Christ the Redeemer Catholic Schools
Rhonda Schachterle, Director of Student Services
Christ the Redeemer Catholic Schools: Attachment, Regulation, Competency (ARC) Framework
Having seen an increase in dysregulated students throughout their schools, Christ the Redeemer Catholic Schools have focused on building the professional capacity of their staff for working with students in a proactive rather than reactive way. The introduction of the ARC (Attachment, Regulation, Competency) Framework and facilitators throughout their school authority has proven to be successful in addressing student dysregulation. Targeted and purposeful training coordinated by a centralized team has been provided for staff in the areas of trauma-informed practices, brain science, regulation, executive functioning, attachment, restorative practices, etc.
Through a systematic and consistent implementation of the ARC philosophy and framework, Christ the Redeemer Catholic Schools are seeing decreases in discipline issues and shifts in staff mindset and school cultures.
This story of practice highlights a plethora of strategies and resources that can support school authorities who also want to address student dysregulation throughout their schools.
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Pembina Hills School Division
Dr. Rob McGarva,
Assistant Superintendent of Student Services
Pembina Hills School Division: Severe Incident Staff Debriefing
Grounded in their school authority priorities of student-staff relationships, literacy and numeracy, and support for staff, Pembina Hills School Division have centralized and streamlined their structures and processes for reporting and responding to critical incidents involving students’ behaviour and/or aggression. Since communication about severe student incidents was inconsistent throughout their school authority, a common reporting tool was implemented which ensured that the appropriate school and district personnel were being informed.
Further to the consistent reporting mechanism, it was recognized that staff expected a response following these severe and often traumatic incidents. As a result, Dr. McGarva developed a research-based debriefing process and protocol that is now being implemented. Training was provided to staff at the school and district level on the debriefing protocol. Participant and facilitator guides are used to ensure the protocol is being consistently implemented.
This story of practice emphasizes the importance of effective relationships and instructional leadership and highlights strategies for monitoring and responding to severe student behaviours.
Wolf Creek Public Schools
Irene Donaldson, Director of Education Services, Diverse Learning and Supports
Wolf Creek Public Schools: Building Administrator Capacity for Leading Inclusion
Wolf Creek Public Schools have undertaken a purposeful process to build administrator capacity to lead inclusive education systems. During the 2023-2024 school year, they initiated administrator inclusion cohorts which were planned and delivered by the Education Services team. Participation in these cohorts was mandatory with at least one administrator from each school participating.
Cohort meetings included standing agenda items such as upcoming tasks and deadlines, learning about specialized diagnoses, policy review, upcoming and relevant PD opportunities, timely and relevant topics and guest speakers.
Positive impacts from the administrator cohort model to date include increased administrator capacity, increased district perspective of administrators, transparency and vulnerability, and connections between schools and senior leaders.
This story of practice highlights the importance of visionary leadership and instructional leadership and provides ideas and strategies for building professional capacity throughout your school authority.
Fort McMurray Public Schools
Cynthia Shelley, Director of Inclusive Learning
Fort McMurray Public Schools have partnered with Fort McMurray Catholic Schools and community partners to address the identified gap in mental health supports for students with neuro-diverse learning needs. Recognizing that students with neuro-diverse complexities would benefit from enhancing their executive functioning and regulation skills, they implemented staff training, assessment tools, parent sessions and resources, and school and classroom supports and resources designed to support students to build these skills.
This story of practice highlights the power of collaboration and collective responsibility for students. It also highlights the importance of understanding and responding to your local context.