Evaluate

Reflective Questions

• Being
  • What are my own personal values and beliefs regarding inclusion and classroom complexity? How do these values and beliefs show up in my leadership practice?
  • How am I demonstrating the value of being inclusive in my leadership practice?
  • How do our school authority values and beliefs align with an inclusive education system? How do our stakeholders know that we value an inclusive education system?
  • How do our school authority policies and practices align with our belief in an inclusive education system? If there is misalignment, how might we address this?
• Knowing and Doing
  • As a system education leader, how familiar am I with the implementation of a continuum of supports and services within my school authority? How comfortable am I with leading an inclusive education system?
  • What strategies are currently in place in our school authority to address classroom complexity? How effective are these strategies? How do we know?
  • What are the current and most pressing challenges related to classroom complexity in our school authority? How do we know? How will we address these challenges?
  • What is the current status of our school authority’s continuum of supports and services? How can we ensure that our continuum of supports and services is robust and meets the needs of all learners?
  • What are we currently doing in our school authority to build professional capacity across our system to address classroom complexity and support an inclusive education system? How are we measuring the impact of this work?
  • How are we celebrating our successes in addressing classroom complexity and ensuring we have an inclusive education system? How are we communicating these successes to our stakeholders?

Moving Forward Ideas

• Building Professional Capacity:
  • How are you building the professional capacity of leaders, teachers, and support staff in your school authority so they are equipped to address issues of classroom complexity?
• Specialized Supports and Services:
  • How are you addressing the specialized needs of students throughout your school authority?
  • How are you addressing the specialized behavioural needs of students?
  • How are you building the self-regulation and self-management skills of your students?
• Inclusive Education System:
  • How are you communicating a vision for an inclusive education system throughout your school authority?

Additional Resources

Christ the Redeemer Catholic Schools Additional Resources:

• Baudry, D. (2021). Should I or shouldn’t I? What would others think? Revised edition for teens. Social Thinking.
• Biegel, G. M. (2016). Be mindful card deck for teens. PESI Publishing.
• Blaustein, M. E., & Kinniburgh, K. M. (2019). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. The Guilford Press.
• Canadian Consortium on Child and Youth Trauma. (2024). https://www.traumaconsortium.com/en/
• Harper, J.C. (2016). Yoga and mindfulness practices for children card deck. PESI Publishing.
• Kuypers, L. (2023). Zones of regulation. Social Thinking. https://zonesofregulation.com/

Pembina Hills School Division Additional Resources:

• Reference List
• Severe Incident Debriefing Guide
• Severe Incident Reporting Form

Wolf Creek Public Schools Additional Resources:

• Administrator Inclusion Cohort Sample Year Plan
• Administrator Inclusion Cohort Sample Meeting Slide Deck
• WCPS Education Plan 2023-2025

Fort McMurray Public Schools Additional Resources:

• Daniels, E.R. (2023). The regulated classroom: Bottom-up trauma-informed teaching. Here This Now. LLC.
• Faith, L., Bush, C.A., & Dawson, P. (2022). Executive functioning skills in the classroom: Overcoming barriers, building strategies. The Guilford Press.
• Autism Society of RMWB
• Canadian Mental Health Association – Wood Buffalo

Additional Resources:

• Alberta Education. (2022). Implementing a continuum of supports and services: A resource guide for school and school authority leaders. alberta.ca. https://open.alberta.ca/dataset/17f94fa5-05ae-4bfa-af99-6deac0775087/resource/d8c9a97e-835d-4b79-9a51-9f4b8cd0b550/download/edc-implementing-continuum-supports-services-resource-guide-school.pdf
• College of Alberta School Superintendents (2019). Professional learning module: Leading for inclusion. https://cass.ab.ca/professional-learning-modules/
• College of Alberta School Superintendents. (2023). Classroom complexity grant: Supporting and strengthening the strategic purpose. https://cass.ab.ca/wp-content/uploads/2023/10/Classroom-Complexity-Report-Final-Copy-10.23.23.pdf
• College of Alberta School Superintendents. (2024a). A systematic approach to promoting positive student mental health. https://cass.ab.ca/wp-content/uploads/2024/05/Learning-Guide-Pt.-1-A-Systematic-Approach-to-Promoting-tudent-Mental-Health.pdf
• College of Alberta School Superintendents. (2024b). System education leaders’ role in building mental health capacity for students. https://cass.ab.ca/wp-content/uploads/2024/05/April-17-Learning-Guide-Final.pdf