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We all have the book.

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What is an example of a universal screener for academics and social emotional behavior in all divisions

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What is our plan to socialize this structure to all members of our community? PD's? ERD's? Faculty Meetings? The weekend workshop was wonderful as an introduction! And also, primarily limited to the Student Services and Admin teams.

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What is the school’s vision for MLL’s? Up until now, it has felt that we are an ‘English based’ school. (e.g. received messaging that we do not translate for parents because they know that there is supposed to be one guardian who can communicate, we screen for English proficiency in students during admissions process). What's the official stance of the school? And, will that stance be evolving as a part of this process?

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11 administrators across all 4 divisions, and schoolwide, plus all Learning Support Specialists, and all counselors, attended the MTSS weekend workshop. Great beginning

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What is a recommended amount of time that we should be providing/expecting teachers and LS/counselors to be 'co-planning'?

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Collaborative Instructional Cycle (Rec 4) 

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Collaborative Instructional Cycle (Rec 4) 

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In thinking of our highly educated and trained EAs, what ways might we bring them into professional learning, the collaborative instruction cycle, and agreements?

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Can UDL training also help with how we support Multi Lingual Learners?

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What specific professional development initiatives and structures can be implemented to fully adopt a collaborative instructional cycle, including co-planning, co-teaching, co-assessing, and co-reflecting, in order to support a co-teaching model at our school?

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How might we capitalize on and optimize all counselors' and teachers’ expertise and resources across two campuses and within each campus?

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Curious to understand more about not using WJ and instread exploring CBMs to utilize datat to track and respond to progress.

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Would the school psychologist be a part of reviewing all files? If not, what criteria might we create to support that filtered review process? What role do learning specialists/counselors/admin play, if any, in this Admissions Committee?

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Thinking about how to maximize the specialised skillset of individuals with the constraints of each individual's daily responsibilities; besides peer professional learning, could this lead to a reframing of the role and working practices of student services team members?

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"There was a conversation about using an English language screener during the admissions process.." Is this a recommendation by the review team? What factors might tip the recommendation either way?

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Dibs on Jacqui! (That's how it works, right? :)

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How might we think about learning support as coaches?

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How can we support LS teachers with UDL and all ends of the spectrum, scaffolding and extending on both ends.

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Can you please speak more to CODA, and the recommendation around that?

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This sounds exciting, and a big shift. What would performing in-house Ed-Psych's look like? Would it be as comprehensive as the external reports we receive or would we be able to conduct a small battery to give us essential data on a student?

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Can you explain #15? What is a counselor log? Specifically, what should we be logging on PS?

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How might we best filter the information gathered through the admissions process to both protect aspects of confidentiality while also giving necessary learning information to teams/teachers that work with students?

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Wondering how this might look when considering the numbers of students that are screened for R1 & R2. How might LS/counselors/school psych be involved in the admissions committee with the high numbers (400+ screenings).

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Are there standardized assessments for young learners that looks at social skills, executive functioning and behavior, etc.?

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In the immediate absence of a "professional translator" to assist in child safeguarding meetings with parents, what might we do? Is there a particular message/expectations that we could give to the current translators?