Student Support Services Service Delivery Model ... - GSSD Blogs

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School Division
Student Support Services
Service Delivery Model Rubrics
2011-2012
Actualizing a Needs-Based Model
to
Support Student Achievement
May 11, 2011
Student Achievement & Supports Branch

Context
The mandate of the Ministry of Education is to provide leadership and direction to the early
learning and child care, Kindergarten through Grade 12 education, literacy, and library
sectors. The Ministry supports these sectors through funding, governance, and accountability
with a focus on improving student achievement. The Ministry is committed to improving the
learning success and well being of all Saskatchewan children and youth, as well as enhancing
literacy for all Saskatchewan people.
This document is intended to serve the following purposes:
to provide pertinent information relative to a needs-based service delivery model;
to outline the Ministry’s philosophical ideals and guiding principles; and
to reflect the provincial spirit of continuous improvement.
A Journey of Transformation in Support of All Learners
The Ministry of Education, in partnership with stakeholders including school divisions,
schools, parents/caregivers, inter-ministry groups, students, and human service agencies,
continues the journey towards the actualization of a needs-based model of identifying and
providing supports for students. The intent of this process is to ensure that:
students are provided with supports in the development and attainment of competencies
and independence;
students have access to appropriate learning opportunities, resources, and supports;
students are supported through differentiated and responsive instruction; and,
students are provided with inclusive opportunities to reach their potential.
A number of significant shifts in practice that characterize the continuing journey to-date
include:
creating positive, welcoming, and responsive learning environments;
differentiating instruction;
nurturing student independence;
screening and early intervention;
involving collaborative, interprofessional teams;
engaging parents and caregivers; and,
building partnerships within the community and other agencies.
Page 1

The needs-based model focuses on developing and implementing procedures and practices to
support all learners. This is supported by three-tiers of responsive instruction and
interventions including: classroom-based, school-wide interventions; targeted and/or group
interventions; and intensive individual interventions. While there is recognition that universal
classroom practices will meet the needs of most students, some students will require short-term
targeted supports in order to be successful. In addition, a small number of students will require
a personal program plan that is specific to their learning needs.
A Framework for a Needs-Based Service Delivery Model
Historically, a medical model influenced our thinking and guided our practice for educating
students with intensive needs. This model focused on diagnosing students’ disabilities or
impairments with the purpose of curing or medically managing the problem so that students
could fit within the normal environment. While the importance of medical science in the lives
of children with intensive needs is acknowledged, the application of the medical model has also
resulted in a limiting view of student potential, as well as barriers to accessing services.
The basic premise underlying a needs-based service delivery model is that the needs of students
are more important in determining programming and essential supports than are the categorical
labels of disabilities. A needs-based model is based on the concept that students receive the
services they need, not just the services for which they qualify. This approach recognizes that
students have different needs and that such needs can and do change over time. Accordingly,
students require individualized, flexible, and responsive supports to meet their particular needs
and to enhance the continued growth of their individual strengths and abilities. A needs-based
approach involves a comprehensive evaluation of the holistic needs of individual students and
their families, the identification of concerns and priorities, and the coordination of appropriate
and essential supports through an efficient use of resources.
Three key principles form the framework for a needs-based service delivery model:
A. inclusionary philosophies & beliefs,
B. instructional practices & programming interventions, and
C. a collaborative climate.
As the evolution from a medical model to a needs-based model of service provision continues,
student support services in Saskatchewan is experiencing a philosophic shift, with a heightened
focus on student success within each of the key principle areas. The table following illustrates
the differences between these two models.
Page 2

Comparison of Medical and Needs-Based Models
Inclusionary Philosophy & Beliefs
Medical Model
from a focus on the diagnosis and/or the categorical label of the
student’s disability
from an emphasis on the “problems” or deficits of the student
that need to be “cured” or managed
from an approach that fosters dependence by sheltering and
protecting the student
from a view that the student will benefit best by functioning in
specialized environments in relative seclusion from others
from an unchanged society that expects the student to adapt to
the environment in order to be included
from an attitude of pity, fear, and charity towards those with
disabilities
Needs-Based Model
to a focus on the needs, strengths, and abilities of the student
to an emphasis on the supports that the student requires and the
elimination of barriers that obstruct access
to an approach that nurtures independence/interdependence by
providing opportunities that promote the development of personal
empowerment and self-determination
to a view that the student will benefit best by functioning within
the immediate community and wider society
to an evolving society that believes that all students belong and
are valued members of a diverse society
to an attitude of respect and appreciation for diversity
Instructional Practices & Programming Interventions
Medical Model
from a prescriptive and predetermined approach
from a reliance on norm-referenced assessment methods
from an emphasis on special therapies and medical treatments
from a clinical perspective
from assuming long-term service provision
from determining programs and services based on categories of
disabilities
from an emphasis on designing and delivering a different
curriculum
from a progression of congregated classrooms and pull-out
settings
Needs-Based Model
to an outcomes-based approach based on the impact of services
intended to meet the needs of the student
to the incorporation of authentic assessment approaches that are
used to inform instructional practices and programming
interventions
to an emphasis on using natural supports and adapting structures
within the environment
to providing services for only as long as required by the student
to providing flexible services and differentiated programming
tailored to the student’s unique needs
to an emphasis on providing access to the regular curriculum and
adapting instruction with the use of evidence-based practices
to inclusive classroom settings
A Collaborative Culture
Medical Model
from an approach that is specialist/expert-directed
Needs-Based Model
to a collaborative culture of shared responsibility for all students
from segregated service delivery by various professional
agencies/personnel
from an authoritative expert stance
to integrated and multi-disciplinary approaches to service
delivery
to a reflective and holistic approach that is responsive to
students’ needs
Page 3

Collaboration –
The Key to Effective Implementation of a Needs-Based Model
No one professional has all the knowledge and skills required to successfully meet the range of
diverse student needs in today’s classrooms. Thus, collaboration among teachers, parents,
supporting professionals, educational assistants, human service agencies, and community
organizations is seen as central to student success within inclusive settings. Collaboration is a
dynamic interactive process, where there is genuine shared ownership for decision-making,
action taking, and outcomes. It recognizes that shared goals can be better achieved by working
together in an interdependent and reciprocal manner. A collaborative approach creates a forum
for discussing ideas, reflecting on interventions, and sharing expertise and perspectives. Team
members work together to identify needs, develop plans, coordinate services, and provide each
other with support. Collaboration involves structural and attitudinal changes which will
improve services, personalize solutions to learning at the micro or school/classroom level, and
transform whole-service sectors at the macro or government/community level.
The benefits associated with the collaborative approach include improved information sharing,
problem solving, and student outcomes. Collaborative teams plan interventions that address
learning needs, as well as impeding factors that impact students’ well-being. Collaboration
requires an investment in the development of trusting relationships that contribute to effective
teamwork. In addition, effective collaboration requires:
professional development and training in collaborative processes for all team members;
new systems and structures that support improved service delivery models;
clarity of purpose, roles, and accountability;
commitment and shared expectations;
communication networks that support open, trusting, and respectful dialogue; and
leadership committed to building and fostering a collaborative culture.
Collaboration moves professionals beyond traditional and isolated roles to the creation of
educational partnerships or teams that are open to new ways of delivering service. For
example, classroom teachers work collaboratively with other team members to develop and
monitor intervention plans for students. Educational assistants participate in collaborative
team meetings to share their ideas and perspectives, and to learn how they can support the
team’s decisions. Student support services teachers perform an array of collaborative roles,
such as those identified below, in order to provide assistance to classroom teachers and
instructional support to students.
Collaboration has the potential of enriching learning experiences and outcomes for students.
Collaborative team members share knowledge, develop skills, enrich problem solving, and
gain insights as they work together on behalf of students. A true learning community evolves
when school personnel, parents, and supporting professionals and agencies invest in
collaborative relationships and professional growth, while supporting each other in the
achievement of common goals.
Page 4

From Continuous Improvement to Actualizing a
Needs-Based Service Delivery Model
The service delivery rubrics which follow outline the components of effective practice
associated with student support services. School divisions participate in a Student Support
Services Service Delivery Model Review and Improvement Process as part of the Ministry of
Education’s commitment to continuous improvement. The review process involves school
divisions taking the following key steps:
selecting priority area(s) from the rubrics as focus areas for continued development;
compiling school division data; and
fostering common understandings and mentoring of partners.
Other components of the review process include:
strategic discussions between school divisions and the Ministry of Education;
alignment of the review process with the strategic priorities of the Ministry of
Education,
the option of inviting partners to the school division review meetings.
The service delivery rubrics and the review process provide direction and guidance towards an
accountability framework that supports continuous improvement and ultimately leads to
improved student achievement for all Saskatchewan children and youth.
Page 5

Rubric A: Inclusionary Philosophy & Beliefs
Core Element
Inclusive
Attitudes
Inclusive
Practice
Not Evident
Actions that are incongruent or
out-of-step with the intent of
the guiding principles
School division/school
personnel resist the
inclusion of students with
diverse and/or intensive
needs; personnel believe
these students are better
served outside of regular
education classes/schools
and that their inclusion
will negatively impact the
education of the regular
school population;
personnel are unaware of
the research pertaining to
inclusive education
Students receive
educational programming
primarily in a special
education classroom, a
resource room, or a
therapy room; special
education and regular
education operate as
separate enterprises
Emerging/
Developing
Actions that demonstrate
beginning, but limited, attempts to
incorporate the intent of the
guiding principles into practice
School division/school
personnel believe that the
school division/school has a
responsibility to meet the
needs of students with diverse
and/or intensive needs;
teachers attend professional
development on inclusive
education topics; some
classroom teachers expressing
frustrations with inclusion
due to inadequate
support/resources
Students receive educational
programming primarily in a
special classroom, a resource
room, or therapy room;
inclusive practices occur in
some schools, but it is yet to
be widespread within the
school division; some
students considered for
inclusion into regular
classroom setting(s) with
support and relevant
programming; student
support services teacher and
classroom teacher share
information
Evident
Actions that are reflective of the guiding principles
School division/school personnel are well
aware of the inclusive education research,
including its goals, benefits, and practices;
personnel understand that inclusive
education is interconnected with an
inclusive society; personnel are dedicated
to developing positive learning
communities that value student diversity
Students receive instruction in
heterogeneous groups in the regular
classroom and other school settings with
support and relevant programming;
specialized programming outside of the
regular classroom is utilized when learner
outcomes are not achieved within the
classroom setting and/or when this is the
least restrictive environment for students;
classroom teacher engages in instructional
planning based on inclusionary practices
and beliefs; student support services
teacher works in concert with regular
education to program and monitor student
outcomes
Exemplary
Actions at such a high level that they are associated
with ‘ideal’ practice
School division/school personnel:
a) understand and accept inclusive
philosophy, b) support the inclusion values
of participation, belonging, and interaction,
c) recognize the benefits of inclusion for
students with and without disabilities, d)
embrace the value of diversity and the
importance of creating positive learning
communities, e) use the inclusive
philosophy to guide their decision-making,
f) meet the challenges of inclusion with a
problem-solving mind-set, and g)
acknowledge their responsibility for the
education and success of all students
Students are supported in a range of ageappropriate
classrooms in neighborhood
schools; sufficient supports exist within
regular classrooms for successful
achievement of appropriate outcomes for
students; classroom teachers engage in
instructional planning based on inclusionary
practices and beliefs; school personnel take
purposeful action to create a welcoming,
responsive, and inclusive environment;
personnel work in collaborative teams
Page 6

Organizational
Structures that
Support Inclusive
Education
Parental/
Caregiver
Engagement
Organization structures
that support inclusive
education are not evident
Parent/caregivers are not
involved in planning and
monitoring learner
outcomes; parents/
caregivers feel
disconnected with their
child’s educational
experience; there is
limited communication
and interaction between
parents/caregivers and
school personnel
School division/school
personnel discuss the
structures that are required
to support inclusive
education, but actions in
this direction are not
consistently monitored or
implemented
Parents/caregivers familiar
with inter- professional
team members;
parent/caregiver input is
sought in planning and
monitoring learner
outcomes; communication
and interaction between
parents/caregivers and
school personnel occurs less
frequent than school
reporting periods;
procedures that foster equal
partnership with parents/
caregivers and the schoolbased
team are encouraged
School division/school personnel are
aware of the structures required to
support inclusive education and have
taken action to implement such
structures; personnel continually
examine structures and practices with a
view to eliminate barriers to inclusion
School division/school personnel show
interest and willingness in developing
relationships with parents/ caregivers;
parents/ caregivers are involved in
planning and monitoring learner
outcomes; communication and
interaction is parallel to school reporting
periods; procedures that foster equal
partnership with parents/caregivers and
the school-based team are implemented;
shared responsibility for supporting
learner outcomes is evident
School division/schools purposefully
develop and implement organizational
structures that support inclusion,
including: a) shared vision for inclusion,
b) policies and procedures that are
consistent with inclusive philosophy,
c) collaborative work environment,
d) multi-disciplinary teams,
e) administrative support and leadership,
f) professional supports and resources, g)
emphasis on teaching and learning,
h) participation in continuous school
improvement, and i) educational
programming based on effective practice
There are purposeful attempts by school
personnel to build rapport with
parents/caregivers; there is an established
and effective ongoing communication
system between parents/caregivers and
school personnel; the school creates
additional special event opportunities,
beyond report card and/or PPP meetings,
for parental/caregiver involvement;
parents/caregivers understand and work in
partnership with school personnel to
collaboratively plan and provide
meaningful educational experiences; there
are numerous examples of shared
responsibility for supporting learner
outcomes
Page 7

Rubric B: Instructional Practices & Programming Interventions
Core
Element
Planning
Processes
Fostering
Independence
Not Evident
Actions that are incongruent
or out-of-step with the intent
of the guiding principles
Referral procedures not
established; students
referred for supports
prior to assessment
and/or development of
individualized
programming; assessment
focuses on deficits and
the use of normreferenced
instruments;
assessment information is
outdated and limited;
PPP developed by student
support services teacher;
no consistent procedures
for reviewing or updating
PPP; no process or
procedures outlined for
transition planning
Student provided with
one-on-one adult support
for entirety of school
day; allocation of support
focuses on responding to
current level of
dependency
Emerging/
Developing
Actions that demonstrate
beginning, but limited, attempts
to incorporate the intent of the
guiding principles into practice
A set of school division
referral procedures has been
established, however, they
are inconsistently followed;
diagnostic and normreferenced
assessments
conducted; limited informal
assessment to guide ongoing
programming; assessment
information not directly
linked to student’s annual
goals; classroom teacher and
student support services
teacher develop and review
PPP; school division
processes and procedures for
transition outlined, however
inconsistent implementation
Students provided with
consistent one-on-one adult
support for significant
portion of school day; multidisciplinary
team, including
classroom teacher, assess
potential reduction in one-onone
adult support time
allocation in developmentally
appropriate sequence;
transition planning in process
to increase student’s
independence
Evident
Actions that are reflective of the guiding principles
School Division referral process established
and followed; diagnostic and norm-referenced
assessments conducted; formal and informal
up-to-date assessment data used to guide
ongoing programming; assessment data
directly linked to student’s annual goals and
programming interventions; school-division
guidelines with respect to developing and
reviewing PPP established and followed;
school-based team involved in PPP
development, review, and update; priority
annual outcomes are established and aligned
with the areas within the Impact Assessment
Profiles and with the standards identified by
the Ministry of Education; plans for
monitoring student progress are established;
consistent implementation of transition
processes and guidelines
Program planning and staffing allocations
address student’s need for independence;
attention to developmentally appropriate levels
of dependence and/or independence; program
plans outline transition steps to greater
independence; the role of the educational
assistant is reviewed to determine if it presents
a barrier to: accessing the curriculum, limiting
contact with classroom teacher(s), decreasing
self-determination, and developing positive
peer interactions; parents, classroom teachers,
and educational assistants provided with
information regarding the importance of
fostering student independence
Exemplary
Actions at such a high level that they are associated with
‘ideal’ practice
Classroom teachers recognize and acknowledge
students’ unresponsiveness to classroom
instruction/interventions and enact referral process;
implementation of school division’s referral process is
common practice; assessment plans are developed that
include up-to-date information from a variety of
informal and formal sources and across settings;
assessment results are used to direct programming and
are linked to student’s PPP; school-based team involved
in PPP development, review, and update; priority
annual outcomes are established and aligned with areas
within the Impact Assessment Profile and with the
standards identified by the Ministry of Education; plans
for monitoring student progress are established; dates
for mid-year reviews and an annual update for PPP
determined; PPP adjusted to reflect data collected
regarding student’s progress; plans developed to address
critical factors that may affect successful transition;
indicators of successful transition developed and
monitored
Student accesses staffing allocation for physical or
academic support as required; regular monitoring and
adjustment of student’s level of adult support; student
explicitly taught skills that facilitate independence and
self-determination; positive interdependence with peers
fostered to provide support for inclusive activities;
purposeful planning and programming for independent
living needs; parents/caregivers, classroom teachers,
and educational assistants understand the importance of
fostering student independence and work together to
take purposeful actions that will maximize student
independence
Page 8

Designing the
Instructional
Program
Assistive
Technology
Student support services
teachers develop and
deliver the instructional
program; instructional
plan not necessarily
connected to the regular
curriculum or aligned
with PPP; instructional
program focuses on
functional skills and
remediation; there is
little evidence of
differentiated
instructional practices
within regular
classroom settings;
assessment confined to
summative information
and not used to guide
instruction; instructional
activities planned for
students are seen as
separate from those
planned for the regular
classroom of students
Individual assistive
technology not
explored; knowledge of
types, uses, advantages
of assistive technology
not known; no evidence
of school division plan
to enhance assistive
technology access
Student support services
teachers and classroom
teachers initially collaborate
on instructional plan;
attempts made to link
instructional plan to PPP;
instructional program is
specially designed for the
student based on necessary
functional skills and
student’s strengths; some
attempts to incorporate
evidence-based strategies;
classroom teachers
recognize the need for
differentiated instruction;
students accommodated
through parallel
instructional activities
related to activities of the
regular class
Limited individual assistive
technology considered;
school division plan to
enhance access to
variety/applicable assistive
technology in development,
but limited to pilot
implementation; limited or
no training relative to
assistive technology
provided to staff
School-based team plans and develops a
program of instruction, including essential
support services; instructional plan is
aligned with student’s learning profile and
PPP; regular curricular outcomes are
embedded within the instructional program
plan, in addition to functional skill
requirements; evidence-based strategies are
used to accomplish educational outcomes;
classroom teachers understand and
incorporate differentiated instructional
practices; classroom teachers adapt content,
processes, and products; instruction,
assessment, and curriculum are aligned;
emphasis on self-determination, peer
interaction, and the
maintenance/generalization of skills; all
options for support are considered within
the context of: a) student needs, b) student
strengths, c) instructional content, d) need
for independence, and e) social acceptance
Assessments conducted by qualified
personnel to determine appropriate assistive
technology to support student’s needs;
school personnel implement assistive
technology recommendations provided by
supporting professionals; school division has
developed comprehensive plan to enhance
access to variety of assistive technology;
requests for technology supports are
individually submitted and congruent with
school division plan; training relative to
assistive technology provided to school
personnel
School-based team plans and develops a program of
instruction, including essential support services; a
full range of support services, including natural
supports, are considered; instructional plan is aligned
with student’s learning profile, PPP, and their
response to instruction; instructional program is
designed for a range of learner needs (i.e., universal
access); evidence-based strategies are used to
accomplish educational outcomes; differentiated
instruction is common practice and includes
adaptations and modifications that reflect differing
learning modalities, pacing, and complexity;
instruction, assessment, curriculum, and classroom
management are aligned; flexible grouping patterns
are created based on student’s strengths and needs,
and the instructional content; emphasis on selfdetermination,
peer interaction, and the
maintenance/generalization of skills; all options for
support are considered within the context of: a)
student needs, b) student strengths, c) instructional
content, d) need for independence, and e) social
acceptance
Professionals accept assistive technology as a tool for
learning and as a means to promoting inclusive values;
individual assistive technology, as well as universal
assistive technology is used to provide curricular access
and individualized instruction; assistive technology is
routinely considered to support students’ functional
capabilities, to help them interact with the curriculum
and the environment, and to support their achievement
of educational outcomes; assessments are conducted to
determine the most effective student-technology match;
school division has a comprehensive plan to facilitate
and enhance access to a range of low and high assistive
technology used in a range of applications, including a
pre-referral process; technical support is available to
students and/or school personnel; professionals are
trained on the implementation of assistive technology
Page 9

Behavioural
Supports
School division/school
does not promote or
adhere to a consistent
behavioural philosophy
or approach; behavioural
supports linked to
reactive responses and
applied in an ad hoc
manner; classroom
teachers and student
support services teachers
not trained in positive
behavioural supports;
responses to challenging
behaviours limited to
consequences; no data
collected regarding
behavioural incidents
School division/school has
developed behavioural
guidelines, however, not
consistently followed; school
is attempting to develop
school-wide preventive
behavioural approaches,
however, not consistently
implementing; limited
training in positive
behavioural supports; student
support services teacher and
classroom teacher seek
support from other
professionals and supporting
agencies for behavioural
challenges
School division/school has developed
behavioural philosophy and guidelines, that are
consistently followed; school division/school
promotes proactive, as well as reactive
responses to challenging behaviours; schoolbased
team participates in professional
development focused on positive behavioural
supports; school-based team considers a full
range of behavioural supports with emphasis
on those that facilitate learning; school-based
team explores the function of behaviour and
the subsequent events that act as
reinforcement, prior to developing effective
interventions; school-based team explores the
pattern of behaviours; school-based team
develops individualized behaviour intervention
plans, such as functional behavioural
assessments and safety plans, for those
students who require intensive support;
personnel collect individual and school data
regarding behavioural incidents to determine
patterns and to plan interventions accordingly
School division/school promotes and provides a
comprehensive system of behavioural supports that
include: a) preventive school-wide approaches that
foster positive behaviours through effective instructional
practices and classroom management strategies,
b) targeted prevention for those who may be at risk of
developing challenging behaviours, and c) intensive
interventions, such as functional behavioural
assessments, collaborative problem-solving teams, and
individualized behaviour intervention plans, specifically
designed for those who require intensive support; school
personnel collect data to determine the effectiveness of
their interventions; classroom teachers identify students
at risk of developing challenging behaviours as early as
possible; the school-based team is involved in
developing effective behaviour intervention plans that
are monitored and reviewed on a regular basis; a
number of factors are considered in the development of
an effective behaviour intervention plan, including the
needs of the students, environmental conditions,
instructional practices, and behavioural management
philosophy and approaches
Page 10

Rubric C: A Collaborative Culture
Core Element
Creating a
Culture of
Collaboration
Not Evident
Actions that are incongruent or
out-of-step with the intent of
the guiding principles
School-based teams not in
existence; classroom
teachers and student
support services teachers
work independently to
secure services and
resources for students;
supporting professionals
and supporting human
service agencies work in
relative isolation from
each other
Emerging/
Developing
Actions that demonstrate
beginning, but limited,
attempts to incorporate the
intent of the guiding principles
into practice
Classroom teachers and
student support services
teachers meet informally
in response to specific
situations; consultation
meetings with supporting
professionals and
supporting human service
agencies occur
sporadically and by
invitation
Evident
Actions that are reflective of the guiding
principles
School-based teams established for
planning and programming purposes;
school-teams include school-based
administrators, classroom teachers,
and student support services teachers;
at times, supporting professionals,
supporting human service agencies,
and parents/caregivers are considered
integral members of the team; schoolbased
teams work collaboratively
sharing ideas, developing plans, and
problem-solving; school-based teams
have established effective protocols for
working together in the spirit of
collaboration and for the benefit of
students and their families
Exemplary
Actions at such a high level that they are associated with ‘ideal’
practice
Collaborative school-level planning is deeply embedded
as common practice; school-based teams share
responsibility in developing, monitoring, and reviewing
PPPs, intervention strategies, and support services;
effectiveness of collaborative teams is judged by impact
on student learning; personnel work together to support
each other, and accept responsibility for the
achievement of all students; professional development
for all personnel includes explicit training in
collaborative skill development; systematic planning
time is scheduled for collegial collaboration purposes
Page 11

Administrative
Leadership
Support of
School
Personnel
School division/school
administrators rely on
student support services
teachers to promote
inclusive education; most
administrators are not well
versed in the rationale and
principles of inclusive
education; administrators
devolve responsibility for
students with intensive
needs to student support
services educators;
classrooms operate as
separate entities with
teachers functioning as sole
providers of educational
services; classroom
configurations reflect more
homogenous groupings of
ability; numbers of students
in classes reflect staffing
allocations rather than
classroom configurations
School division guidelines
and/or role descriptions for
those personnel who work
with students with intensive
needs is not evident;
orientation to work place
for new personnel not
evident; minimal support
mechanisms in place for
school personnel who work
with students with intensive
needs
School division/school
administrators in the
process of developing a
vision for inclusive
education; administrator
allocates supports and
resources in a predetermined
manner without
full consultation with those
who work with students
with intensive needs;
school administrator attends
PPP meetings when
invited; discussion occurs
on inconsistent basis
between teachers and
school-based administrators
regarding most effective
balance of classroom
configurations
School division in
development of guidelines
and/or role descriptions for
school personnel who work
with students with intensive
needs; orientation to work
place for new personnel is
inconsistent; personnel
identify supports required
to successfully perform
roles, however, there is
significantly limited
availability and access
School division/school administrators are
well versed in rationale and principles of
inclusive education; administrators
communicate vision for inclusive
education and promote collaborative
practices; school division/school
personnel are allocated supports and
resources to effectively program for
students; school administrators are part
of school-based teams and actively
participate in PPP meetings; school
administrators emphasize effective
instructional strategies and approaches;
administrators consistently plan
classroom configurations in consultation
with school-based teams and with
consideration for students’ needs; school
division administration aware and
supportive of atypical configurations that
support students’ learning needs; the
majority of student support services
teachers meet qualifications according to
Ministry of Education requirements
School division has developed guidelines
and/or role descriptions for all school
personnel; school personnel are aware of
the guidelines and/or job descriptions for
their colleagues; strategies to facilitate
communication and collaboration among
staff are developed and implemented;
protocols and structures in place to
support collaborative planning and
problem-solving; orientation for new
employees is common practice; adequate
resources are available that allow school
personnel to successfully perform their
roles
School division/school administrators are well versed in
rationale and principles of inclusive education; school
division/school administration promote a vision for
inclusive education and collaborative practices;
administration provides school division/school personnel
with organizational structures, resources, and moral
support necessary to create meaningful educational
programs for all students; school-based administrators
demonstrate support for interprofessional team members
and supporting agencies; student support services teachers
and educational assistants new to their roles are provided
with additional school-based administrator support during
their first 1-2 years; interprofessional team members new
to their roles are provided with additional school division
support during their first 1-2 years; whole school
improvement initiatives are aimed at improving the
outcomes for all students; school administrators foster
supportive, welcoming, and collaborative school cultures;
administrators engage parents/ caregivers and the
community as partners in educating all students;
classroom configurations are balanced and heterogeneous;
student support services teachers meet qualifications
according to Ministry of Education requirements
School division provides clearly articulated job descriptions
that outlines specific roles and responsibilities for all school
personnel; school personnel understand and support the roles
and responsibilities of their colleagues; systematic planning
time is allocated; paperwork requirements are streamlined;
school personnel are provided with effective training and/or
professional development pertaining to their specific roles;
performance expectations are developed for each school
personnel role; strategies to facilitate communication and
collaboration among staff are developed and implemented;
educational assistants are aware of individual and classroom
needs prior to working in the classroom; classroom teachers
are provided with guidance, support, and training pertaining
to effective use of educational assistant support; mutual
respect and positive relationships among staff are evident;
school personnel work together to support each other, and
accept responsibility for the success of all students; teachers
have adequate access to interprofessional team members and
supporting agencies to provide ideas, resources, and moral
support
Page 12

Building an
Interprofessional
Team
Effective
Professional
Development
Supporting professionals
provide services in
isolation from regular
classroom; each
professional plans,
monitors, and reviews
learner outcomes based on
own discipline; students
and classroom teachers
supported through single or
one-time consultative
response; supporting
professionals and human
service agencies work in
relative isolation from each
other and provide
independent consultative
support; process and
procedures for accessing
supporting professionals
not evident
Professional development
infrequently targeted at
areas pertaining to
educating students with
intensive needs and not part
of overall plan to facilitate
inclusive education; no
professional development
expectations for personnel
who work with students
with intensive needs; no
school division induction
process for newly hired
personnel who work with
students with intensive
needs
Supporting professionals
support school division/
school personnel in some
areas, but limited support
and access due to
supply/demand concerns;
supporting professionals
communicate independent of
each other and have not
developed as an
interprofessional team;
school division has
developed process and
guidelines for accessing
supporting professionals;
supporting professionals
consult with teachers on ad
hoc and reactive basis; some
joint planning, monitoring,
and reviewing of learner
outcomes, however, no
shared responsibility and
accountability exists among
supporting professionals and
school personnel
Division-wide professional
development aimed at
facilitating inclusive
classrooms and schools;
professional development
sessions planned to assist
classroom teachers in
meeting the needs of all
students; limited
professional development
planned for educational
assistants and
interprofessional team
members; school division
in process of developing
induction process for newly
hired personnel who work
with students with intensive
needs
School division provides a full range of
supporting professionals in areas of
language development/ acquisition,
emotional/ behavioural supports,
physical disability accommodations, and
curriculum/instructional support;
supporting professionals work as an
interprofessional team in concert with
school-based teams to plan, monitor, and
review learning outcomes, and to deliver
services and supports; school division
has established referral and request
process for accessing interprofessional
team members; interprofessional team
members actively participate in inclusive
classrooms; sharing of expertise with
classroom teachers and student support
services educators occurs and assists in
cultivation of new skills and refinement
of existing skills in meeting needs of
students; commitment and student
progress sustained with follow-up by
interprofessional team members
Professional development expectations
developed for school division personnel;
structures that support mentoring
relationships between novice and
experienced personnel evident;
meaningful professional development
opportunities for student support services
educators, educational assistants, school
administrators, interprofessional team
members, and classroom teachers
developed/ accessed that foster the
acquisition of new skills and knowledge
related to inclusive education; schoolbased
professional development focused
on inclusive education practices; school
division’s induction process for newly
hired personnel is developed and
implemented
Interprofessional team members and school personnel
working together as collaborative teams to combine
expertise and share responsibility for student success;
interprofessional team members provide support in all
required areas; clear role definitions and accountability
parameters (including who reports to whom) is evident;
team members emphasize interdisciplinary trust,
collaborative problem-solving, and effective intra-team
communication; conflicts are resolved constructively
through agreed upon mechanisms and protocols;
administrators and teachers have clear process available to
access interprofessional team members; a systematic
approach to collection/analysis of diagnostic information
exists; interprofessional team members considered an
important support network for teachers, offering ideas and
resources, and assisting in building teacher capacity and
confidence; school division needs are consistently
monitored to reflect the consultative needs of school staff;
caseloads of interprofessional team members are
monitored to ensure effectiveness of service to schools;
team members learn new skills and complement the skills
of each other
Extensive professional development focuses on topics that
support inclusive education including: differentiating
instruction, evidence-based approaches for instruction, coteaching,
and developing collaborative cultures; school
personnel aware of school division expectations of
professional development; strong professional development
models are used which incorporate: a) theory and practice, b)
professional reflection time, c) practices that improve student
outcomes, d) extensive follow-up in classrooms/schools, e)
opportunities for peer dialogue and support, and f) problemsolving
training; classroom teachers’ professional development
focuses on building teacher capacity to teach to a diverse range of
strengths and needs; educational assistants’ professional
development focuses on best ways to provide support within
inclusive settings; structures exist to support a variety of
mentoring relationships that focus on professional growth;
professional development activities are embedded within
personnel’s daily work in schools; school division’s induction
process for newly hired personnel is clearly enunciated and
consistently practiced
Page 13

Engagement
of Support
Agencies
Minimal agency personnel
involved in school-based
efforts; no evidence of
interagency coordination
and/or protocols to connect
interagency supports;
supporting agencies work
in relative isolation from
each other
School-based and
interprofessional team
members consult
supporting agency one-onone
in reactive emergency
situations;
parents/caregivers are the
key conduit for information
from agency groups;
limited information shared
between agencies and
school division/school
personnel; gap analysis of
needs completed, but no
alignment of resources;
limited sharing of resources
between school division
and supporting agencies;
agencies have separate
procedures, policies,
philosophies, and activities;
there are sme attempts to
coordinate interagency
supports
Supporting agency personnel meet with
school division/school personnel on
regular basis and attend PPP meetings on
request; agency personnel provide
programming suggestions and/or
resource linkages; school-based teams
retain ownership of program planning
process, but incorporate suggestions and
recommendations of agency personnel;
agency and school-based personnel work
together to complete gap analysis of
needs and align resources to effectively
and efficiently meet student needs;
interagency coordination and case
management strategies evident
Professionals from health care, social services, recreation,
juvenile justice, employment, mental health, and other
related human service fields are at various times members
of collaborative teams in planning and implementing
programming for students; school division and supporting
agency personnel share perspectives, observations,
expectations, ideas, and recommendations; interventions
and transition plans for students are more integrated and
coherent as a result of joint efforts; protocols are mutually
developed and implemented with shared leadership among
agency and school-based personnel; joint planning for the
identification and elimination of gaps occurs on a regular
and pre-determined basis; shared case management,
prioritization of cases, and interagency coordination
evident
Page 14