Accessibility Plan Part 1 – Baseline Report Section A

Sections

Main Section

Part 1 Section B
Part 1 Section C

Part 2 Section A
Part 2 Section B
Part 2 Section C

A. OVERVIEW OF PROGRAMS AND SERVICES

Winnipeg School Division (WSD) was established in 1871 and currently has 79 schools, over 29,000 students and more than 6,000 full and part time employees. Its purpose is to provide a learning environment that fosters the growth of each student’s potential and provide equitable opportunity to develop the knowledge, skills and values necessary for meaningful participation in a global and diverse society. WSD is the most diverse school division in Manitoba and has the highest population of students with exceptional needs. 

In addition to daily access by staff, students and parents, WSD schools are community hubs for a variety of publicly accessed events such as community sports and fitness programs, polling stations, and concerts. 

WSD has a lengthy history of developing and implementing innovative ways to ensure students are comfortable and ready to learn. In addition to long term capital planning for building accessibility upgrades, WSD has implemented numerous policies over the past few decades that address accessibility, equity, human rights and inclusion.

The division recognizes that accessibility to preschool education has a long term and positive impact on children’s learning and development. Over fifty years ago, the division established a nursery program in the lowest socio economic areas of Winnipeg. Since then, the nursery program has expanded and WSD is the only division in the province to have nursery at all 65 of its elementary schools. 

WSD established the Winnipeg Adult Education Centre (WAEC). WAEC provides an opportunity for adults to continue their high school education in an adult atmosphere. Achieving graduation removes many barriers for WAEC students, opening doors to post-secondary education and improved career opportunities.

Programming throughout Winnipeg School Division responds to the unique needs of our communities. Children of the Earth High School is an excellent example of WSD working in consultation and cooperation with various community groups to establish a high school in the city’s north end to provide access to Indigenous culture, language and academics. Children of the Earth has evolved into a centre for heritage language instruction, cultural activities and incorporation of Indigenous Perspectives into the provincial curriculum.

In developing this plan, Winnipeg School Division has invited all schools and parent councils to provide input on the barriers to accessibility. The feedback on achievements and barriers to accessibility as well as goals have been summarized in Part II and III.

Inclusion Support Services

Winnipeg School Division provides appropriate educational programming for all students through a continuum of supports and services and a philosophy of inclusion. All of our schools are committed to providing inclusive, safe and caring places for learning.

To support this commitment, our divisional Inclusive, Safe and Caring School Framework is intended to:

• Ensure all students have equal access to education;
• Facilitate continuous improvement and high achievement for all students in inclusive settings;
• Apply proactive and responsive strength-based practices that contribute to the learning, mental health and social/emotional well-being and safety of students;
• Build capacity of all school staff by providing professional development and additional learning opportunities in the areas of safe schools and inclusion;
• Engage parents, education partners, and communities in decisions around education.

Beyond providing appropriate educational programming within the regular classroom setting, WSD has a range of low enrolment programs for students who require a more specialized setting:

Supported Education Classrooms (SEC)

Supported Education Classrooms provide students who have been diagnosed with an Intellectual Developmental Disorder (IDD) with appropriate educational programming to meet their academic needs. Students will be exposed to grade appropriate curriculum and attend classes with peers in the best interest of the student. All students will have at least one Student Specific Plan. All students will have a curriculum modification plan (CMP) as well as an IEP to address areas outside of the curriculum.

Skills for Independent Living (SIL)

Skills for Independent Living Classrooms provide students who have been diagnosed with an Intellectual Development Disorder (IDD) with appropriate educational programming to meet their individual needs. Students will be exposed to age/grade appropriate curriculum with a focus on the development of functional life skills. All students will have at least one Student Specific Plan. All students will be on individualized programming (IP) will have an Individualized Education Plan (IEP); all students who meet criteria for modification will have an IEP and a CMP.

The Early Childhood Language Centre (ECLC) and Primary Language Centre (PLC)

The ECLC and PLC programs are one-year classroom-based speech and language programs for students registered with a Winnipeg School Division school. These programs provide the highest level of support to children with the most severe communication delays. The ECLC program is available to students registered in Kindergarten. The PLC program is available to students in Grades 1 to 3. 

Students in these programs will be immersed in a language rich classroom focusing on speech development across all academic subject areas. Students will participate in Early Literacy skills including reading, narrative skills and phonological awareness activities. Students in the PLC program have an Individual Education Plan (IEP) with specific learning goals. 

Adaptive Skills Program (ASP)

Adaptive Skills Programs provide a setting for students who have been diagnosed with an Intellectual Developmental Disorder (IDD) with appropriate educational programming tailored to their individual needs. Additional support is available to address their medical and/or physical/mobility needs in addition to curricular outcomes. All students will have at least one Student Specific Plan. All students will be on individualized programming (IP) will have an Individualized Education Plan (IEP); all students who meet criteria for modification will have an IEP and a CMP.

Programs for Students with Autism (ASD)

Programs for students with Autism provide intensive and specialized supports in an environment specifically developed to support the needs of students who are significantly affected by ASD. All students will have at least one Student Specific Plan. All students on individualized programming (IP) will have an Individualized Education Plan (IEP); all students who meet criteria for modification will have an IEP and a CMP.

Learning Assistance Centres (LAC)

Learning Assistance Centres provide a setting for students to develop skills and strategies in the areas of pro-social behaviours, self-regulation, mental health and wellness, social emotional learning with a strong focus on curricular outcomes. Curriculum is an integral part of the classroom and delivered to the appropriate learning needs of the individual student. Each student has a Student Specific Plan which includes integration and/or return to the home school community at the earliest opportunity.

Therapeutic Academic Programs (TAP)

Therapeutic Academic Programs provide a trauma informed classroom where students access clinical interventions and academic programming until such time as they can successfully rejoin their inclusive home school community. All students will have at least one Student Specific Plan.

Fetal Alcohol Spectrum Disorder Programs (FASD)

Fetal Alcohol Spectrum Disorder Programs support students whose brain-based behaviour needs are very significant and require support in the areas of communication, emotional and self-regulation, sensory, adaptive and problem-solving skills above and beyond what can be offered at their home school. All students will have at least one Student Specific Plan. All students will have an IEP to address domains outside of the curriculum; those students who meet eligibility and suitability for modification will have an IEP and a CMP.

Anxiety Management Programs (AMP)

Anxiety Management Programs support students whose needs are significant and require support in the areas of communication, emotional and self-regulation, sensory, adaptive and problem-solving skills specific to anxiety above and beyond what can be offered at their home school. Daily participation in academic programming is embedded into programming with opportunities for integration. All students will have at least one Student Specific Plan.

The following list of programs and services are further examples of WSD’s commitment to ensuring its schools are inclusive and accessible for all students

Safe Schools

Winnipeg School Division is committed to providing safe and caring places for learning. We are guided by Manitoba’s Safe and Inclusive legislation to be proactive in creating and sustaining safe schools. 

Creating a sense of belonging and safety for our school communities helps address priority areas of public education, which include:

• Supporting students in meeting high levels of achievement.
• Applying principles of equity and inclusion throughout the education system.
• Developing global citizens actively involved in economic, social-cultural and environmental sustainability.
• Supporting well-being (cognitive, emotional, social, physical).
• Engaging parents, education partners, and communities in decisions around education.

In a safe and caring school, the whole school community develops awareness, skills and knowledge for well-being, positive relationships and solution focused problem solving. Students affected by bullying behaviours and other forms of harm receive support to address and restore their sense of safety and belonging. Students exhibiting bullying behaviours also receive support and necessary intervention. Schools recognize the complex nature and impact of bullying behaviours and the importance of whole-school planning for safety and response.

Indigenous Education

Access to Indigenous Education has been a priority in Winnipeg School Division since 1993. The purpose is to strengthen and enhance Indigenous Education through curriculum integration program development and learning opportunities for teachers and administrators.

Indigenous students acquire a positive self-identity through learning their own histories, cultures and contemporary lifestyles. Non-Indigenous students develop an understanding and respect for the histories, cultures, and contemporary lifestyles of Indigenous peoples. All students develop informed opinions on matters relating to Indigenous People and the integration of Indigenous values, languages, histories and cultures occurs throughout all curricula from Kindergarten to Grade 12.

Newcomer Services

WSD has responded to the needs of newcomers and refugees for the past five decades by establishing English as an Additional Language (formerly ESL) classes and creating Community Liason Officer positions.

WSD has established Newcomer Services to address barriers to immigrant and refugee students and their families new to the division. In addition to the Newcomer Services Coordinator, there are Intercultural Support Workers (ISW) who provide assistance to students and families in a variety of ways such as assisting with assessments, parent-teacher conferences and orientation, providing referrals to in-school supports (e.g. counselling, resource, tutoring, etc.), facilitating group discussions with students on common concerns, advocating on student’s behalf with the school and providing support on academic, attendance or family concerns.

The Intercultural Support Workers visit and communicate with parents in their own language, help parents understand the school system, expectations, and their child’s progress, as well as advocate on parents’ behalf with the school. Intercultural Support Workers and WSD Interpretation/Translation services are able to provide assistance in most languages spoken by our families.

Education for Sustainable Development

Winnipeg School Division believes in developing responsible decision-makers and global citizens, who contribute to the social, cultural, environmental, and economic well-being to ensure a sustainable future for all. All WSD high schools provide opportunities for students to be involved in clubs, groups, committees and programs supporting the three pillars of sustainability. The majority of WSD schools have Gay Straight Alliance Clubs, Environmental Action Groups, Indigenous Youth Leadership, and Social and Justice Clubs focusing on local and global concerns requiring critical thinking and active citizenship.

Adolescent Parent Centre

The Adolescent Parent Centre is a program of the Winnipeg Adult Education Centre. This school provides access to academic courses for parenting and pregnant women through junior and senior high years.

Individualized instruction and continuous intake allow students to continue their schooling while they are pregnant. Students can remain at the centre until their child reaches two years of age or the student reaches age 21. Senior high students obtain graduate standing or credits toward graduation following Manitoba Education curricula.

In addition, parenting and nutrition courses complement a supportive environment for both mother and child. Social work through Child Guidance Clinic and liaison with Child and Family Services assist students on a daily basis, while counselling through the City of Winnipeg assist students on matters of social assistance and budgeting, on occasion, throughout the year. An outreach clinic from Women’s Hospital operates weekly for obstetric care.

Infant labs, which are maintained collaboratively between professional staff and students, provide access to a supervised and educative environment for mother and child.

Infant Development

Winnipeg School Division, through several innovative, imaginative projects demonstrated that it is possible for the adolescent and the infant to attend school together, allowing the parent to gain high school credits and to learn to parent the child.

The Infant Development Program allows adolescent parents to bring their infants (ages of 2 months to 2 years) to school. It is expected that the adolescent parent will provide most of the one-to-one care with her child while the infant is in attendance. The adolescent parent must always be “on site” and easily accessible to be involved in the care of her infant at school.

The long range program objective is to provide adolescent parents with an opportunity to gain the knowledge and skills to enable them to become productive, contributing members of the work force and society.

Infant Development Labs are at the following locations in WSD: Adolescent Parent Centre, Children of the Earth, Elmwood, Gordon Bell and Tec Voc.

Off-Campus Programs

Off-campus programs provide opportunities for students to continue their learning, an innovative alternative for students who may not be able to regularly attend and achieve success in the mainstream classroom setting. 

Today, WSD runs 10 off-campus programs: 

1. Hugh John Macdonald’s Eagle’s Circle program for Grade 7 to 9 students is located at Rossbrook House, 658 Ross Avenue, and serves a maximum of 25 Indigenous and Metis students who are academically able, but who have lower skills due to non-attendance. The program offers individual programming in reading, writing and small classes in geography, science, Indigenous studies, crafts and health.
2. The Elmwood Off-Campus program serves students from Grade 9 to 12 that are seeking credits but having difficulty attaining success at the main campus. They work closely with the Student Success Centre at Elmwood and the main campus to extend learning opportunities for students.
3. Gordon Bell’s Fresh Start program provides a low enrolment setting for students 19 to 21 years of age who are working towards a mature diploma. Students may have had some previous high school exposure.
4. Gordon Bell’s Senior Years Off-Campus program is for Grade 9 to 12 students who have had challenges in a main campus setting and would benefit from a low enrolment program with individualized programming for students.
5. Gordon Bell’s Rising Sun program is for Indigenous and Metis students in Grade 9 to 12 who are academically able, independent learners who have had difficulty in a larger school setting. The program is a partnership between Winnipeg School Division and Rossbrook House.
6. The Songide’ewin program serves Grades 9 to 12 Indigenous students who have attendance difficulties and whose educational needs are not being met in a regular program. The program provides individualized programming and instruction for students based on their educational/social need and abilities. Cultural and linguistic opportunities are made available for students.
7. The South District Off-Campus program serves Grant Park, Kelvin and Churchill schools for students with issues such as non-attendance, anxiety and social emotional issues. Students receive individualized programming.
8. The first of WSD’s current off-campus programs began in 1981, when the St. Ignatius Association started the WiWabiggoni Alternative Program for students who were having attendance difficulties and not having their needs met in a mainstream program. The program is for students in Grades 2 to 6 and is administered by Ecole Victoria-Albert School. The program is a partnership between Winnipeg School Division and Rossbrook House.
9. The St. John’s Off-Campus program is a low enrolment setting for students with issues such as non-attendance, anxiety and social emotional issues. Students receive individualized programming.
10. The Resources for Adolescent Parents (RAP) program, is a program that offers classes to pregnant or parenting young women at Gordon Bell High School in partnership with New Directions.

Part 1 Section B