The All-Inclusive, Made-in-Rocky-View Guidelines-and-Checklists-for-Inclusion!
Toolkit Item #2
Toolkit
URL: http://uletoolkit.blogspot.ca/
Tools are handy. This title is not!
Believe it or not, the actual title of this document is,
"Rocky View School Division #41's Guidelines for Individual Program Plans,
Modified Programs, Adapted Program Plans & Accommodations Checklists". I apprehensively and respectfully offer this review, as I believe a member of our cohort either authored or co-authored it! (Although it MUST be good if I have it in my toolkit, right? I only hope I do it justice!)
http://www.rockyview.ab.ca/21stC/supporting/inclusion/do/rvs-guidelines-and-checklists-for-inclusion/view
I have chosen this made-in-Rocky-View document
because it is one stop shopping for those from my cohort / school / and
collegial peers to find out what our policies and procedures are around all the
things listed in the "extended" title. While in it, they can also follow links to go even
more in-depth as it aligns what the province has to say around each of the
items. And, better than being a resource for just Rocky View Schools
(RVS) staff, anyone can glean wisdom from the tool by accessing it from the
public side of our corporate webpage.
The tool itself has 2 distinct parts, by my eye.
Its initial section outlines RVS philosophies and structures for what was
formerly known by RVS (and still carelessly - in my opinion - by others) as
"Special Education". Rocky View Schools uses a continuum model
of support and the four tiers of this model are outlined at the outset, complete
with visual companions. Further to explaining the continuum, the first
section goes on to describe Universal Learning Environments
(including Universal Design for Learning) and Inclusion. For the
purposes of identifying a single "tool" to assist with my work in an
inclusive learning environment, this document has it all.
The second section breaks things out more
specifically. In it you can
read divisional recommendations around:
- Adapted
Programming and Adapted Program Plans
- Accommodations
for Accommodated Checklists
- Modified
Programming
- Individual
Program Plans for Designated Special Ed Students (and the RVS IPPS system
for creating these documents)
- IPPs for Students without Special Ed Designations /
Non-Coded IPPs
(There is a very brief final section which
references the "future" of IPPs and Alberta Ed's rumoured Inclusive
Education Planning Tool - IEPT - but the information from the province, so far,
is scant and so the content here is more of the "to be announced"
variety.)
I am a proponent of this document for several
reasons. The first is because, by "happy coincidence", it aligns with
many of my personal opinions on what should be absolutely sacred in these
areas versus what can be adapted with an eye toward reducing teacher
workload. I had been advising my staff on many of these exact practices
before this document had even come out so that was fortuitous! But it
makes sense too. If we are a division endorsing "universal learning
environments" then we shouldn't need extensive documentation or even
parental permission to differentiate a program for a child. Informed Consent is always recommended but it is our professional
responsibility to meet these students where they are at, and provide whatever
they need, without having to be held hostage by related paperwork. As I
tell teachers weekly, "You don't need permission, or to fill out a form,
to do your job!" Of course, the exception to this is where funding
is involved and, having been through a past audit, I recognize where paper
plays an important - even strategic - role too.
Another reason I am a fan of this tool is
because of the learning that occurs through its use, if one invests the time.
The links to guiding Alberta Education publications offer a greater depth
of knowledge around all things: Special Education, UDL, Accommodations
and Strategies and Individual Program Plans. I mentioned this feature, in
the beginning, as part of what makes it so comprehensive. (I would only
offer caution to the creator(s) to ensure the embedded links remain live and/or current, and
to check on these periodically.)
It is written with educational language
(edu-speak) but does not come across as preachy or with very much vocabulary outside of
a layperson's realm. It is well organized, offers visuals and is thorough
but not overly long. The headings make navigation simple. The
resource is lovely from an administrator’s (my) point of view because it is
free and quite specific! As a baby step,
I’d only need to make its existence known to staff. To be more intentional with it, I'd only need
to provide time (which does cost money, of course) for teachers to gain
familiarity and comfort. Currently, it
is my advisory tool. It is already in my
toolbox as I answer the “How do you want…?” or “What does ______mean?”
questions. A final compliment, as
mentioned, Rocky View isn't "hiding" the way we do things as this
tool is kept in a public section of the RVS site.
I do offer some constructive criticisms of the
piece as well. The very first is in the title. The "RVS Guidelines" part
is accurate but the "and Checklists for Inclusion" is
not. Before viewing the document for the first time I was hopeful it was
going to have actual checklists (with big, empty, square boxes waiting to be
filled by checkmarks) that a classroom teacher could practically use to ensure his
or her readiness. Similarly, where Accommodation Checklists are
referenced, why not hyperlink some samples?
I also offer the suggestion that those philosophical pieces I outlined
as Section One in the front matter could somehow be formatted as such.
There aren't actually two separate sections if you were
just scanning the pages for obvious distinctions.
A final “negative” aspect, but outside the
authors’ control, is the user-UNfriendliness of the Rocky View website
today. Yes, the tool is available but it
was challenging for me to get back to after first discovering it. For a parent it might only happen by
accident. In my opinion, the content
being housed on this site is so vast, and there are so many layers to navigate;
it often feels like an exercise in frustration to find what you're looking for.
Overall, this six page document
effectively teaches, promotes and guides in best practice and is something all
(Rocky View) teachers should read and know where to find. Knowledge is
powerful, and having these particular guidelines increases efficiency. I believe this is an excellent and
comprehensive resource for anyone vested in the cited topic(s), particularly Rocky
View staff. Many thanks to "my" Learning Department.
RVS Guidelines and Checklists for Inclusion (— Rocky View Schools)
http://www.rockyview.ab.ca/21stC/supporting/inclusion/do/rvs-guidelines-and-checklists-for-inclusion/view
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