A group of administrators and their Associate Superintendent from Westwind School Division, in Southern Alberta, visited Chinook’s Edge recently to learn more about the division’s approach to supporting students with complex needs. In specific, the educators were interested in observing the Chinook’s Edge EA (Educational Assistant) Collaborative Support Model at work in Carstairs Elementary School.
“We were happy to welcome our colleagues and talk together about supporting students,” says Marcie Perdue, Associate Superintendent, Chinook’s Edge School Division. “Discussions and observations like this help us all grow in our understanding and commitment to meeting the needs of our students.”
Austin Nunn, Assistant Superintendent, Westwind School Division, says, “We heard about some of the work the team is doing with the EA collaborative model and we wanted to learn more.” Nunn says he and his colleagues left feeling “excited about the EA Collaborative Support Model.”
The EA Collaborative Support Model involves two individual Educational Assistants- Krista Clague and Theresa Kaczmarski- who are experienced and confident as they work with students who have complex behavioral needs. These individuals initially served as Educational Assistants at Horizon School, and are now being deployed across Chinook’s Edge School Division. The two EAs spend time at schools with staff, who benefit from their modeling and support. The visiting EAs work elbow to elbow with the EAs at the school level, as well as with teachers and administrators to find practical solutions in a wide variety of contexts.
“What is working about this model is it is just-in-time support, focusing on developing skills that are required in specific situations. Also, it allows EAs to work beside a colleague who understands their work and their role,” says Perdue. “We are finding this support to be incredibly powerful.”
The model developed after a successful experience in the fall of 2023 involving two schools where there was a need. Perdue and her team wondered if it might be helpful to bring the Horizon EAs to those schools to share their skills and practical experience. One of the schools involved in the pilot was Carstairs Elementary School.
“Our school has benefited greatly from the EA Collaboration Model,” says Traci Upshaw, Carstairs Elementary School Principal. “The intensive observation and support in the classroom to build skills and confidence with staff in their own environment has been invaluable. Teachers and EAs feel prepared with the right tools and planned responses to challenging behaviours. The flexibility and responsiveness of the model is a key component of its success. Having the support when and where it is needed and seeing immediate improvements helps our staff feel supported and builds their capacity as they work with all students. We appreciate that this support is available and that we can continue to access it when needed throughout the year.” “Traci’s belief and trust in this model made a significant difference to the outcome,” says Perdue. “She took Krista’s recommendations and made them happen. Also, the teacher we were working with was solution focused and open to Krista’s ideas as well, so it was a whole team approach.”
In the case of Carstairs Elementary, the recommendations involved rearranging the EA schedule so that multiple EAs took turns supporting various students. Also, the support plan for a particular student was shared with all of the staff so that there was a consistent approach.
After success with both schools in the fall of 2023, leaders in the division decided to formalize the program as a support that could be offered to all schools. By November, 22 schools had received support.
The EA Collaborative Support Model is one of the three key ways the division supports staff working with students who have complex needs. Another focus is the Collaborative Problem Solving Model, where school based staff take time to discuss specific challenges and work together to find solutions. Also, the division has established the role of Student Support Lead (SSL) teacher in September 2024, in every school with more than 200 students. The role of the SSL is to support staff in their work with students who have complex needs.
“All of these efforts are based on the belief that students do well when they can,” says Perdue. “When students have social emotional challenges it can be because they lack skill rather than will. Our support is centered on helping students develop the skills they need to be successful."
Story submitted by: Laurette Woodward, Chinook's Edge School Division
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