Inclusive Learning Report May 2022 Update Foothills School Division

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Foothills School Division provides a high-quality inclusive learning environment focusing on the social-emotional, behavioral, and academic growth of all learners. The report discusses the positive impacts of post-pandemic reconnection opportunities, a slight decline in student mental health concerns, and ongoing mental health support efforts. The division is well-positioned with dedicated professionals managing student well-being and leveraging community partnerships.

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Inclusive Learning Report May 2022 Update Kevin Newman Director of Inclusive Learning and Student Well-Being

OVERVIEW 2 Inclusive Learning in Foothills School Division Foothills School Division offers a responsive high high- -quality quality learning environment that encourages the social- emotional, behavioural and academic potential of every learner. In support of this inclusive environment and learning for all, FSD has a continuum continuum of strategies, supports and structures that matches student needs with the appropriate levels of support. responsive, meaningful meaningful,

Emerging from the Pandemic 3 Now what? General feeling of renewal in our schools. Reconnection opportunities are having a positive impact on our students and staff: Reduction/Elimination of Cohorts Re-introduction of extra-curricular activities Return of extended learning opportunities like field trips, guest speakers, parent volunteers. In-person meetings and professional learning.

Emerging from the Pandemic 4 The Lasting Impacts Seeing a slight decline in the severity of student mental health Seeing a slight decline in the severity of student mental health concerns in schools over past 8 weeks. concerns in schools over past 8 weeks. Fewer NSSI and SI assessments across the division. Fewer referrals to Emergency Mental Health Supports However, seeing an increase in students accessing school However, seeing an increase in students accessing school- -based and community community- -based mental health supports. based mental health supports. Areas of focus: Areas of focus: Not everyone is ready for our new normal . Students realizing life continued while they were less engaged Learning Gaps and Graduation Timelines are challenging Friendships and relationships have moved on. based and

5 FSD is Well-Positioned Family School Liaison Counsellors Family School Liaison Counsellors Ongoing professional learning focused on Trauma Ongoing professional learning focused on Trauma- -Informed Practices and Mental Health response to the pandemic Health response to the pandemic Continue to manage large caseloads and triage students and families to community Continue to manage large caseloads and triage students and families to community- - based supports when possible. based supports when possible. Counselling Coordinator Counselling Coordinator Ongoing understanding of what supports our community partners are providing to Ongoing understanding of what supports our community partners are providing to families in our region as we shift out of pandemic families in our region as we shift out of pandemic- -mode. Leveraging our new COPE Psychiatrist to get students connected quickly to advanced Leveraging our new COPE Psychiatrist to get students connected quickly to advanced psychiatry support. psychiatry support. Note: Zero unfilled COPE Psychiatry appointments so far this year. Note: Zero unfilled COPE Psychiatry appointments so far this year. Continued consultation on complex cases at school and divisional level Continued consultation on complex cases at school and divisional level Informed Practices and Mental mode.

6 FSD is Well-Positioned Mental Health Capacity Building Team (MHCB) Mental Health Capacity Building Team (MHCB) Team of 4 continues to provide Universal and Targeted programming focused Team of 4 continues to provide Universal and Targeted programming focused on Mental Health, Self on Mental Health, Self- -Regulation and Well Regulation and Well- -Being: Embedded in several FSD Schools (Core Programming) Embedded in several FSD Schools (Core Programming) Directly connected to additional FSD Schools focused on student transitions. Directly connected to additional FSD Schools focused on student transitions. Providing Community and School Council Presentations Providing Community and School Council Presentations Actively preparing for Summer Community Programming Actively preparing for Summer Community Programming AHS Grant has been renewed to August 2023 AHS Grant has been renewed to August 2023 Aligns with shift to CORE Program within AHS MHCB Mandate Aligns with shift to CORE Program within AHS MHCB Mandate Shift to 3 Shift to 3- -year funding model year funding model Provides program continuity. Provides program continuity. Being:

7 FSD is Well-Positioned Mental Health Navigator Mental Health Navigator Formed a Community of Practice with other Navigators including: Formed a Community of Practice with other Navigators including: Hull Services, Foothills Children s Wellness Network, Alberta Health Services Hull Services, Foothills Children s Wellness Network, Alberta Health Services Providing supports for families facing challenges navigating the Mental Health Support Web Providing supports for families facing challenges navigating the Mental Health Support Web in our region. in our region. Fostered relationships with key family support agencies/resources which has helped Fostered relationships with key family support agencies/resources which has helped to streamline the referral and connection process for families. to streamline the referral and connection process for families. Able to help families find the right fit rather than have to shop for services. Able to help families find the right fit rather than have to shop for services. Allows families to only tell their story once and get connect to supports. Allows families to only tell their story once and get connect to supports. Developing innovative partnerships and opportunities for FSD Students and Families. Developing innovative partnerships and opportunities for FSD Students and Families. E.g. Coordinating multi E.g. Coordinating multi- -family support group with AHS and FSD focused on navigating family support group with AHS and FSD focused on navigating mental health and drug use/addiction within families. mental health and drug use/addiction within families.

8 FSD is Well-Positioned Divisional Inclusive Learning Team Divisional Inclusive Learning Team Student Health Facilitator Student Health Facilitator Fostering relationships with community partners with focus on student health and sexual Fostering relationships with community partners with focus on student health and sexual health. health. Supporting community partners in developing FSD Supporting community partners in developing FSD- -Relevant supports, materials and presentations that align with best presentations that align with best- -practices. practices. Relevant supports, materials and Educational Psychologist Educational Psychologist New consultation model introduced in 2021 New consultation model introduced in 2021- -22 is allowing FSD to connect psychology supports to more students and families. supports to more students and families. Providing embedded time in schools to provide real Providing embedded time in schools to provide real- -time support and strategies. Focus on developing effective and relevant interventions based upon observation and Focus on developing effective and relevant interventions based upon observation and assessments. assessments. 22 is allowing FSD to connect psychology time support and strategies.

9 How will we know our Impact? Tracking Key Data Sources: Tracking Key Data Sources: NSSI and SI Assessments NSSI and SI Assessments Plus: Severity of follow-up measures (ie. School-based, community-based or hospital-based supports) Referral Statistics Referral Statistics Number of students seen by our FSLC Team Number of students receiving ongoing school-based counselling Number of students referred for external counselling Student Orientation to School Questionnaire (SOS Student Orientation to School Questionnaire (SOS- -Q) We have pre-covid (Fall 2019+), during COVID (Fall 2020, 2021) data which we can compare to our post-COVID Fall 2022 and beyond SOS-Q data is student generated and student-specific Q) REMEMBER: Referrals for Mental Health Support are not necessarily bad, it shows people are functioning at a level that allows them to reach out and seek support.

10 Students Matters 2021-22 January 2022 January 2022 Opening Speaker: Bringing Voice to the People that Can Influence Change Opening Speaker: Bringing Voice to the People that Can Influence Change Learning Sessions provided by FSD Staff and Community Partners Learning Sessions provided by FSD Staff and Community Partners April 2022 April 2022 Sharing and Celebrating Students Matters work so far this year Sharing and Celebrating Students Matters work so far this year Ideas That Make Cent$ Ideas That Make Cent$ Progress Monitoring and Next Steps Progress Monitoring and Next Steps Looking Ahead to 2022 Looking Ahead to 2022- -23 23 October October In Person In Person Two Mornings (1/2 schools at each) Two Mornings (1/2 schools at each) December December Virtual Virtual March March In Person In Person Conference at FSD School Conference at FSD School May May Virtual Virtual Sharing and Celebrating Sharing and Celebrating

11 Rebuilding School Culture Student Wellness Self- Confidence Foster positive student language Rebuilding and Reconnecting Creating Joy and Happiness Self-Confidence Mental Health Students Matters Themes 2021-22 Anxiety

12 Welcome to the NEW Cameron Crossing Opened new facility January 2022 Doubled Capacity to 30 Students Currently Enrollment is 31 Students Continues to successfully provide an alternative to the traditional High School Model of learning. New facility provides a variety of large group, small group and individual work spaces. Team is leveraging the lifting of restrictions to get students back into the community.

13 Looking Ahead to 2022-23 Focus 1 Focus 1: Fostering Resiliency : Fostering Resiliency Navigating our emergence from the pandemic with renewal, refocus, and Navigating our emergence from the pandemic with renewal, refocus, and resiliency. resiliency. Leveraging focused professional learning for Inclusive Learning Teams Leveraging focused professional learning for Inclusive Learning Teams including: Resiliency, Mental Health, Trauma including: Resiliency, Mental Health, Trauma- -Informed Care Focus 2 Focus 2: Closing Learning Gaps : Closing Learning Gaps Revisiting successful intervention systems and structures and fostering Revisiting successful intervention systems and structures and fostering the development of new ways to support student learning the development of new ways to support student learning Getting student learning back on track and at the forefront of what we do. Getting student learning back on track and at the forefront of what we do. Informed Care Focus 3 Focus 3: Navigating Difficult Times : Navigating Difficult Times Supporting schools to ensure we maintain our excellence in supporting Supporting schools to ensure we maintain our excellence in supporting each learner during difficult budget times. each learner during difficult budget times.

14 Looking Ahead to 2022-23 Professional Learning Psychology/Counselling Focus Areas: - Trauma-Informed Practices and Classrooms - Fostering Resiliency and Well-Being - Effective Learning Intervention Strategies Includes 3 New Teacher Cohort Sessions and 3 Inclusive Learning Lead Sessions and monthly Learning Coach Meetings/Updates Continue leveraging the Consultation Model developed in 2021-22 to support a broader group of students and families. Introduce school-based 8-Week Focused Targeted Student Groups connected to themes beyond school-capacity to support and to develop materials and mentorship with FSLC Team. Minds Matter Team Therapist Support Team Contract renewed until August 2023. Continue to support current Core Schools Increase level of engagement with parent communities (ie. School Councils/Parent Learning Sessions). Foster connections with feeder schools to build relationships that support effective student transitions. Lead development of school-base structures to ensure continuity of therapist recommendations between visits. Redesign of allocation and communication structures between school-therapists-parents. Develop a Strategy Bank of go to SLP/OT Universal Strategies and activities for teachers and Educational Assistants.