< Previous20 ED ❚ Spring 2025 Inspir acing several financial and educational challenges in the spring of 2021, Peace River North (School District No. 60) reimagined Inclusive Education with the creation of a prevalence model called “The Learning Support Model.” In the context of never wasting a good crisis, several systemic problems came to a head at the same time: • The number of educational assistants (EAs) and EA hours had doubled in the previous five years, well beyond the rhythm of funding increases. Along with other financial pressures, such as flat enrolment and new school construction, this was contributing to the potential of an operational deficit in 2021. • The allocation of non-enrolling support along with EA hours was based on an initial district allocation that was then supplemented by advocacy from the school level. While this model served its purpose for several years, a significant level of inequity became entrenched across the district with some schools having far more success in getting supplemental funding in the form of EA hours. Furthermore, there was very little transparency across the system in terms of the allocations. • With a focus on EAs as the sole currency of support, the very purpose of inclusion was being eroded in terms of the ultimate goal of student independence and in terms of the province’s inclusive education policy, which states, “These funds are not targeted to specific students; however, are provided to boards of education to support the needs of students within their district.” 1 So entrenched was the concept of one-to- one EA support for all needs that the mantra from both administrators and parents became, “How many hours does my student get?” • With the exponential growth of EA hiring, we were unable to ensure an acceptable standard of training and efficacy. • The concept of a fund to address the learning needs of all students within a school’s Framework goals was nonexistent. As such, the three drivers for change that led to this model were fiscal responsibility, philosophy/practice , and transparency/ accountability . To be clear, the intent of a new approach was never to undermine the value of an educational assistant. They represent a key intervention in the mix of inclusive education By Dr. Stephen Petrucci, Superintendent of Schools, Peace River North (School District No. 60) “Never Waste a Good Crisis!” Aligning Resources with a Vision for Learning Learning Support Model: TheBritish Columbia School Superintendents Association 21 supports. In fact, the majority of our inclusion funds are still allocated to EA time for students, many of whom need elbow-to- elbow support. The foundation of the new model was the creation of a single decentralized school-based Learning Support Fund. It was created by combining the bulk of the 1701 Special Ed funding along with other budgets, such as learning resources, high-incidence funding, etc. As a responsive model, the allocation is adjusted each year based on the 1701 designations at each school. Built into the fund are equity allocations that take into account small/rural schools, SES information, assessment data, and significant individual student needs that require mobility and safety support for the full day. The funding allocations for every school are transparent to all school administrators and district staff. Additionally, the funding amounts are shared with the school staff at the beginning of each school year and must be used according to the following district- established criteria: • Resource allocations through the Learning Support Model align with the district and school’s Framework for Enhancing Student Learning and its achievement dashboard. • The needs of students with designations are considered in the context of the class grouping(s). • An effective school-based team is in place, meets regularly, and supports learning challenges through practices such as The Class Review tool, in planning and adjusting resource allocations. • Funds allocated are not limited to educational assistants. Other staffing, such as teacher-time, youth care worker, etc. is possible. Interventions can also include professional development, collaboration, travel, and supplies. • EAs, when deployed, are assigned to a school or teacher/classroom. Their approach should foster student independence and goals in an Individualized Education Program (IEP), which has been reviewed within the last calendar year. • Resources are finite. • Funds are allocated to the school. School administration will ensure consultation with their school-based teams in the deployment of the Learning Support Fund. • Wherever possible, the team strives to create the conditions for the students to increasingly gain independence. Figure 1 situates the Learning Support Fund in a cycle of continuous improvement that relies on key philosophies and practices. The following is how this cycle is communicated to leadership and school staff. Students and teachers (it’s a different dynamic every year!): • Not a static model but rather a responsive model – based on the strengths and challenges of a particular group of students with their teacher. Therefore, the group dynamic includes both the students and the adults who, collectively, will respond in different ways to interventions. The class review: • One of the most powerful processes we have to inform our practice and decisions is the class review taken from the research and model created by Faye Brownlie and Judith King in their book Learning in Safe Schools (2011). Like a puzzle piece assembled with other class reviews, an image emerges for your school that informs the teacher, school- based team, and your framework for enhancing student learning (FESL). Learning evidence: • A key component of knowing this particular group, as well as your school profile, is knowing the learning evidence that is broken down and articulated in ways that are informative, compelling, and strategic. Your Achievement Dashboard is your third point of reference that grounds your conversations and plans, and points them in the right direction. Staff engagement: • All staff need to be involved to some degree in your school improvement story. A Planning Day is a key component of this, but people are finding ways to keep the discussion and collective mission going through staff meetings and collaboration as well as through asynchronous tools such as shared data walls, action-research projects, and their own pro-d. Figure 1. The Learning Support Fund in a cycle of continuous improvement. Images courtesy of Peace River North (School District No. 60). The Learning Support Model allocations (212K) of an elementary school from the 2024-2025 school year. Population 250. 22 ED ❚ Spring 2025 Inspir Framework for enhancing student learning: • Your FESL is the document and process that captures your compelling learning evidence and provides a subsequent action plan that will have the most impact for those areas of need. This plan has specific objectives, measurements, roles, timelines, and resource allocations. In essence, it is your Learning Support Model Action Plan. School-based teams: • The school administration are the decision makers, but key decisions are best made in a multilateral way. The dynamic nature of students and of the overall rhythm of a school demands a dynamic team that is responsive and adaptive to changing needs. In order to support the classroom, the school-based team has a true learning leadership role, it is driven by the third data point, and is made aware of the resources available in the Learning Support Fund. Learning support fund: • The Learning Support Fund is an above-board fund with a transparent allocation process. The key elements noted earlier, along with many others that you use, inform the allocations of your Learning Support Fund. There will never be enough to do everything – what does the learning evidence tell you and what will have the most impact? While it is very difficult to establish a statistically significant correlation between a particular initiative and a set of learning evidence, we have seen steady improvement in our graduation results for the overall population, our Indigenous students, and our students with disabilities and diverse abilities. Nevertheless, there are some flies in the ointment that demand constant attention and flexibility when it comes to this model. First, the intense pressure on school administrators from their staff and parents to get more EA time, rather than consider other interventions, persists. Second, while the best intervention might be additional teacher support or a youth care worker, we continue to struggle to find staff at all levels of our operation. Finally, there will always be a healthy tension between valuable centralized support (Learning Services, in our case) and the capacity of individual schools to serve the needs of their students in a more autonomous way. This work will always be interesting Dr. Stephen Petrucci is the Superintendent of Schools for Peace River North (School District No. 60). He is in his 30th year as an educator in SD60, and his sixth as Superintendent. He began his career as a French Immersion teacher at the secondary level. He grew up in Fraser Lake, B.C., and with his wife Laurie, has four adult children. 1. www2.gov.bc.ca/gov/content/education- training/k-12/administration/legislation-policy/ public-schools/k-12-funding-inclusive- educationBritish Columbia School Superintendents Association 2324 ED ❚ Spring 2025 Inspir hat does it take to create a school environment where students not only survive, but thrive? It starts with a systems strategy built on one powerful yet simple foundation: safety. Ensuring safety in schools goes beyond just following a set of rules; it’s about creating a space where everyone feels safe, both physically and psychologically. When staff and students feel safe and supported, they can fully concentrate on learning. It’s essential for senior leaders to establish an environment where safety is woven into every action and decision within the school system to foster staff and student success. If anything good came out of the pandemic for our school district, it was the heightened focus on health and safety. Staff became engaged in safety in an entirely different way — they wanted to be on the health and safety committees, and they wanted to learn all about the hierarchy of controls. During the pandemic, staff took part in various health and safety initiatives, including orientation sessions, communicable disease plans, training on pandemic protocols, and familiarization with new signage. We also introduced mental health first aid attendants at every work site and school to provide an additional layer of support. Our schools saw a noticeable improvement in staff and student well-being as a result. Staff reported feeling more supported, and students felt their concerns were addressed faster, resulting in a safer and more focused learning environment. Following the pandemic, our staff were better equipped with the tools and knowledge necessary to address a broader range of health and safety protocols and needs. We turned our attention to improving key areas, such as hazard identification and controls, safety inspections, risk assessments, and incident investigations. Addressing these needs enabled us to improve our entire safety management system, which set the stage for the development of a total safety culture. Building a total safety culture means that we put safety in the forefront of everything we do. We take the time to model safe behaviour at every level of the workplace, helping our staff and students become safety conscious, which ultimately supports their success. Creating this culture takes time, dedication, and knowledge. To do this effectively, you require subject matter experts, supportive leaders, and a system to measure effectiveness. That is why we engaged in WorkSafe BC’s Certificate of Recognition (COR) program and successfully achieved it, reinforcing our commitment to safety and continuous improvement. How Leadership Practices in Safety Foster Staff and Student Success From Vision to Reality: Amanda Reber was instrumental in helping Maple Ridge – Pitt Meadows School District achieve a Certificate of Recognition (COR) from WorkSafe BC, which is a rare accomplishment for a school district. Maple Ridge – Pitt Meadows School District’s Certificate of Recognition (COR).British Columbia School Superintendents Association 25 What safety practices, protocols, and behaviours do senior leaders need to establish and model to help advance their strategic aspirations of ensuring student success? Leaders must be active participants in the safety process. Senior leaders who visibly prioritize health and safety set the tone for the entire district. For example, our senior leadership team doesn’t just endorse safety policies; they participate in safety drills, attend health and safety meetings, and consistently communicate the importance of these measures to staff and students. “Modeling the Way” is one of the most impactful leadership practices. By engaging in safety behaviors themselves — such as wearing protective equipment, promoting mental health awareness, or taking part in safety training — leaders demonstrate that safety is a shared responsibility at every level. Effective leaders communicate the “why” behind safety protocols. They don’t just implement rules; they ensure everyone understands how these rules contribute to a culture of trust and belonging. Communication can be done through regular meetings, emails, and other channels that keep everyone informed. Transparency helps build trust, and when staff and students feel informed and involved, they are more likely to engage in safety efforts. Senior leaders also prioritize open lines of communication regarding mental health, and creating forums for discussion and feedback. This approach addresses both physical safety and emotional well-being. Leaders must ensure that staff are equipped with the skills to recognize hazards and respond appropriately. The investment in ongoing training — such as mental health first aid, safety inspections, or pandemic protocols — demonstrates a commitment to professional development. By offering these resources and opportunities for growth, leaders create an environment where staff feel supported in their roles and are more effective in promoting a safe and welcoming environment for students. In the aftermath of the pandemic, for instance, we saw the value of proactive training and how it helped staff stay engaged in safety efforts. Senior leaders participated in regular training sessions that not only focused on physical safety but also psychological resilience, helping the school community navigate the challenges they faced. Effective leaders empower their staff and engage them in the safety process. Safety isn’t just something that comes top- down; it requires input and collaboration from all levels of the organization. By involving frontline staff, teachers, and students in safety initiatives, senior leaders show that everyone has a role to play in creating a safe space for learning. For example, after the pandemic, we encouraged staff to take part in health and safety committees, which helped staff feel more engaged and allowed them to bring forward new ideas that enhanced safety measures. Leadership that embraces continuous improvement is essential for building a culture of safety. Senior leaders use data, such as the results from the COR audit, to assess their safety management systems. These audits measure key safety elements, including hazard identification, risk assessments, and program administration. Using this data to make decisions and refine safety practices ensures that leaders are always looking for ways to improve and adapt to new challenges. By Amanda Reber, Manager of Health, Safety, and Wellness, Maple Ridge – Pitt Meadows School District (School District No. 32) Reality: Banners like this can be found on various mediums across the division.26 ED ❚ Spring 2025 Inspir The annual COR audit is a prime example of leadership’s commitment to measuring and refining safety protocols. The feedback from these audits helps us track our progress and ensure that our safety practices evolve as needed. Safety isn’t just about physical protocols — it’s about fostering an environment where students and staff feel a sense of belonging. Senior leaders support initiatives that promote inclusivity, acceptance, and emotional well-being. When leaders model kindness, respect, and openness, it sets the standard for the entire school culture. By prioritizing mental health, offering support programs, and ensuring that staff and students feel seen and heard, leaders create a psychological safety net. This is equally as important as physical safety because staff and students can’t thrive in an environment where they feel alienated or undervalued. Building a comprehensive safety culture isn’t instantaneous. It requires time, dedication, and continual learning. For safety to be embedded in every aspect of school life, leaders must be consistent in their practices and responsive to evolving needs. It’s not just about following protocols; it’s about establishing a mindset where safety is second nature. As we continue to advance our safety culture, we’re reminded that these efforts don’t just keep staff and students safe — they help them succeed. When staff and students feel protected, valued, and supported, they are free to focus on learning and growth. It’s a shared responsibility — one that begins with strong leadership and is carried out at every level of our school system. Safety isn’t just a condition for survival; it’s the foundation for thriving. By prioritizing safety through leadership we ensure that every staff member, as well as every student, has the opportunity to succeed. It’s through practices like visible leadership commitment, clear communication, professional development, collaboration, data-driven decisions, and inclusivity that we create the conditions necessary for staff and students to feel secure, supported, and ready to learn. Amanda Reber is the Manager of Health, Safety, and Wellness at the Maple Ridge – Pitt Meadows School District, where she has spent the last five years of her 27-year career in public education. A passionate advocate for both education and safety, Amanda played a pivotal role in leading the district to achieve the prestigious Certificate of Recognition (COR) from WorkSafe BC — a rare accomplishment for a school district. When she’s not focused on ensuring the health and safety of staff, Amanda enjoys indulging in her love for the outdoors, as well as spending quality time with her family.British Columbia School Superintendents Association 27 xamining Cultural Safety within, through, and across the education system requires all of us to have a critical consciousness of how our leadership, governance, and decision-making processes impact the education systems we work for. Examining Cultural Safety as a framework and how it is woven into our practice requires time, vulnerability, dialogue, self-location, and action. As Indigenous Educators we acknowledge that unpacking the impacts of colonization, racism, and institutional harm requires a collective effort so that we can pull forward together towards Cultural Safety. Cultural Safety is a framework and an Indigenous Call to Action that was developed by Ma - ori Nursing Scholar, Dr. Irahapeti Ramsden in 2002, where her research asked those in positions of power to first recognize their position of power, and then critically examine how their power imbalance impacts their leadership and decision making with the Indigenous communities that they are serving. Dr. Ramsden also asked her research Examining Cultural Safety as an Ethical Framework for Education By Dr. Shelly Niemi-Wilton, Director Indigenous Education, and Joanne Mitchell, Counsellor Indigenous Education, Greater Victoria School District No. 61 Pulling Forward Together: Goldstream Park. Photo courtesy of Bryan Wilton. Photo courtesy of IED SD61. A part of the elementary Cultural Program. Photo courtesy of Pam Russ.28 ED ❚ Spring 2025 Inspir participants to have the courage to speak truthfully about what they were experiencing as the recipients of the service. Cultural Safety research quickly moved from healthcare to other sectors globally, which is why we must now engage with our understanding of how this applies to us in education and how educational leaders embody Cultural Safety frameworks so that Indigenous students, families, and communities feel seen and heard as the recipients of the education services that they are receiving. Many public educators continue to share their fear of making mistakes in having the responsibility of weaving Indigenous perspectives into their school communities and curriculum. Is this a privileged response? And what are the outcomes for Indigenous learners if we maintain this story within education? If educational leaders are sharing that Canadian students in 2025 are telling them that they are still experiencing having limited knowledge of being taught about Indigenous worldviews and perspectives in their educational journey, then we must do better. Dr. Ramsden in 2002 stated that, “The manipulation of New Zealand history is a clear example of management of knowledge by a colonial system of information dissemination. The fact that student and graduate nurses could not make the correlation between historical events, political agendas, economics, and ill health was not their fault but rather the fault lay with those individuals who had the power to design the policy resulting in the curricula of educational institutions. Issues of deprivation of economic resources, land, people, and identity, that is, of colonization, have major health and disease outcomes which have remained largely unrecognized and unanalyzed in nursing education until challenged by the ideas of Cultural Safety.” This is critical for educational leaders to understand as we must be willing to examine our truths and one of our truths is that we are all trying to reconcile our relationship with the Canadian education system. In Gebhard, Mclean, and St. Denis’ book White Benevolence – Racism and Colonial Violence in the Helping Professions, they write: “White settler professionals who often profess to support Indigenous Peoples often are the ones that are continuing to reproduce the colonial narratives that uphold white supremacy in education, public health, social work, and criminal justice.” (Pg.2). How must we, as educational leaders, be willing to take a deeper dive so that we understand the complex story of colonization in Canada? Taiaiake Alfred writes, “Canadians grow up believing that the history of their country is a story of the cooperative venture between people who came from elsewhere to make a better life and those who were already here, who welcomed and embraced them… Canadians like to imagine that they have always acted with peaceful, good intentions towards us by trying to fix ‘the Indian problem,’ even as they displaced, marginalized, and brutalized us as part of the colonial project.” (Alfred, 2010). Canadians often self-identify as nice people, but niceness is not courageous. Niceness is pleasant, niceness is comfortable, niceness is generally appreciated, but niceness alone is not anti-racism. Nor does niceness prove that someone is not racist, much less anti- racist (Diangelo, p.171). So, how does Cultural Safety as a framework chart new coordinates and pathways for improved outcomes for Indigenous learners within our country? Cultural Safety practitioners signal that institutional movement towards Cultural Safety is dependent on how educational leaders normalize this as part of their practice, thus leaving cultural safety outcomes for Indigenous students to the comfortability of educational leaders. This is not enough. We must embody normalizing Cultural Safety as part of the woven fabric of our educational governance systems so that pulling forward together becomes our collective vision for a reconciled education system in Canada. Thank you to Pam Russ, Emma Milliken, Francine Spahan, Cheryl Claibourne, Rachel Trebilco, and Jeff Davis, all of whom helped the authors with the editing process. Dr. Shelly Niemi-Wilton is a Cree-Métis woman from Ahtahkakoop and Batoche and is known for her extensive work as an Indigenous educational leader, researcher, scholar, and public speaker. Dr. Shelly Niemi-Wilton currently serves as the Director of Indigenous Education for the Greater Victoria School District in British Columbia. Dr. Niemi-Wilton’s skills, experience, passion, research, and influence are within the areas of Cultural Safety, culturally responsive policy, governance and leadership, community engagement, strategic planning, and restorative practice. Dr. Niemi- Wilton continues to be an advisor and consultant to various boards and organizations on matters related to these topics. Joanne Mitchell is a member of the Kebaowek First Nations, and has ancestry from the Nipissing First Nations, Italy, and France. She has an MSW from the University of Victoria and wrote her thesis on Cultural Safety in Public Education.British Columbia School Superintendents Association 29Next >