GSSD Student Services VISION

 
 
Strategic MAP for GSSD – Aug. 29, 2012 Presentation
The Good Spirit School Division has adopted the  vision  for supporting student diversity that has been defined by the Saskatchewan Ministry of Education. This vision promotes the inclusion of all students in their neighborhood schools and is based on exemplary practices and evidencebased research.  Services and support to all learners are provided through a response to intervention model of service delivery.
All Children…
  • belong and are valued and contributing members of the learning community;
  • are acknowledged as having unique abilities and needs;
  • are provided with the opportunity to develop to their potential and become lifelong learners in age- appropriate classrooms;
  • are supported in developing a deep appreciation of individual differences and the importance of community; and
  • are nurtured to become caring and respectful citizens concerned for the well-being of others, and able to take responsibility for the rights and needs of themselves and others.
Learning Communities …
  • are caring and inclusive;
  • focus on the development of the whole child, including social, emotional, intellectual, cultural, spiritual and physical attributes;
  • have strong, visionary leadership that is shared among all members;
  • are centres of excellence in which qualified personnel provide responsive, comprehensive programs based on Core Curriculum, instructional diversity and effective practices; and
  • engage parents, youth and community members as active partners.
Services and Supports …
  • are available to all students;
  • are comprehensive, integrated and address the needs of the whole child;
  • focus on prevention, early intervention and effective transitions; and
  • support all aspects of student diversity including cultural diversity, varied socio-economic backgrounds, and exceptional learning and behavioral needs.
Relationships and Partnerships…
  • are based on mutual respect, collaborative processes and shared responsibility for the education and well-being of children and youth;
  • engage and support students, families and community members in planning, implementation, evaluation and continuing development;
  • draw on and enhance the strengths of the community; and
  • clearly articulate roles and responsibilities.
Continuous Improvement …
  • is facilitated through professional reflection and clearly defined outcomes;
  • is based on a commitment to excellence and facilitated by planning processes and supports in every school; and
  • is founded on the shared responsibility and accountability among school personnel, students, families, community members and all education partners.

The 4 C's updated