WHAT DO OUR STAFF DO DIFFERENTLY AT TIER 4* AND TIER 5*
*This is a “draft” statement for our specialized staff to further focus on intervention areas… we published it for the purpose of collaboration and feedback from our community. As we are aspiring to get better everyday, please let our staff know if the below descriptions need clarification or further development.
TIER 4* INTERVENTIONS INCLUDE:
- differentiating large group instruction with trauma sensitivity/awareness
- A.P. (General Alternative Programming – learning gaps) focused small group instruction in collaboration with resource team
- individualized “real-time” formative learning assessments and feedback
- weekly previews and debrief with designated Resource Specialists around adaptations/modifications
- regular participation in School Based Team
- Individual Education Plan writing and interdisciplinary meeting coordination with trauma sensitivity/awareness
- Add supplemental “trauma sensitive learning” information to Care Plans when needed
- focused small group executive function and G.A.P. instruction with collaboration of resource teachers
- individualized “real-time” learning assessment
- Case manage academic transitions for intake students with therapeutic team.
Special Education Assistants
- support the student’s education goals connected to their Individual Education Plan, G.A.P. and executive function interventions with trauma sensitivity/awareness
- connections with students developed through collaboration of Resource Team
- Collaborate with staff and implement strategic intervention based on student need.
- Writing and communicating initial Safety Plans (with consultation with Administration) and when necessary, doing subsequent revisions with consultation with Case Manager and Youth and Family Support Workers.
- monitoring and supporting in school therapeutic transitioning services of educational staff
- monitoring and supporting the trauma sensitive, G.A.P., care plan and safety plan practices and interventions across the school.
- supporting graduation plans/transitions and course scheduling with senior resource teacher, capstone teacher and primary support worker.
- co-facilitate with primary support worker all CYMH/community agency referrals
- will be available as primary support to all incident interventions, including:
- crisis self-harming behaviours
- suicide ideations/eight-step interventions
- hospital transition
- family crisis
Youth and Family Support Workers (includes D&A and Aboriginal Workers)
- writes therapeutic “case-load” specific Therapeutic Care Plans
- Life Space interviewing and interventions
- RAP Responsibility Ability Pathways interventions
- assists with the integration of cognitive behaviour therapy strategies, dialectical behaviour therapy strategies and trauma therapy Strategies
- assists the monitoring and assessing critical/identified base-line behaviours
- assists in parent communication, mediation and support – connect parent facilitation
- attend and participate in weekly Clinical Supervision and Consultation Meeting
- to facilitate or assist groups based on Therapeutic Care Plan needs
*All Staff – are familiar with strategies relating to Individual Education Plans, Care Plans and Safety Plans, including: self-regulation, safety interventions and trauma de-sensitivity programming.
TIER 5* INTERVENTIONS INCLUDE:
Clinician Team – District Clinical Consulting
- Pre PR Consultations
- Supervise the integration of attachment, cognitive behaviour and dialectical behaviour therapies and intervention strategies
- Clinical/Hospital Coordination and Intake (re-intake) Transitioning
- Three Day Alternate to Suspension Program – Assessment
- Integrated Case Management Support
- Post PR and Individual Follow-up Support
- Clinical Forms and Consent
Clinician Team – EMDR Trauma Therapy
- Trauma Protocol
- Addictions Protocol
- Resource Installation Protocol
- Performance Enhancement Protocol
- Pain Management Protocol
Clinician Team – Special Incident Support
- Violence Threat Risk Assessment Support and District Team Participation
- District Traumatic Event Support and District Critical Response Team Participation
- Eight-Step Assessment Support
We believe…… that “everyone” at Vanguard Secondary has the same responsibilities to conduct themselves in ways that support diversity and universal safety. Our students and staff are made aware of our social responsibilities and moral obligations to be accepting of everyone.
Students come to Vanguard to get away from drama and stress… our school is designed as a trauma sensitive environment that is meant to do just that.
We are a community of learners that everyday strive to be “free from the drama and stressors” that have become barriers for some of our students. Our ultimate goal is to be a different learning experience and to be socially innovative… thus, Vanguards.
Everyone Has a Duty to Report Often when we hear in the media about a violent incident, we learn that the threat-maker had made threats in advance of acting violently. To keep our school communities safe, students, parents, staff and community members must report all threat-related behaviours and high-risk activities.
The Board of Education recognizes that the School District is committed to providing an educational environment that is safe, welcoming, respectful and affirming for all students, families and staff. The Board recognizes and values diversity within the community and all schools foster and promote inclusive and accepting cultures throughout the District.