Student specific funding applications will continue to be required for Special Needs Level 2 and Level 3 categorical funding in the following cases:

Size: px
Start display at page:

Download "Student specific funding applications will continue to be required for Special Needs Level 2 and Level 3 categorical funding in the following cases:"

Transcription

1 Program and Student Services Branch Robert Fletcher Building Portage Avenue, Winnipeg, Manitoba, Canada R3G 0T3 T F February 2017 To: Superintendents of Schools Student Services Administrators Re: Funding of Schools Announcement 2017/18 Manitoba Education and Training s 2017/18 Funding of Schools Announcement on February 1, 2017 included information on changes to the Special Needs Level 2 and Level 3 categorical support: No funding applications are required for 2017/18, with a few notable exceptions. This letter is being sent to provide further details on these changes. Student specific funding applications will continue to be required for Special Needs Level 2 and Level 3 categorical funding in the following cases: Level 3 Emotionally/Behaviourally Disordered (EBD3) funding; Unified Referral and Intake System (URIS) Group A (UGA) funding; School divisions who are seeking Level 2 or Level 3 funding payment from Indigenous and Northern Affairs Canada (INAC) for students who are coded as non-supportable; or Level 2 or Level 3 funding for students attending the Whiteshell School District or a funded independent school. For 2017/18, school divisions will be provided with the same Level 2 and Level 3 funding amount that was provided in 2016/17 excluding EBD3 and UGA funding. For the above four exceptions the current funding process will apply. Information regarding deadlines for submission of 2017/18 Level 2 and 3 funding applications will be sent out soon. As in the past, applications for EBD3 and UGA are accepted at any time. For 2017/18, the Level 3 funding amount is set at $21, per eligible pupil and the Level 2 amount is set at $9, per eligible pupil.... /2

2 - 2 - School divisions will receive a September 30, 2016 final report of funding results in the coming weeks including the pie charts as have been sent out in previous years. There will not be a 2017 spring preliminary funding round (with the exceptions noted above). School divisions may still send in applications for the June additions round for the 2016/17 year by June 30, As Special Needs Level 2 and Level 3 funding will no longer be based on student specific profiles of need, school divisions will not be required to send in funding verification forms nor a June attendance summary for students who received Level 2 or Level 3 funding this year. However, if a school division is requesting reinstatement of Level 2 or Level 3 funding for 2016/17 due to an increase in a student s attendance, reinstatement requests can be submitted by June 15 for the January to June 2017 period as per the usual reinstatement process. The funding process, guidelines and forms can be found at This is an exciting time in the field of student services. Ending the student specific application process for Level 2 and 3 funding will avoid the negative labeling of students by funding category, save staff time in preparing and reading funding applications, and will allow for predictable levels of funding as school divisions plan for and provide appropriate educational programming that is inclusive of all students. It is hoped that this change in funding process will allow for more opportunities for innovation in service delivery models that will further enhance equity and inclusion in Manitoba schools, while supporting high levels of achievement for all students. SSAAM continues to offer opportunities for professional development and conversations to support its members and the field as school divisions transition to the new funding model. As always, Manitoba Education and Training staff are available to work alongside school divisions to plan for new ways to meet needs identified in local student, classroom and school profiles of need. In addition, The Louis Riel School Division (LRSD) has begun their journey towards a needs based model and has shared an interim report that you may find useful in your planning (see attached). LRSD will provide a final report of their special needs initiative at the end of this school year, which will be forwarded to you for information. I would like to take this opportunity to thank LRSD for their hard work, determination and collaboration this year as we will all benefit from their learnings. The Program and Student Services Branch has been working on revising the Review and Reporting Process to align with the changes in the funding model as we begin a new 3 year cycle. The revised process will be trialed in a small number of year 1 school divisions in spring, 2017 and will continue with the remainder of the year 1 divisions in the school year. If your school division has been selected to participate in the Review and Reporting Process this spring, you will be contacted in the very near future.... /3

3 - 3 - If you have any questions about the information in this letter please feel free to contact me at allan.hawkins@gov.mb.ca, If you have any questions about the funding process you can contact the funding co-leads as indicated in the Funding of Schools booklet or Barb Melnychuk at barb.melnychuk@gov.mb.ca, Sincerely, Original signed by Allan Hawkins Director c. Rob Santos Funded Independent Schools Manitoba Federation of Independent Schools First Nations Schools Indigenous and Northern Affairs Canada Manitoba First Nations Education Resource Centre

4 Tracking Our Success Executive Summary For Allan Hawkins, Director of Program & Student Services, Manitoba Education & Training Submitted by Marlene Murray, Assistant-Superintendent & Steve Lawrie, Director of Student Support Services Louis Riel School Division June 2016

5 Table of Contents Phase I: Exploration, Relationship Building and Creating Readiness 3 A. Louis Riel School Division (LRSD), Louis Riel Teachers Association (LRTA) and Manitoba Teachers Society (MTS) as equal parties came together with a common goal B. Genuine Collaboration 3 C. Establishment of a Working Group With Representation From a Variety of Roles 3 D. A Realistic Time Line 3 E. Key Time Line Considerations 3 F. Regular and Consistent Communication 3 Phase II: System Consultation, Communication, Proposal Development 4 May December 2015 (6 months) A. Consultation with Stakeholders to Guide Proposal Development and to Help Create System Readiness 4 B. System Communication 4 Phase III: Planning for Implementation 4 January June 2016 (6 months) A. Selection of the Special Needs Initiative Schools 4 B. Ongoing Communication and Consultation 5 C. Professional Development: Special Needs Initiative School Teams 5 D. Preliminary Planning for Special Needs Initiative Professional Learning APPENDICES 7-21 Appendix A - Letter to parents of students currently approved for funding to an Appreciative Inquiry 7 Appendix B - Letter to LRSD staff to an Appreciative Inquiry 9 Appendix C - Presentation of a proposal to LRTA members at staff meeting prior to adoption 11 Appendix D - Letter to parents of students currently approved for funding selected for the Special Needs Initiative 14 Appendix E - Initial portal story 15 Appendix F - June 2016: System Communication Internal and External 16 Appendix G - October 19 th, 2016: Special Needs Initiative Information and Learning Parent Evening 20 Appendix H - November 16 th, 2016: Proactive Information Services Inc. Parent Conversation 21 Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

6 Phase I: Exploration, Relationship Building and Creating Readiness February 2015 December 2015 (9 months) A. Louis Riel School Division (LRSD), Louis Riel Teachers Association (LRTA) and Manitoba Teachers Society (MTS) as equal parties came together with a common goal: An improved process for students, parents and teachers and more support for the classroom B. Genuine Collaboration: A series of consultations, meetings and information sessions were held across the division in keeping with a shared goal of all the partners that all voices are valued. The collaboration laid the foundation for the partnership to meet the common goals. Some key points in this stage were: i. Build a new model together from the ground up ii. Non-negotiables identified at the outset iii. Opportunities for parents of students who have special needs to meet with school division staff iv. Differing opinions expressed, explored and welcomed C. Establishment of a Working Group With Representation From a Variety of Roles: Key considerations in the composition were the following: i. Educators - classroom teachers, student services teachers, clinicians, principals ii. Schools - K-8 settings, high schools, English and French Immersion schools iii. Divisional - Senior Administration positions D. A Realistic Time Line: There were key considerations in the roll out of the Special Needs Initiative. Some were fixed, such as the usual funding application process and school ending and start up dates. Others were more flexible, but equally important to ensure that the information was shared and consultation completed as a preparation for September E. Key Time Line Considerations: i. Collaboration began in February 2015 with earliest implementation targeted for fall 2016 ii. Six months for ongoing communication, consultation and proposal development iii. An additional six months for creating readiness and professional development to prepare for implementation F. Regular and Consistent Communication: All the partners agreed that essential to success was regular communication, not only within the steering group, but also with the pilot school teams, specific target groups, parents and the community. Key strategies included face-to-face opportunities for discussion Regular and timely distribution of documents prepared Consultation with government partners as required Updates to stakeholder groups (e.g. MTS, LRTA, principals, clinicians, classroom teachers, student services teachers, parents, CUPE) Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

7 Phase II: System Consultation, Communication, Proposal Development May December 2015 (6 months) A. Consultation with Stakeholders to Guide Proposal Development and to Help Create System Readiness. This included common questions to frame the consultations: What are the advantages of the current application process for student specific funding? What are the disadvantages of the current application process for student specific funding? What are the advantages of the way the additional funding is currently used to provide supports to students? What are the disadvantages of the way the additional funding is currently used to provide supports to students? Consultation events were held with the following groups: LRSD Leadership Council LRSD Staff LRSD Student Services Teachers Parents of children currently funded B. System Communication a. Letter to parents of students currently approved for funding to an Appreciative Inquiry (Appendix A) b. Letter to LRSD staff to an Appreciative Inquiry (Appendix B) c. Presentation of a proposal to LRTA members at staff meeting prior to adoption (Appendix C) d. Meeting with Manitoba Education and Advanced Learning prior to proposal submission e. Letter to parents of students currently approved for funding from the eight schools selected for the Special Needs Initiative (Appendix D) f. Initial portal story (Appendix E) Phase III: Planning for Implementation January June 2016 (6 months) A. Selection of the Special Needs Initiative Schools Eight schools were selected based upon a desire for diversity (high school, elementary, socio-economic, size, Immersion, English) and readiness to join the Special Needs Initiative in year one (staff and administration stability, current engagement in other initiatives, etc.). The following eight schools are participating in : Glenlawn Collegiate, Collège Béliveau, École St. Germain, Windsor School, Glenwood School, Samuel Burland School, H.S. Paul School, and St. George School Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

8 B. Ongoing Communication and Consultation January o Announcement shared at the eight Special Needs Initiative school staff meetings o Parent notification in the eight Special Needs Initiative schools (Divisional letter, school team phone calls to parents, invitation to parents to attend an information evening held at each school) o Special Needs Initiative portal announcement for all LRSD Staff April - May o Proactive Information Services collected baseline data from initiative participants - Interviews with LRSD Student Support Services Leadership Team - Interviews with student services teachers on the Special Needs Initiative School Team - Online survey for staff in Special Needs Initiative schools (educational assistants, classroom teachers, student services teachers, itinerant positive behaviour support teachers, clinicians, principals) - Half-day consultation with the Student Support Services Teams in Special Needs Initiative Schools - A report on the first phase of data collection will be completed over the summer. Further data collection will occur during the school year to track implementation and identify successes and challenges. June 2016: System Communication - Internal And External (Appendix F) October 19 th, 2016: Special Needs Initiative Information and Learning Parent Evening (Appendix G) November 16 th, 2016: Proactive Information Services Inc. Parent Conversation (Appendix H) C. Professional Development: Special Needs Initiative School Teams Special Needs Initiative School Teams were created by schools with the following membership criteria: principal, student services teacher, veteran classroom teacher, classroom teacher with minimal experience. Divisional staff in Student Support Services and Clinical Services who work with the initiative schools were also included. Special Needs Initiative School Team Sessions: o February 11 th, 2016: Orientation to the Special Needs Initiative o February 23 rd, 2016: Re-Imagining Our Understanding Of Student And Staff Needs o March 23 rd, 2016: Re-Designing The Class Profile Process - Incorporating strength-based Circle of Courage - Defining and planning for supports and interventions - Providing data for school Student Support Services Plans o April May, 2016: The new class profile process was implemented in schools. o April 20 th, 2016: Concepts of Support and Language Use Considerations - Exploring and expanding concepts of additional supports for students - Identifying barriers to supports - Introduction to respectful language considerations Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

9 o June 2 nd, 2016: Creating the Student Support Services School Plan - Timeline for implementation activities Assessing student and class profile data and determining supports and interventions required - Setting goals and developing a school Student Support Services Plan with allocated resources - Process for sharing the plan with staff in June and reviewing it in fall - The leadership role of Special Needs Initiative School Team in providing guidance and support for their colleagues - Establishing the School s Special Needs Initiative Professional Development Plan D. Preliminary Planning for Special Needs Initiative Professional Learning Each participating school will allocate 2 half days from their non-instructional days in to support professional learning for the Special Needs Initiative. In addition, planning for professional learning on the following dates will occur: o October 13 th, 2016: Special Needs Initiative School Teams & other interested LRSD Schools Representatives o February 3 rd, 2017: AM Current Special Needs Initiative Schools/PM Special Needs Initiative School Teams and Special Needs Initiative School Teams from new volunteer schools for o April 13 th, 2017: Special Needs Initiative School Teams Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

10 Appendix A September 25 th, 2015 Dear Parent/Guardian, We are pleased to invite you to a consultation meeting to collect perspectives regarding special needs funding in the Division. The meeting will be held at the Louis Riel School Division Board Office, 900 St. Mary s Road on October 15th, 2015 at 7:00 p.m. 8:30 p.m. We are engaged in conversations about the strengths and challenges of special needs funding with representatives of the Louis Riel Teachers Association and Manitoba Teachers Society. Consultations with parents of students who receive additional special needs funding supports and Louis Riel School Division staff are now planned. The current process to acquire additional support for students with special needs is to prepare and submit individual student funding applications to Manitoba Education and Advanced Learning. If provincial criteria are met, additional funding may be provided to the student s school division to offset the costs of providing the appropriate level of support. At this consultation we invite you to share your thoughts on the current process by responding to the following questions: 1. What are the advantages of the current application process for student specific funding? 2. What are the disadvantages of the current application process for student specific funding? 3. What are the advantages of the way the additional funding is currently used to provide supports to students? 4. What are the disadvantages of the way the additional funding is currently used to provide supports to students? Please your name, school and consultation date (October 15 th ) to consult@lrsd.net to register for this event. If you are unable to attend, you are invited to participate in the consultation process through an online survey, which will be available on October 16 th, 2015 at Event Details: Parent Consultation on Special Needs Funding Louis Riel School Division Legacy Centre 900 St. Mary s Road October 15th, 2015 at 7:00 p.m. Sincerely, Duane Brothers Superintendent Louis Riel School Division Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

11 September 25 th, 2015 Dear Parent/Guardian, We are pleased to invite you to a consultation meeting to collect perspectives regarding special needs funding in the Division. The meeting will be held at the Louis Riel School Division Board Office, 900 St. Mary s Road on October 29th, 2015 at 7:00 p.m. 8:30 p.m. We are engaged in conversations about the strengths and challenges of special needs funding with representatives of the Louis Riel Teachers Association and Manitoba Teachers Society. Consultations with parents of students who receive additional special needs funding supports and Louis Riel School Division staff are now planned. The current process to acquire additional support for students with special needs is to prepare and submit individual student funding applications to Manitoba Education and Advanced Learning. If provincial criteria are met, additional funding may be provided to the student s school division to offset the costs of providing the appropriate level of support. At this consultation we invite you to share your thoughts on the current process by responding to the following questions: 1. What are the advantages of the current application process for student specific funding? 2. What are the disadvantages of the current application process for student specific funding? 3. What are the advantages of the way the additional funding is currently used to provide supports to students? 4. What are the disadvantages of the way the additional funding is currently used to provide supports to students? Please your name, school and consultation date (October 29 th ) to consult@lrsd.net to register for this event. If you are unable to attend, you are invited to participate in the consultation process through an online survey, which will be available on October 16 th, 2015 at Event Details: Parent Consultation on Special Needs Funding Louis Riel School Division Legacy Centre 900 St. Mary s Road October 29th, 2015 at 7:00 p.m. Sincerely, Duane Brothers Superintendent Louis Riel School Division Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

12 Appendix B Louis Riel School Division staff are invited to a consultation meeting to collect perspectives regarding special needs funding in the Division. The meeting will be held at the Louis Riel School Division Board Office, 900 St. Mary s Road on October 15th, 2015 at 4:30 p.m. 6:00 p.m. The current process to acquire additional support for students with special needs is to prepare and submit individual student funding applications to Manitoba Education and Advanced Learning. If provincial criteria are met, additional funding may be provided to the student s school division to offset the costs of providing the appropriate level of support. We are holding this consultation to hear your thoughts on the current process. Your input will help to guide our future planning. Specifically, you will be invited to respond to the following questions: 5. What are the advantages of the current application process for student specific funding? 6. What are the disadvantages of the current application process for student specific funding? 7. What are the advantages of the way the additional funding is currently used to provide supports to students? 8. What are the disadvantages of the way the additional funding is currently used to provide supports to students? You are invited to participate in the consultation process through an online survey, which will be available on October 16 th, 2015 at If you would like to attend this event, please staffconsult@lrsd.net with your consultation date and name. Event Details: Staff Consultation on Special Needs Funding Louis Riel School Division Legacy Centre, 900 St. Mary s Road October 15th, 2015 at 4:30 6:00 pm Sincerely, Duane Brothers Superintendent Louis Riel School Division Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

13 Louis Riel School Division staff are invited to a consultation meeting to collect perspectives regarding special needs funding in the Division. The meeting will be held at the Louis Riel School Division Board Office, 900 St. Mary s Road on October 29th, 2015 at 4:30 p.m. 6:00 p.m. The current process to acquire additional support for students with special needs is to prepare and submit individual student funding applications to Manitoba Education and Advanced Learning. If provincial criteria are met, additional funding may be provided to the student s school division to offset the costs of providing the appropriate level of support. We are holding this consultation to hear your thoughts on the current process. Your input will help to guide our future planning. Specifically, you will be invited to respond to the following questions: 1. What are the advantages of the current application process for student specific funding? 2. What are the disadvantages of the current application process for student specific funding? 3. What are the advantages of the way the additional funding is currently used to provide supports to students? 4. What are the disadvantages of the way the additional funding is currently used to provide supports to students? You are invited to participate in the consultation process through an online survey, which will be available on October 16 th, 2015 at If you would like to attend this event, please staffconsult@lrsd.net with your consultation date and name. Event Details: Staff Consultation on Special Needs Funding Louis Riel School Division Legacy Centre, 900 St. Mary s Road October 29th, 2015 at 4:30 6:00 pm Sincerely, Duane Brothers Superintendent Louis Riel School Division Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

14 Appendix C Louis Riel School Division Special Needs Funding Initiative Proposal for 2016 For the fall of 2016, it is proposed that a representative sample of schools in Louis Riel School Division (LRSD) discontinue the use of student-specific applications for funding and use an alternate model to obtain funding and support for students with special needs. A. Scope of Initiative: What funds are under consideration? 1. The funding under consideration is the funding currently provided when students meet criteria for Level 2 and Level 3 (not including Level 3 EBD or Level 3 URIS A). Student-specific applications will still be required for Level 3 EBD and Level 3 URIS A. 2. All divisions receive a Special Needs Grant which provides some base support for services and programs for students with special needs and the use of these funds are not part of this initiative. B. Goals of this initiative: 1. Eliminate the current time consuming, deficit-focussed, student-specific application process. 2. To explore ways to use special needs funding in more flexible ways depending on school needs and plans (e.g. adjusting student services teacher allocation, adjusting clinical support allocation, and/or adjusting para-professional allocation). 3. Achieve faster response times (e.g. to support newly arrived students or students whose needs suddenly increase). C. Perceived benefits: 1. Allow student services teachers and clinicians to increase focus on student programming and teacher support, rather than on the preparation and revision of funding applications. 2. Encourage a strength-based approach for students and parents; avoid labelling or categorizing students based on funding levels. 3. Provide more stability for budgeting; funding would be known in a timely manner. 4. Provide more flexible support for changing needs. D. Commitments that are inherent in this proposal: 1. It is understood that the funding from all sources will not be less than what the Division currently receives/provides per eligible student. 2. Students who have received student-specific funding in the past will still be supported. 3. A committee with representation from LRSD, Louis Riel Teachers Association (LRTA) and Manitoba Teachers Society (MTS) will be established to guide implementation for Professional development for staff will be a high priority prior to and during implementation. 5. The development of student, class or school profiles required by the new model will be supported by Divisional release time. E. Timeline: 1. This proposal will be considered by the LRTA, the MTS Provincial Executive, and the LRSD Board of Trustees in November/December If approved by all three parties, this joint proposal will be put forward to the Minister of Education in December Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

15 3. If the Minister approves it, six to eight schools in LRSD will use the new model during so that the model may be tested and refined. 4. If the Minister approves the proposal to provide special needs funding to LRSD without student specific applications, planning and professional development will begin in January F. Proposed alternate model for providing support for eligible students: Student Profiles and Individual Education Plans (IEPs) are developed for students requiring IEPs as per current practice. In May Class Profiles, including recommendations for support, will be generated by the current classroom teacher and the teacher for the next year with assistance/guidance from the student services teacher(s). Led by the principal, the School Student Support Services Team (school principal/vice principal, student services teacher(s), school clinician(s), Divisional student support services coordinator) will develop and/or review School Profiles which include recommendations for supports and professional development planning. The School Profile will identify the staffing needs for the school based upon the current needs The School Profile will be submitted to the Student Support Services Leadership Team (Assistant Superintendent- Student Support Services, Director of Student Support Services, Student Support Services Coordinators and Student Support Services Clinical Supervisors). The Student Support Services Leadership Team will review the staffing needs for each school and make a determination as to the amount of financial support each school will receive based upon each school s needs Based upon the Student Support Services Leadership Team s determination, the School Student Support Services Team will create an initial distribution of supports for the upcoming year, prior to the end of the current year, to be presented to all teachers for feedback, discussion and specific requests In the first 6 weeks of the school year, all classroom teachers and specialists will engage in the class review process to review and discuss the appropriateness of the initial distribution of supports and to propose and request alterations and additions Requests for alterations and additions will be forwarded to the School Support Services Team who will update the School Profile as required Supports will be redistributed as per decisions made by the School Support Services Team, and/or updated school profiles with requests for additional supports may be submitted to the Student Support Services Leadership Team for review, with any additional support being provided by the Division Review Process to resolve concerns o The classroom teacher may request to present concerns related to support for his/her classroom to the school Student Support Services Team o If the concern is not able to be resolved at the school Student Support Services Team level, the school Student Support Services Team may request a review of the school profile and concerns regarding levels of support that were provided with the Division s Student Support Services Leadership Team o If unresolved at this level, the classroom teacher may request to review concerns related to support for his/her classroom with the Director of Student Support Services Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

16 Comparison of current model with the model being proposed: Current model for obtaining support for L2 and L3 students (not URIS A) Student-specific applications submitted to Department October and January and ongoing. If criteria are met, L2 or L3 funding amounts are allocated to the Division to support these students. Amounts are known by approximately 4-6 weeks after application submission on an ongoing basis. Provincial funding is topped up by the Division to provide adequate staffing supports for these students. The Division advises principals of their school s allocation for the following fall s L2 and L3 staffing by June 1 st, based on the preliminary number of approved student-specific funding applications. Funding is confirmed based on September 30 th enrollment. Historically, special needs funding is used to provide EA staffing or equivalent cost professional staff. This is not a requirement of the department. Staffing decisions are finalized for the fall by June 30 th. During the school year, if needs change or emerge, divisional and provincial funds are used to address them as is possible (funding applications are continuous intake (with the exception of L3 URIS A and EBD) and submitted for students in January or contingency funds from local sources. Accountability: Department audits the Division every 3 years to ensure that students approved for funding should have been approved and they are receiving support. FRAME audited annually. Attendance of students approved for special needs funding is reported and may be reduced or withdrawn due to poor attendance with inadequate explanation. Proposed model for obtaining support for L2 and L3 students (not L3 EBD or URIS A) No student-specific applications are submitted to Department (except EBD 3 and URIS A). Department allocates special needs funding to division based on historical numbers of approved L2 and L3 applications. Amounts will be known by April 1 st. This does not include EBD 3 or URIS A - these will continue to require yearly applications and Manitoba Education and Training will notify LRSD for approval or denial. Provincial funding is topped up by the Division to provide adequate staffing supports for these students. Student Support Services Leadership Team determines changes to school allocations for special needs staffing by June 1 st based on current School Profiles. School Student Support Services Teams, in consultation with teachers, will decide how to use staffing support. All teachers have a chance to review the plan. Divisional HR cycles, policies and practices, and honoring Collective Agreements must be abided by. Staffing allocations may be used to provide an EA, or professional staff. Staffing is finalized for the fall by June 30 th. During the school year, if needs change or emerge, adjustments are made by the School Student Support Services Team and Divisional Student Support Services Leadership Team and Divisional funds are used to address them. Unresolved issues are reviewed by Student Support Services Team with Student Support Services Leadership Team to resolve concerns. Accountability: Department audits the Division every 3 years to ensure that students who might otherwise have been approved for funding are receiving support. Attendance may result in changes in allocations if appropriate. FRAME audited annually. Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

17 Appendix D January 27 th, 2016 Dear Parent/Guardian, As a result of extensive preparation and consultation, Manitoba Education and Advanced Learning has announced that the Louis Riel School Division will implement a Special Needs Initiative for the school year. We are pleased to inform you that your school has been selected for phase one of the initiative. This initiative will eliminate the deficit-focused funding application process. Students who have received funding in the past will continue to be supported as needed to implement their educational plans. Applications for funding to Manitoba Education and Advanced Learning for students with special needs will no longer be required for your child. Our new approach will place greater emphasis on strength-based collaboration, assessment and programming for students. We invite you to a meeting at your school on February 3rd, 2016 at 7:00 PM where you will receive more information and can discuss with staff what this means for your family. If you are interested in attending this meeting, please call your school to register by February 2 nd, Sincerely, Marlene Murray Assistant Superintendent Steve Lawrie Director of Student Support Services Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

18 Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

19 Appendix E LRSD Begins an Initiative for Students with Special Needs Manitoba Education and Advanced Learning recently announced that as part of the planning to implement the recommendations of the Provincial Task Force on Special Needs Funding, the Louis Riel School Division will begin an initiative in eight schools for students with special needs in The schools participating are: Glenlawn Collegiate, Collège Béliveau, École St. Germain, Windsor School, Glenwood School, Samuel Burland School, H.S. Paul School, St. George School. This new initiative will work to engage parents and staff in a more efficient and collaborative process to support students with special needs and will eliminate the deficit-focused funding application process. Applications for funding to Manitoba Education and Advanced Learning for the majority of students with special needs will no longer be required. Students who currently receive student-specific funding will continue to be supported under the new model. The initiative will support voluntary province wide implementation in and complete implementation in We are proud to be part of this initiative and look forward to this opportunity to work together for positive system change. Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

20 Appendix F - Internal Special Needs Initiative Staff Update We are preparing to launch a new Special Needs Initiative in eight schools. You will find updates on our time lines and goals below. Action Plan for Eliminate funding applications and use student and class profiles to inform Student Support Services planning in schools. 2. Implement a new Student Support Services resource allocation plan. 3. Develop and implement a new School Student Support Services plan Our Beliefs: Everyone benefits in an inclusive learning environment Building on students strengths contributes to student success Parents, students and staff need to work together to design and implement effective learning plans for students Effective learning plans rely on the flexible use of resources and supports Our Goals: To establish a flexible and responsive plan of resource allocation that does not rely on the submission of student specific funding applications to Manitoba Education and Training To discontinue the use of labels and/or levels to categorize student needs To implement a collaborative plan for effective inclusion of students Inclusion in LRSD: We support the Manitoba Education and Training definition of inclusion, which includes the statement that inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community evolves to meet the changing needs of its members. We embrace inclusion as a means of enhancing the wellbeing of every member of the community. Special Needs Initiative School Teams Activity Update Each participating school has formed a team to lead school implementation composed of a principal, student services teacher and 2 classroom teachers. There will be 5 half-day sessions in 2016 to prepare the Special Needs Initiative School Teams in guiding their schools forward in the implementation of the initiative. Tracking our Success: Proactive Information Services Inc. is guiding our data collection which will include key informant interviews, online surveys, and a forum with representatives from the eight participating schools. Our consultation and data collection activities to date are as follows: April, 2016: Interviews with LRSD Student Support Services Leadership Team Interviews with Student Support Services Teachers on the Special Needs Initiative School Team May 13 th, 2016: Online Survey for initiative staff (educational assistants, teachers, student support services teachers, clinicians, principals) May 25 th, 2016: Half-day consultation with the Initiative School Student Support Services Teams Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

21 A report on the first phase of data collection will be completed over the summer. Further data collection will occur during the school year to track implementation and identify successes and challenges. Families and staff will be included. School Implementation Team Sessions: February 11 th, 2016: Orientation to the Initiative February 23 rd, 2016: Re-imagining our understanding of student and staff needs March 23 rd, 2016: Re-designing the Class Profile Process 1. Incorporate strength-based Circle of Courage 2. Define and plan for supports and interventions 3. Provide data for school Student Support Services Planning April May, 2016: The new profile process was implemented in schools April 20 th, 2016: Concepts of Support and Language Use Considerations 1. Exploring and Expanding Concepts of Additional Supports for Students 2. Identifying Barriers to Supports 3. Introduction to Respectful Language Considerations June 2 nd, 2016: Creating the Student Support Services School Plan 1. Timeline for Implementation Activities Assessing student and class profile data and determining supports and interventions required 3. Setting goals and developing a school SSS plan with allocated resources 4. Process for sharing the plan with staff in June and reviewing in fall 5. Establishing the School s Special Needs Initiative Professional Development Plan Special Needs Initiative Professional Learning Each participating school will allocate 2 half days from their non-instructional days in to support professional learning for the initiative. In addition, planning for professional learning on the following dates will occur: October 13 th, 2016: Initiative Teams & interested LRSD Schools Representatives PD February 3 rd, 2017: Initiative a.m. and Voluntary Schools p.m. Staff PD April 13 th, 2017: Initiative and New School Implementation Teams PD As well, many sessions are offered on Student Support Services related topics through Manitoba Education and Training, Manitoba Teachers Society and the LRSD Student Support Services Department (DPDF Divisional Professional Development Fund). Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

22 Background: In January 2016 Manitoba Education and Training announced that the Louis Riel School Division would be participating in Phase I of a Provincial initiative for students with special needs during Louis Riel School Division, in partnership with Louis Riel Teachers Association, Manitoba Teachers Society and Manitoba Education and Training, has started this initiative to engage parents and staff in a more efficient and collaborative process to support students with special needs and to eliminate the current funding application process. This will include an emphasis on planning for inclusion and strength-based supports. The following eight schools are participating in : Glenlawn Collegiate Collège Béliveau École St. Germain Windsor School Glenwood School Samuel Burland School H.S. Paul School St. George School The initiative will support voluntary province-wide implementation in and complete implementation in Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

23 Appendix F - External Special Needs Initiative Preparing to Launch In January 2016, Manitoba Education and Training announced that the Louis Riel School Division would be participating in Phase I of a Provincial initiative for students with special needs during Louis Riel School Division, in partnership with Louis Riel Teachers Association, Manitoba Teachers Society and Manitoba Education and Training, has started this initiative to engage parents and staff in a more efficient and collaborative process to support students with special needs and to eliminate the current funding application process for most children with special needs. This initiative will place an emphasis on planning for inclusion and strengthbased supports. The following eight schools are participating in : Glenlawn Collegiate Collège Béliveau École St. Germain Windsor School Glenwood School Samuel Burland School H.S. Paul School St. George School Throughout 2015, we conducted extensive consultations with parents and staff to help determine the goals for the new initiative. We have continued through 2016 with an online survey and further staff consultations to develop a clear plan for implementation in the coming school year. Below is our timeline for the Special Needs Initiative: Fall 2015: Extensive consultations with staff and parents Winter 2016: January announcement shared at the eight Special Needs Initiative school staff meetings January parent notification in eight Special Needs Initiative schools (Divisional letter, school team phone calls to parents, invitation to parents to attend an information evening at held at each school) January Special Needs Initiative Portal Announcement for all LRSD Staff Spring 2016: Created School Teams to prepare eight schools to launch initiative 5 sessions of team professional development and activity Proactive Information Services collected baseline data from Initiative participants September June 2017: Professional learning and action plan for implementation in Special Needs Initiative Schools Data collection from staff and families to support professional learning and future implementation The initiative will support voluntary province-wide implementation in and complete implementation in Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

24 Appendix G June 21 st, 2016 SAVE THE DATE Dear Parents/Guardians, We are writing to update you about the activities of our Special Needs Initiative and to invite you to save the date for a fall Parent Evening. Since our January communication with you, we have been working with the Special Needs Initiative school teams to prepare for the school year. We encourage you to read the recently shared Special Needs Initiative update on the Louis Riel Public Portal available here: Parent voice and participation are priorities for us. You are invited to an Information and Learning evening planned for Wednesday, October 19 th, 2016 from 7:00 9:00 pm. We will send more details about the agenda and event registration in September. Communication and support are key ingredients to the success of the Special Needs Initiative, so if you have any questions or concerns that arise over the summer please do not hesitate to contact me. We wish you a wonderful summer and look forward to the new school year. Marlene Murray Assistant Superintendent Student Support Services Louis Riel School Division marlene.murray@lrsd.net Phone: Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

25 Appendix H June 21 st, 2016 SAVE THE DATE Dear Parents/Guardians, Louis Riel School Division has contracted Proactive Information Services Inc. to assist us with data collection and tracking our success as we begin implementation of the Special Needs Initiative. Parent voice and participation are priorities for us. We are writing to invite you to participate in a conversation with Proactive Information Services Inc. on November 9 th, 2016 from 7:00 9:00 p.m. to allow us to understand parent perspectives. More details about the agenda and event registration will be sent to you in September. Communication and support are key ingredients to the success of the Special Needs Initiative, so if you have any questions or concerns that arise over the summer please do not hesitate to contact me. We wish you a wonderful summer and look forward to the new school year. Marlene Murray Assistant Superintendent Student Support Services Louis Riel School Division marlene.murray@lrsd.net Phone: Louis Riel School Division Special Needs Initiative Tracking our Success Executive Summary June P a g e

University of Toronto

University of Toronto University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST Governance and Administration of Extra-Departmental Units Interdisciplinarity Committee Working Group Report Following approval by Governing

More information

Intervention in Struggling Schools Through Receivership New York State. May 2015

Intervention in Struggling Schools Through Receivership New York State. May 2015 Intervention in Struggling Schools Through Receivership New York State May 2015 The Law - Education Law Section 211-f and Receivership In April 2015, Subpart E of Part EE of Chapter 56 of the Laws of 2015

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

STUDENT EXPERIENCE a focus group guide

STUDENT EXPERIENCE a focus group guide STUDENT EXPERIENCE a focus group guide September 16, 2016 Overview Participation Thank you for agreeing to participate in an Energizing Eyes High focus group session. We have received research ethics approval

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM

SPECIALIST PERFORMANCE AND EVALUATION SYSTEM SPECIALIST PERFORMANCE AND EVALUATION SYSTEM (Revised 11/2014) 1 Fern Ridge Schools Specialist Performance Review and Evaluation System TABLE OF CONTENTS Timeline of Teacher Evaluation and Observations

More information

5 Early years providers

5 Early years providers 5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special

More information

School Performance Plan Middle Schools

School Performance Plan Middle Schools SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE

More information

Guidelines for Mobilitas Pluss top researcher grant applications

Guidelines for Mobilitas Pluss top researcher grant applications Annex 1 APPROVED by the Management Board of the Estonian Research Council on 23 March 2016, Directive No. 1-1.4/16/63 Guidelines for Mobilitas Pluss top researcher grant applications 1. Scope The guidelines

More information

Section 1: Basic Principles and Framework of Behaviour

Section 1: Basic Principles and Framework of Behaviour Section 1: Basic Principles and Framework of Behaviour Section 1 Basic Principles and Framework of Behaviour 1. BASIC PRINCIPLES AND FRAMEWORK OF BEHAVIOUR Introduction Children experiencing behavioural

More information

Dear Internship Supervisor:

Dear Internship Supervisor: Dear Internship Supervisor: Thank you for agreeing to supervise the internship of a Hunter College Geography student. I hope that this arrangement will benefit both your organization and our student. Student

More information

STUDENT ASSESSMENT AND EVALUATION POLICY

STUDENT ASSESSMENT AND EVALUATION POLICY STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0

More information

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster

Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE

More information

Parent Information Welcome to the San Diego State University Community Reading Clinic

Parent Information Welcome to the San Diego State University Community Reading Clinic Parent Information Welcome to the San Diego State University Community Reading Clinic Who Are We? The San Diego State University Community Reading Clinic (CRC) is part of the SDSU Literacy Center in the

More information

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60

PERFORMING ARTS. Unit 2 Proposal for a commissioning brief Suite. Cambridge TECHNICALS LEVEL 3. L/507/6467 Guided learning hours: 60 2016 Suite Cambridge TECHNICALS LEVEL 3 PERFORMING ARTS Unit 2 Proposal for a commissioning brief L/507/6467 Guided learning hours: 60 Version 1 September 2015 ocr.org.uk/performingarts LEVEL 3 UNIT 2:

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

Special Educational Needs & Disabilities (SEND) Policy

Special Educational Needs & Disabilities (SEND) Policy Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016

More information

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

Special Educational Needs Policy (including Disability)

Special Educational Needs Policy (including Disability) Special Educational Needs Policy (including Disability) To be reviewed annually Chair of Governors, Lyn Schlich Signed January 2017 East Preston Infant School SPECIAL EDUCATION NEEDS [SEN] POLICY CONTENTS

More information

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT

TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT TRI-STATE CONSORTIUM Wappingers CENTRAL SCHOOL DISTRICT Consultancy Special Education: January 11-12, 2016 Table of Contents District Visit Information 3 Narrative 4 Thoughts in Response to the Questions

More information

Position Statements. Index of Association Position Statements

Position Statements. Index of Association Position Statements ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.

More information

Guidelines for Mobilitas Pluss postdoctoral grant applications

Guidelines for Mobilitas Pluss postdoctoral grant applications Annex 1 APPROVED by the Management Board of the Estonian Research Council on 23 March 2016, Directive No. 1-1.4/16/63 Guidelines for Mobilitas Pluss postdoctoral grant applications 1. Scope The guidelines

More information

LEAD AGENCY MEMORANDUM OF UNDERSTANDING

LEAD AGENCY MEMORANDUM OF UNDERSTANDING LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose

More information

SPORTS POLICIES AND GUIDELINES

SPORTS POLICIES AND GUIDELINES April 27, 2010 SPORTS POLICIES AND GUIDELINES I. POLICY AND INTENT A. Eligibility Residents of Scarsdale and the Mamaroneck Strip ( residents of Scarsdale ) and students who attend the Scarsdale Public

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

Instructions concerning the right to study

Instructions concerning the right to study INSTRUCTIONS 1(10) THE RIGHT TO STUDY Instructions concerning the right to study 1. Purpose of the instructions 2. Application procedures 3. Transfer applications 4. Compulsory annual registration 5. Maximum

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

CORE CURRICULUM FOR REIKI

CORE CURRICULUM FOR REIKI CORE CURRICULUM FOR REIKI Published July 2017 by The Complementary and Natural Healthcare Council (CNHC) copyright CNHC Contents Introduction... page 3 Overall aims of the course... page 3 Learning outcomes

More information

West Georgia RESA 99 Brown School Drive Grantville, GA

West Georgia RESA 99 Brown School Drive Grantville, GA Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation

More information

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series

Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series RSS RSS Tools to SUPPORT IMPLEMENTATION OF a monitoring system for regularly scheduled series DEVELOPED BY the Accreditation council for continuing medical education December 2005; Updated JANUARY 2008

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

STUDENT ASSESSMENT, EVALUATION AND PROMOTION

STUDENT ASSESSMENT, EVALUATION AND PROMOTION 300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning

More information

First Nation, Métis and Inuit Education Annual Action Plan

First Nation, Métis and Inuit Education Annual Action Plan First Nation, Métis and Inuit Education Annual Action Plan 2016-2017 The Simcoe County District School Board (SCDSB) supports The Simcoe Path as well as the Board Learning Plan for Student Achievement

More information

1. Amend Article Departmental co-ordination and program committee as set out in Appendix A.

1. Amend Article Departmental co-ordination and program committee as set out in Appendix A. WORKLOAD RESOURCES 1. Amend Article 4.1.00 Departmental co-ordination and program committee as set out in Appendix A. 2. Amend Article 8.4.00 Teaching Load as set out in Appendix B. 3. Add teaching resources

More information

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in

More information

Audit Of Teaching Assignments. An Integrated Analysis of Teacher Educational Background and Courses Taught October 2007

Audit Of Teaching Assignments. An Integrated Analysis of Teacher Educational Background and Courses Taught October 2007 Audit Of Teaching Assignments October 2007 Audit Of Teaching Assignments Audit of Teaching Assignments Crown copyright, Province of Nova Scotia, 2007 The contents of this publication may be reproduced

More information

Practice Learning Handbook

Practice Learning Handbook Southwest Regional Partnership 2 Step Up to Social Work University of the West of England Holistic Assessment of Practice Learning in Social Work Practice Learning Handbook Post Graduate Diploma in Social

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Briefing for Parents on SBB, DSA & PSLE

Briefing for Parents on SBB, DSA & PSLE Briefing for Parents on SBB, DSA & PSLE 18 May 2017 6.30pm to 8.00pm Vision: Hearts of Service * Minds of Inquiry * Joy in Learning * Confidence in Life Mission: Together we bring out the best in every

More information

to Club Development Guide.

to Club Development Guide. Club Development Guide Welcome to the Welsh Triathlon Introduction to Club Development Guide. With the continued growth and popularity of Triathlon we wish to support your club and volunteers to ensure

More information

The IDN Variant Issues Project: A Study of Issues Related to the Delegation of IDN Variant TLDs. 20 April 2011

The IDN Variant Issues Project: A Study of Issues Related to the Delegation of IDN Variant TLDs. 20 April 2011 The IDN Variant Issues Project: A Study of Issues Related to the Delegation of IDN Variant TLDs 20 April 2011 Project Proposal updated based on comments received during the Public Comment period held from

More information

Emerald Coast Career Institute N

Emerald Coast Career Institute N Okaloosa County School District Emerald Coast Career Institute N 2017-18 School Improvement Plan Okaloosa - 0791 - - 2017-18 SIP 500 ALABAMA ST, Crestview, FL 32536 [ no web address on file ] School Demographics

More information

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School

More information

ADMINISTRATIVE DIRECTIVE

ADMINISTRATIVE DIRECTIVE Student Clubs Portland Public Schools believes that student clubs are an integral part of the educational program of the Portland school system. All student clubs must apply to the school for recognition

More information

ÉCOLE MANACHABAN MIDDLE SCHOOL School Education Plan May, 2017 Year Three

ÉCOLE MANACHABAN MIDDLE SCHOOL School Education Plan May, 2017 Year Three ÉCOLE MANACHABAN MIDDLE SCHOOL 2015-2019 School Education Plan May, 2017 Year Three MESSAGE FROM SCHOOL PRINCIPAL In support of Rocky View Schools vision to ensure students are literate and numerate and

More information

Lakewood Board of Education 200 Ramsey Avenue, Lakewood, NJ 08701

Lakewood Board of Education 200 Ramsey Avenue, Lakewood, NJ 08701 March 20, 2017 Judee DeStefano-Anen Interim Executive County Superintendent 212 Washington Street Toms River, NJ 08753 Dear Dr. DeStefano-Anen: It is with great sadness that I must inform you that the

More information

Nova Scotia School Advisory Council Handbook

Nova Scotia School Advisory Council Handbook Nova Scotia School Advisory Council Handbook June 2017 Nova Scotia School Advisory Council Handbook Crown copyright, Province of Nova Scotia, 2017 The contents of this publication may be reproduced in

More information

Library & Information Services. Library Services. Academic Librarian (Maternity Cover) (Supporting the Cardiff School of Management)

Library & Information Services. Library Services. Academic Librarian (Maternity Cover) (Supporting the Cardiff School of Management) Library & Information Services Library Services Academic Librarian (Maternity Cover) (Supporting the Cardiff School of Management) Llandaff Learning Centre, Cardiff 30 hours per week Fixed term until 16

More information

ACADEMIC AFFAIRS CALENDAR

ACADEMIC AFFAIRS CALENDAR ACADEMIC AFFAIRS CALENDAR 2017-2018 DUE DATE FALL 2017 TASKS RESPONSIBLE Friday, August 11 IELM Deadline for Deans to rank IELM cluster requests. Monday, August 14 Deadline for Faculty to Accept Temporary

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

School Year Enrollment Policies

School Year Enrollment Policies 1 2018 19 School Year Enrollment Policies BASIS Schools, Inc. operates open-enrollment public charter schools which do not charge tuition and do not administer entrance examinations. BASIS Schools, Inc.

More information

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK

Individual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program

More information

Colorado s Unified Improvement Plan for Schools for Online UIP Report

Colorado s Unified Improvement Plan for Schools for Online UIP Report Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?

More information

University of Toronto

University of Toronto University of Toronto OFFICE OF THE VICE PRESIDENT AND PROVOST 1. Introduction A Framework for Graduate Expansion 2004-05 to 2009-10 In May, 2000, Governing Council Approved a document entitled Framework

More information

Dear Applicant, Recruitment Pack Section 1

Dear Applicant, Recruitment Pack Section 1 Recruitment Pack Recruitment Pack Section 1 University of Manchester Students Union Oxford Road Manchester M13 9PR W: manchesterstudentsunion.com T: 0161 275 2930 Dear Applicant, The University of Manchester

More information

Occupational Therapist (Temporary Position)

Occupational Therapist (Temporary Position) Edmonton Catholic Schools is now accepting applications for the position of Occupational Therapist (Temporary Position) Edmonton Catholic Schools is a large urban school district whose mission is to provide

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

For international students wishing to study Japanese language at the Japanese Language Education Center in Term 1 and/or Term 2, 2017

For international students wishing to study Japanese language at the Japanese Language Education Center in Term 1 and/or Term 2, 2017 For international students wishing to study language at the Language Education Center in Term 1 and/or Term 2, 2017 Overview of the Intensive Language Course The Language Education Center at Saitama University

More information

Student Assessment and Evaluation: The Alberta Teaching Profession s View

Student Assessment and Evaluation: The Alberta Teaching Profession s View Number 4 Fall 2004, Revised 2006 ISBN 978-1-897196-30-4 ISSN 1703-3764 Student Assessment and Evaluation: The Alberta Teaching Profession s View In recent years the focus on high-stakes provincial testing

More information

The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School

The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School 2016/2017 The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School See Page 8 for explanation APPLICATION FOR ADMISSION 2016/2017 1 Ram Way Sarasota,

More information

Options for Elementary Band and Strings Program Delivery

Options for Elementary Band and Strings Program Delivery February 10, 2016 TO: Education and Student Services Committee III Item 1 FROM: RE: Nancy Brennan, Associate Superintendent Options for Elementary Band and Strings Program Delivery INTRODUCTION: A report

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

Academic Teaching Staff (ATS) Agreement Implementation Information Document May 25, 2017

Academic Teaching Staff (ATS) Agreement Implementation Information Document May 25, 2017 Preamble Academic Teaching Staff (ATS) Agreement Implementation Information Document May 25, 2017 The Academic Teaching Staff (ATS) Agreement was approved by the Board of Governors on May 12, 2017 following

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

Progress or action taken

Progress or action taken CAMPUS CLIMATE ACTION PLAN October 2008 Update (Numbers correspond to recommendations in Executive Summary) Modification of action or responsible party Policy Responsible party(ies) Original Timeline (dates

More information

2. Sibling of a continuing student at the school requested. 3. Child of an employee of Anaheim Union High School District.

2. Sibling of a continuing student at the school requested. 3. Child of an employee of Anaheim Union High School District. TO THE DISTRICT Students living outside of the may be permitted to attend schools within the district for one or more of the reasons listed below and all applicable conditions are followed. Prior to enrollment,

More information

Job Description Head of Religious, Moral and Philosophical Studies (RMPS)

Job Description Head of Religious, Moral and Philosophical Studies (RMPS) Job Description Head of Religious, Moral and Philosophical Studies (RMPS) George Watson s College wishes to appoint a Head of Religious, Moral and Philosophical Studies (RMPS) from January 2018. The post

More information

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation. Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources

More information

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016

Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 1 Newcastle Safeguarding Children and Adults Training Evaluation Framework April 2016 Context for the development and purpose of the framework The Learning and Development Committees for Newcastle Safeguarding

More information

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3

TABLE OF CONTENTS. By-Law 1: The Faculty Council...3 FACULTY OF SOCIAL SCIENCES, University of Ottawa Faculty By-Laws (November 21, 2017) TABLE OF CONTENTS By-Law 1: The Faculty Council....3 1.1 Mandate... 3 1.2 Members... 3 1.3 Procedures for electing Faculty

More information

Series IV - Financial Management and Marketing Fiscal Year

Series IV - Financial Management and Marketing Fiscal Year Series IV - Financial Management and Marketing... 1 4.101 Fiscal Year... 1 4.102 Budget Preparation... 2 4.201 Authorized Signatures... 3 4.2021 Financial Assistance... 4 4.2021-R Financial Assistance

More information

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS

More information

GOING GLOBAL 2018 SUBMITTING A PROPOSAL

GOING GLOBAL 2018 SUBMITTING A PROPOSAL GOING GLOBAL 2018 SUBMITTING A PROPOSAL Going Global provides an open forum for world education leaders those in the noncompulsory education sector with decision making responsibilities to debate issues

More information

Reforms for selection procedures fundamental programmes and SB grant. June 2017

Reforms for selection procedures fundamental programmes and SB grant. June 2017 Reforms for selection procedures fundamental programmes and SB grant June 2017 Contents Objectives Principles Focal points current procedure Decisions Introduction of reforms Reforms for fellowships Evaluation

More information

CIN-SCHOLARSHIP APPLICATION

CIN-SCHOLARSHIP APPLICATION CATAWBA INDIAN NATION SCHOLARSHIP COMMITTEE 2014-2015 CIN-SCHOLARSHIP APPLICATION The Catawba Indian Nation Higher Education Scholarship Committee Presents: THE CATAWBA INDIAN NATION SCHOLARSHIP PROGRAM

More information

Understanding Co operatives Through Research

Understanding Co operatives Through Research Understanding Co operatives Through Research Dr. Lou Hammond Ketilson Chair, Committee on Co operative Research International Co operative Alliance Presented to the United Nations Expert Group Meeting

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

Volunteer State Community College Strategic Plan,

Volunteer State Community College Strategic Plan, Volunteer State Community College Strategic Plan, 2005-2010 Mission: Volunteer State Community College is a public, comprehensive community college offering associate degrees, certificates, continuing

More information

Comprehensive Student Services Program Review

Comprehensive Student Services Program Review Comprehensive Student Services Program Review 2014-2015 Extended Opportunity Programs & Services (EOPS) and Cooperative Agencies Resources for Education (CARE) Mission Statement: Mt. San Jacinto College

More information

Parent Teacher Association Constitution

Parent Teacher Association Constitution Parent Teacher Association Constitution The purpose of this regulation is to clarify the Parent Teacher Association (PTA), its function, role, authority and responsibilities. This regulation takes into

More information

School Inspection in Hesse/Germany

School Inspection in Hesse/Germany Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Policy Date: March 2017 Renewal Date: March 2018 Owner: Daniela Pinger, SENCO Special Educational Needs and Disability (SEND) Policy 1. Ethos and

More information

APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL

APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL PREAMBLE The practice of regular review of faculty and librarians based upon the submission of

More information

Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research

Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research Fort Lewis College Institutional Review Board Application to Use Human Subjects in Research Submit this application by email attachment to IRB@fortlewis.edu I believe this research qualifies for a Full

More information

Academic Intervention Services (Revised October 2013)

Academic Intervention Services (Revised October 2013) Town of Webb UFSD Academic Intervention Services (Revised October 2013) Old Forge, NY 13420 Town of Webb UFSD ACADEMIC INTERVENTION SERVICES PLAN Table of Contents PROCEDURE TO DETERMINE NEED: 1. AIS referral

More information

Core Values Engagement and Recommendations October 20, 2016

Core Values Engagement and Recommendations October 20, 2016 UND STRATEGIC PLANNING ENGAGEMENT WORKING GROUP Core Values Engagement and Recommendations October 20, 2016 Engagement Working Group: Carrie Herrig (Lead), Chris Zygarlicke, Amber Flynn, Steve Light, Jeffrey

More information

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:

KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax: KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: 450 632-8770 Fax: 450 632-8042 JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant,

More information

Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016

Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016 Triple P Ontario Network Peaks and Valleys of Implementation HFCC Feb. 4, 2016 WHO WE ARE. Triple P Ontario Network - multi-sectoral - voluntary - 10 years + Halton Region - York Region and Simcoe County

More information

CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN

CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN CERTIFIED TEACHER LICENSURE PROFESSIONAL DEVELOPMENT PLAN 2016-2017 DODGE CITY PUBLIC SCHOOLS USD 443 DODGE CITY, KANSAS LOCAL PROFESSIONAL DEVELOPMENT GUIDE Table of Contents 1. General Information -

More information

THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS

THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS THE IMPACT OF STATE-WIDE NUMERACY TESTING ON THE TEACHING OF MATHEMATICS IN PRIMARY SCHOOLS Steven Nisbet Griffith University This paper reports on teachers views of the effects of compulsory numeracy

More information

Higher Education / Student Affairs Internship Manual

Higher Education / Student Affairs Internship Manual ELMP 8981 & ELMP 8982 Administrative Internship Higher Education / Student Affairs Internship Manual College of Education & Human Services Department of Education Leadership, Management & Policy Table

More information

Archdiocese of Birmingham

Archdiocese of Birmingham Archdiocese of Birmingham INSPECTION REPORT THE GIFFARD CATHOLIC PRIMARY SCHOOL WOLVERHAMPTON Inspection dates 25 th -26 th June 2013 Reporting Inspector Paul Nutt Inspection carried out under Section

More information

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006

George Mason University Graduate School of Education Education Leadership Program. Course Syllabus Spring 2006 George Mason University Graduate School of Education Education Leadership Program Course Syllabus Spring 2006 COURSE NUMBER AND TITLE: EDLE 610: Leading Schools and Communities (3 credits) INSTRUCTOR:

More information

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM Article 1. Definitions. 1.1 This management charter uses the following definitions: (a) the Executive Board : the Executive Board of the Foundation,

More information

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part

Bachelor of International Hospitality Management, BA IHM. Course curriculum National and Institutional Part Bachelor of International Hospitality Management, BA IHM Course curriculum 2016-2018 August 2016 0 INDHOLD 1. curriculum framework... 4 1.1. Objective of the study programme... 4 1.2. Title and duration...

More information

INDEPENDENT STATE OF PAPUA NEW GUINEA.

INDEPENDENT STATE OF PAPUA NEW GUINEA. Education Act 1983 (Consolidated to No 13 of 1995) [lxxxiv] Education Act 1983, INDEPENDENT STATE OF PAPUA NEW GUINEA. Being an Act to provide for the National Education System and to make provision (a)

More information

Personal Tutoring at Staffordshire University

Personal Tutoring at Staffordshire University Personal Tutoring at Staffordshire University Staff Guidelines 1 Contents Introduction 3 Staff Development for Personal Tutors 3 Roles and responsibilities of personal tutors 3 Frequency of meetings 4

More information

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review.

This Access Agreement is for only, to align with the WPSA and in light of the Browne Review. University of Essex Access Agreement 2011-12 The University of Essex Access Agreement has been updated in October 2010 to include new tuition fee and bursary provision for 2011 entry and account for the

More information