An inclusive learning community that engages and empowers all learners for success.
Welcome to Inclusive Education in Horizon School Division. The following Staff Portal pages are designed to assist and support Horizon staff members in navigating inclusive learning policies, practices and tools to best meet the needs of all of our students.
Attention Learning Support Teachers
This section was designed with your specific role in mind!
For further questions or clarification please contact Terri-Lynn Duncan, Assistant Superintendent of Learner Services. We are here to support you!
Alberta’s education system is built on a values-based approach to accepting responsibility for all children and students. Inclusion is a way of thinking and acting that demonstrates universal acceptance of, and belonging for, all children and students. To support children and students in attaining the goals as stated in the Ministerial Order on Student Learning, school authorities must ensure that all children and students (Kindergarten to Grade 12), regardless of race, religious belief, colour, gender, gender identity, gender expression, physical disability, mental disability, family status or sexual orientation, or any other factor(s), have access to meaningful and relevant learning experiences that include appropriate instructional supports. For more information, see Supporting Every Student on the Alberta Education website.
Assessment and Exam Info
Standardized Assessment Information
Diploma Exam and Provincial Achievement Test (PAT)
See Forms Sections for all relevant and updated exam information and forms
Assistive Technology for Learning (ATL)
Assistive technology for learning (ATL) is defined as the devices, media and services used by students to actively engage in learning and to achieve their individual learning goals.
Like other technologies, ATL ranges from simple tools to complex systems. It could be as simple as providing a pencil grip for writing or as complex as a computer with screen reading software for reading and learning.
ATL is directly related to the delivery of learning outcomes in the Alberta programs of study.
In practice, all technology can be described as assistive technology—it assists everyone in doing something better, easier or faster.
Horizon Learning Support Resource Library
- Inventory List - please check with Learner Services (Elisha or Terri-Lynn), regarding current inventory, ideas or specific items you may require
- The Assistive Technology Team with Children's Allied Health is dedicated to supporting children with AT needs and providing education to staff and community members.
"Positive involvement in school activities and strong relationships with at least one adult at school can significantly change the way a student feels about school"
Horizon School Division is dedicated and committed to supporting positive behaviour in all of our schools. Using a Response to Intervention approach, students, teachers, and school teams are supported in a variety of ways;
Collaboration with the Learning Team
Strategies and resources from the Learning Support Teacher
Professional learning opportunities - explosive behaviour, self-regulation, autism, the core story of brain development and more...
Consultation with Division Behaviour Consultant - Laura Elliott
Comprehensive student programming support with the Director of Learning
The following links will provide you with information, resources, and strategies to support you in your classroom and school.
- Behaviour Consultant Role and Referral Process
- Positive Behaviour Supports - Understanding Key Elements
- Horizon Pyramid of Behaviour Support
- Using a positive behaviour approach to learning - Video (#7) from Alberta Education
- Positive Behaviour in School resources
- Core Story of Brain Development - Alberta Family Wellness Initiative
- Lives in the Balance - Ross Greene
At-Home Learning Opportunities
Laura has created some learning opportunities for staff and parents while learning/working at home. See loom recordings below:
Please feel free to email Laura your suggestions and/or requests so she can support you and your staff.
Celebrating Inclusion Newsletter
Collaborative Response to Instruction and Intervention
Understanding a Collaborative Response to Instruction and Intervention
Response to Instruction and Intervention encompasses best practices in what we know about research-based instruction, assessment, intervention, and collaboration. When school teams can effectively coordinate these processes, we see quality programs and student success. Horizon School Division uses a framework that consists of three key elements which include a school-wide assessment, a pyramid of intervention, and collaborative team meetings.
What RTI Looks Like When Done Well
Shared Roles and Responsibilities
- How will we respond when the student(s) aren't learning?
- Teachers supporting teachers in order to promote success for students
- School teams collaborating to discuss what supports can be used and what supports are available on each tier of the pyramid of intervention
Assessment / Increased Progress Monitoring
- School-wide assessment is used to flag students who may need additional support and frequent progress monitoring
- The frequency of monitoring informs teams if interventions and supports are making a positive difference for students or if the intensity of support needs to increase
- Drives planning and instruction
Coordination of Support and Resources
- Teachers receive support to provide appropriate interventions for students
- There is a pyramid of intervention and supports created at the school level that is a visible working document and referred to frequently
Collaborative Team Meetings
- Are focused, regular, purposeful conversations about student learning,
- Providing sources of support, action, and response to student learning for teachers
- Have established norms and focus on a common goal
- Drives a culture of collaboration and trust
- Shapes the language of collective responsibility "What are we doing for OUR students?"
- Makes instructional time sacred
- Supports staff by valuing the time and resources
- Is present and committed to the framework of an RTI model
Links and Resources
An experienced and trusted Pearson partner, Intellimedia offers Dossier Education Management System that provides insight into student performance to help inform strategies to better meet the unique needs of each student. The Student Learner Profile brings together a collection of literacy, numeracy, and other assessments and benchmarks to provide a powerful view to the current performance of an individual student, as well, trends over time. The Dossier system informs the practice of teachers working to support individual student learning based upon key indicators. Below you will find two documents that will support you with navigating through Dossier in the development of an ISP, as well as documenting student assessment and performance.
Early Childhood Services
Educational Programs for children under the age of six (Kindergarten and Early Learning)
- LST Roles & Responsibilities in Early Learning and Kindergarten
- LST year-end checklist
- Educational Environment Impact Statement
- Standards for Early Childhood Special Education
- Working with Young Children who are Learning English as a New Language
- Early Learning Plan Cheat Sheet
Parent Information (PUF)
LST Meeting Documentation
October 8, 2020
August 26, 2020
May 13, 2020
February 27, 2020
December 12, 2019
- LST Meeting Agenda
- LST Meeting Minutes - December 12, 2019
- Announcement: Senior Leadership Reorganization
- Pro-Active Self-Care Challenge
October 24, 2019
- LST Meeting Agenda
- LST Meeting Minutes - October 24, 2019
- Expectations for Time-Out and Physical Restraint
August 29, 2019
All Policies relate to the education of ALL students. However, the lists below represent those policies that are most commonly referenced in the education of students with diverse needs.
If you can't find what you need here, then refer to the full Policy Manual.
Student Related Policies
*Policy Number: Policy Title
- EEA: Student Transportation
- HGB: Inclusive Learning
- HICA: Off-Site Activities
- IE: Student Attendance
- IEB: Entrance Age
- IFCI: Threat Assessment Protocol
- IFH: Formal Parent/Student Appeals
- IG: Student Discipline
- IGAA: Use of Physical Restraints
- IGD: Suspension and Expulsion of Students
- IHCD: Medication to Students/Medical Conditions
- IHF: Welcoming, Caring, Respectful and Safe Learning Environments
- II: Student Awards & Scholarships
- IO: Student Records
Staff Related Policies
*Policy Number: Policy Title
- AD: Educational Philosophy
- ECG: Staff Mileage Payment
- EEACAA: School Purchased Vehicles, Private Vehicles, and Volunteer Drivers
- GDB: School Support Staff
- GDM: Professional Growth Planning of School Support Staff
- GDN: Evaluation of School Support Staff Member
- HGBJ: Early Childhood Services
- HK: Student Assessment, Evaluation and Reporting
- HKA: Student Placement and Promotion
- IFCI: Threat Assessment Protocol
- JB: Freedom of Information and Protection of Privacy (FOIP)
Success in School for Children and Youth in Care
Success in School for Children and Youth in Care – Provincial Protocol Framework (PPF) is a joint initiative between Alberta Education and Children and Youth Services (CYS) to support improved school outcomes and high school completion rates for children and youth in provincial government care. The PPF will guide the work of those involved with children and youth in care to support school success and will provide the framework for Regional Agreements (RA). RAs can be customized, allowing local partners to meet local needs.
Currently, educational achievement results for children and youth in care lag behind those for the general student population. Significantly more children and youth in care drop out of school, do poorly on achievement tests, fall farther behind in school as they get older, and are less likely to graduate from high school compared to students in the general population.
The PPF and RAs will ensure Education and CYS work together at the local level with the child/youth, their caregivers and other appropriate partners to share information and engage in joint decision-making to plan for and support school success for children and youth in care.
The project supports and aligns with the Minister of Education’s priority to increase broad-based supports for at-risk children/youth and improve high school completion rates and the Minister of Children and Youth Services’ focus on improving outcomes for children and youth in care.
Success in Schools for Children and Youth in Care Resources
Southwest Collaborative Support Service (SW CSS)
What is Collaborative Support Service?
Collaborative Support Service (CSS) is a regional partnership among school authorities, and other community stakeholders.
CSS is about using the resources already in place more effectively by working together. This can include, but is not limited to existing mental health supports, speech-language therapy, occupational therapy, and physiotherapy.
CSS partners collaborate on a regional level to help meet the identified needs of children, youth and their families. The intention of the CSS approach is that children, youth and families will have access to existing and enhanced supports at the right time and in their home, school and community.
Who Benefits from Collaborative Support Service?
Collaborative Support Service is intended to better meet the needs of:
- Children or youth registered in Early Childhood Services (ECS) to Grade 12
- Children and youth with complex needs* between the ages of 0 and 20 years old
- Children and youth (from birth to age 20) with a low incidence disability including:
– Blind or Visually Impaired (BVI);
– Deaf or Hard of Hearing (DHH);
– Deafblind (DB); and
– Complex Communication Needs (CNN).
- School staff, families and service providers who need cross-sector training or skill development in relation to collaboratively supporting children and youth in school and the community
Click here for more information and services from Southwest CSS
Transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students.
School transition strategies are purposeful, coordinated, and outcomes-oriented approaches designed to help students successfully move from home to school to post-secondary education or employment.
This planning is ongoing and begins at the start of each new school year and evolves throughout the year.
Effective planning for transition is:
- Thoughtful and deliberate
- Comprehensive in scope
The probability of successful transitions increases when school communities work together to coordinate school transition support strategies. Transitions are any events that result in changes to relationships, routines, expectations or roles. Although they are a normal part of life, these changes can be difficult for students.
Alberta Education Checklist for Transition Planning
Successful Transitions for First Nations, Metis and Inuit Students
Strategies for English Language Learners
5 STARting Points