciplinary meeting
process will provide support and build
By June 2012, GSSD Student
capacity in
Services Rubric ratings will
teachers, PSPs, Administration, etc….
increase to at least 3.5 as
(2 to 3 times per year for selected
measured by a survey students)
completed by SSTs, administrators • The referral intake meeting process
and PSPs. and monthly review will be utilized to
increase accountability on school staff
& PSPs
• Defined procedures for
interdisciplinary team, referral
intake, intensive support committee
meetings will increase transparency
and communication between the

14. SECTION 2:
Staffing Profile/Inter-Professional
Collaboration (IPC)
Over the next 15 minutes we will discuss the following
information:
• GSSD Inter-professional Collaboration with GSSD – You and
Your PLC
• One School’s interpretations of IPC process – RTI at Columbia
• GSSD Staffing Ratios for PSP and Student Services Personnel
• Continuous Improvement & Professional Learning Communities
in the Student Services Department

15. Staffing Ratios for Professional Service
Providers and Student Services Personnel
FTE 2012/13 GSSD
Staff
2011/2012 Targets Direction For 2015
Student Services 3 3
3
Coordinators Ratio of 1:2100 1 Behaviour Coordinator
46
Student Services Teachers 39.62 Ratio of 1:175 for SST 46
Ratio of 1:600 for DIF
115
Educational Assistants 118.52 110
Ratio of 1:55
EAL Consultant/
1 1 1
Co-ordinator
Psychologist 2.8 2.8 4
13
School Counsellors 11 13
Ratio of 1:450
5.2 6
Speech & Language 4.66
Ratio of 1:1200 Ratio of 1: 1030
Pathologists/SLPAs 2
2 3
Occupational Therapists 1.75 1.75 3
Physical Therapists 1 1 1

17. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
Improved Learning Educational By June 2012, • The Educational
Outcomes / Literacy Psychologists Educational Psychologist PLC will
& Achievement Psychologists will research effective
develop procedures, literacy interventions,
strategies, and provide individual and
resources to support small group intervention
classroom and student support, increase
support teachers in teachers’ capacity
increasing literacy through scaffolding,
achievement through workshops, webinars,
Tier II and III guided practice, etc.
Interventions.

18. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
Equitable Educational By June 2012, •The Educational
Opportunities to Psychologists Educational Psychologists Psychologist PLC will
Learn & Succeed will utilize research- investigate utilizing “Do
based strategies in Math the Math” as well as key
and Positive Behaviour Math as intervention
Support (PBS) to support components for use within
student who fail to meet GSSD schools. Several
established school ELOs. schools will be used to
pilot the resources (FLS &
Columbia). The PLC will
also utilize PBS, Skills
Streaming, the 5 Point
Scale, and Meta-cognitive
Strategies to assist with
student learning.

19. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
Smooth Transitions School Counsellors School counsellors will • Counsellors explored
into and through the collaborate to create a resources & agreed on
System Wide resource tab in the materials from
Accountability & School Counsellors Confronting Death in
Governance manual to refer to in the the School Family as a
event of a traumatic primary resource.
event. The creation of • All counsellors met to
this resource will build review materials as
the capacity among they related to GSSD
GSSD counsellors by Administrative
developing a better Procedures.
understanding of GSSD’s
Admin. Procedures and • Team reviewed AP 165
sharing best related to traumatic
practice/past events to ensure
experience when dealing common
with trauma. understanding of
document.

20. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC
SERVICES LONG TERM GOAL ACTION PLAN
PRIORITY
PROVIDERS
Smooth School Counsellors School Counsellors will •School Counsellors will meet
Transitions into collaborate to develop throughout the year to develop a
and through the a manual of manual that will include: a procedure
System Wide procedures, forms, for mentorship of new counsellors,
Accountability resources & Admin. roles and responsibilities, self-care &
& Governance Procedures to support debriefing, crisis response and
GSSD Counsellors in critical incident debriefing,
providing consistent community resources, partnerships,
services and supports. outside agency information and
referral procedures, forms, Admin.
Procedures related to the role of the
counsellor & best practices, file
transfer policies, listing of key
training (Incredible Years, ASSIST,
NVCI, TRA, Red Cross, CAFAS),
counsellor assignments, emergency
coverage information, education
acronyms (SST, PSP EA, TRA, NVCI,
,
CAFAS, AP, etc.)

21. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
● Establishment of
Speech Language The SLP Professional common SLP Screeners
Smooth Transitions & Assessments
into and through the Pathologist & Speech Learning Community is
● Universal Kdn. Screener
System Wide Language Pathologist striving for consistency to be selected and
Accountability & Assistants of practice in the implemented during the
Governance area(s) of assessment, 2012/13 school year
tracking and reporting. ● Utilization of Google
Calendar & Adobe
Connect & Google
By June 2012, the PLC
Documents for
will have establish effective information
common methods for sharing
assessing students, ● Development of
tracking progress and common assessment,
reporting to tracking & reporting
templates
stakeholders using the 4
key PLC questions as
focus points.

22. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
● SLPs will agree on
Speech Language The SLP Professional Severity rating chart
Smooth Transitions ● SLPs will agree upon
into and through the Pathologist & Speech Learning Community will
and brain-storm tier 1
System Wide Language Pathologist determine what is articulation strategies
Accountability & Assistants considered as ● SLPs will model, train,
Governance developmental coach and support tier
articulation errors for 1 strategies in the
each of the late 8 classroom with teachers
for Kdn. & grade 1
sounds
● SLPs will move towards
“block” treatment for
articulation rather than
“having students on
caseload”
● SLPs will research and
collect data as a team
to agree upon a level at
which students can
move back to tier 1
● SLPs will rank
communication
domains

23. Continuous Improvement in
Student Services
PROFESSIONAL
STRATEGIC PRIORITY LONG TERM GOAL ACTION PLAN
SERVICES PROVIDERS
● Continue to revisit
Smooth Transitions Occupational Therapists The OT Professional the 4 PLC questions
into and through the Learning Community is ● Continue to refine
System Wide striving for consistency and develop a
Accountability & of practice in the variety of tier I, II,
Governance area(s) of assessment, and III interventions
tracking and reporting. house on the OT
Google Docs.
By June 2012, the PLC ● Continue to
will have establish establish and refine
common methods for common OT
assessing students, reporting, tracking,
tracking progress and and assessment
reporting to templates and
stakeholders using the 4 practices
key PLC questions as ● Maintain close
focus points. working
relationships with
health, etc....

24. SECTION 3:
English as an Additional
Language/Immigration
Over the next 5 minutes we will review the
following information:
• GSSD approaches to assessment of language
proficiency
• GSSD EAL numbers and distribution
• GSSD EAL Handbook

25. SECTION 3:
English as an Additional Language
Approaches to Assessment
• Informal Assessment of
listening, speaking, reading, writing and
vocabulary skills for K-3. (Includes
knowledge of alphabet, letter
sounds, numbers, colours, shapes, school
items, body parts, following simple
directions, telling a story using a
picture, writing words and sentences)
• Woodcock-Munoz Language Survey

26. SECTION 3:
English as an Additional Language
EAL Numbers for 2011 & 12
• 17 schools out of 28 in the Good Spirit
School Division reported EAL students
• Total reported students as of January 25 =
137
• 21 assessments completed since the
beginning of 2011-12 school year
• Since September, 2011, one-to-one
contact with 39 EAL students and more
than 30 teachers and EAs who work with
EAL students

27. SECTION 3:
English as an Additional Language
Countries & Languages Represented
• Countries: Philippines, South Korea,
Ukraine, Serbia, Hong Kong, China, Poland,
Germany, Netherlands, Guatemala, Israel,
Honduras, Ireland, Bangladesh, Pakistan,
India, Japan, Libya, Nigeria, Taiwan, Thailand,
Slovakia, Canada
• Languages: Tagalog, Ilocano, Korean,
Ukrainian, Russian, Serbian, Cantonese,
Mandarin, Polish, German, Dutch, Spanish,
Hindi, Tamil, Japanese, Arabic, Gujarati,
Yoruba, Thai, Bangla, Urdu, Taiwanese,
Slovak, Cree, Sioux

28. SECTION 3:
English as an Additional Language
Protocols & Procedures
• EAL Registration Form
• EAL Referral Form
• Informal contact: E-mail, phone calls
• Required from the school prior to assessment:
student’s name, sex, birth date and year, grade
placement, country of origin, first language and
arrival date in Canada

29. SECTION 3:
English as an Additional Language
Immigration Forecast
• Sunrise Health Region is actively recruiting nursing
staff internationally at the present time. Some of the
recruits are presently in Canada taking the necessary
equivalency training. In most cases, their families
have not yet immigrated, but will follow once
employment is secured.
• 28% of the nurses in Sunrise Health Region are eligible
to retire in 2012. Nurses eligible for retirement will
increase to 33% by 2015.
• Potential for more immigration with the proposed
expansions in the potash industry south of Melville.

30. SECTION 4:
Parent and/or Interagency
Partnerships
Over the next 5 minutes we will review the
following information:
• Progress on protocols with other agencies –
Moving On Up Transition Guide
• Feedback gathered over the last 18 months
from parents/caregivers, PSPs, and
administrators as it relates to what is
currently working, what is tricky and what
needs to be done differently.

31. Community Connections
•EA Project/TEAM Orientation
Ministry of •ePPP & Impact Assessment Project
•Wicitizon Group Home
•Horizon School Division
•Christ the Teacher School Division
Education •Kitchener School RTI visit
•ACCESS Referral
•Assistive Technology Project
•Public Health (Nurses, ECP, SLP); Child
and Youth Mental Health; Addictions;
Health Acquired Brain Injury Program; Wascana
Rehabilitation Center, ABCD
•Cornerstone Therapies (OT, PT, Autism
Strategy, Transition to School)
Social •Adoption; Family Violence Services;
Foster Care; Child Protection; Income
Services
Assistance; Community Living & Supports
Division (CLSD)

32. Community Connections
• Parkland Early Childhood Intervention
Program (PECIP); Rail City Industries
Community Partners
• Mackenzie Center; Saskabilities;
Agencies Autism Partnership in Calgary
• Big Brothers and Sisters Mentorship
Program; Boys and Girls Club
Corrections, • Justice: RCMP, Municipal
Public Safety Police, Young Offenders
Program, Orcadia
and Policing
Advanced • Parkland College, Career & Student
Education & Support Services, Learning Alliance
• Partners in Employment
Training & INAC • Supported Employment Program

33. Prof. Service Provider
(PSP) Feedback:
What Is Working?
• Proactive approach is being implemented more than one-time assessment
• Supportive coordinators
• Very caring co-workers
• All school team members (SST, CT, family, EA, PSPs) are working as a team
to strive to meet the programming needs of students. This takes ongoing
communication and consultation.
o “I, as a service provider, strive to provide a consistent approach to ongoing
assessment and intervention”.
o “I see an increase in classroom teachers taking more initiative in working directly
with intensive needs students”.
o “I believe that there is more communication between PSPs than there has been.
As well, the format of the PPPs is being understood better and therefore is a
more useful method of intervention”.
o I feel that when used properly, our continuum of services can work well. When
PSPs and teachers work together with the continuum, students’ needs are better
met.
• The acquisition of equipment and assistive technology through Student
Services is an important component of what is working well

34. PSP Feedback:
What Is Tricky?
• There is lack of time to do follow-up services from assessments and
to evaluate the recommendations to see what is working.
• It is difficult to get schools to implement recommendations and then
collect data to see if there is progress in a student.
• Limited availability of PSPs – would like to see additional professional
support.
o “I feel that there needs to be more SST and perhaps CT time dedicated
to the actual program delivery of students with intensive needs. In
some cases, it seems that the EAs are doing a considerable amount of
program planning.
• Prioritizing preventative programming – challenging for PSPs to be
proactive as opposed to reactive.

35. PSP Feedback:
What Might We Do Differently In
The Future?
• Less meetings
• Scheduling more CT, PSP and SST time
together could be facilitated by
administration
• Continue to explore accessing additional
PSP time as another option to
paraprofessional supports

36. Administrator Feedback:
What Is Working?
• Clear sense of purpose from the school division
• Educational Assistant training and qualifications are valued
• Excellent service providers
• Timely and effective support from the SSCs; concerns are
easier to address
• Process for accessing student support is working
• Superintendent is visible in the schools and approachable
• Schools feels strongly supported by the GSSD Student Support
team at all levels
• Transparency of decision-making process around student
support time
• PPPs are workable for teachers

37. Administrator Feedback:
What Is Tricky?
• Finding a balance between Ministry and GSSD
requirements and grassroots initiatives
• Timeliness of PSP assessments, reports and follow-up
• Wait-time for assessments can be long
• PSPs are not always aware of school procedures
(e.g. check-ins upon arrival)

38. Administrator Feedback:
What Might We Do Differently In
The Future?
• Increase qualified support personnel working directly with
classroom teachers
(SLPs, Psychologists, Counsellors, OTs, SSTs)
• Make better use of PSP support presently in the school
• Development of greater efficiency in providing supports
when students transfer
• Improve timeliness in filling student services vacancies
(SSTs, EAs, PSPs)
• Decrease “red tape” and streamline paperwork
requirements
• Decrease reliance on assessment results and increase
actual time with students

39. SECTION 5:
Future Directions & Collaborative
Problem-Solving
Over the next 10 minutes we will review the following:
• What is occurring at the universal and targeted
levels for students, to reduce the number identified
with intensive needs
• Levelled Literacy Intervention
• Do The Math

40. Future Directions
• Continued promotion of Universal Design concepts within
the classroom - Universal Design in action at Victoria
School
• Focus on “Assistive Technology” standards in
elementary, middle years, and high school classrooms –
potential partnership with the Ministry
• Non Violent Crisis Intervention & PBIS training for all
schools
• Professional Service Provider PLCs
• Professional Growth Plans for PSPs – reviewed in the
fall, mid year and spring
• Performance Appraisals for PSPs
• PSP Referral/Intake Process – utilization of technology to
enhance collaboration

41. Future Directions
• Possible establishment of Differentiated Instruction
Facilitators in each of our 28 schools
• Continued refinement of staffing ratios
• Universal screeners in reading, math, and behaviour
• Universal acceptance of the Understanding By Design
Unit Planning process - UBD Blog
• Continued capacity building of SSTs in effective
reading instruction and assessment
• Continued work towards standardization of practice for
PSPs and SSTs
• Piloting “re-tooled” Impact Assessment and ePPP to
the new IIP

42. Final Note Around 3 C’s –
Communication, Collaboration & Capacity Building
• 3 year PPP review process at the division level to build capacity of SSTs and admin - capacity
building, communication, and collaboration with other schools as they learn how others do
things - 'competitive collaboration'
• All 28 schools represented at fall Dufour PLC Solution Tree conference - capacity building
• All staff represented at the fall RTI conference - capacity building
• PLC time built into early dismissal days to support all three c's at the school level
Working with Digital Learning coaches regarding Assistive Technology requests and options -
collaboration and capacity building
• School counsellors share case loads monthly - communication
• Referral Intake Meeting process - addresses all 3 c's - communication, collaboration &
capacity building
• CLASS ACT for administrators and new teachers - capacity building
• Admin and Student Services 'At A Glance' calendars - communication & capacity building
• Inter-disciplinary Team Meetings - addresses all 3 c's for schools and PSPs
• FLEX time for EAs allows them to be included in team meetings for students - addresses all 3
c's
• Admin gather data on LIP goals and report results to fellow admin, SCCs and parents -
addresses all 3 c's

43. Discussion & Questions