黑马磁力

Overview of the RISE Program Review

In the fall of 2023, a team of researchers was assembled from across three universities to review the Reaching Individual Success and Excellence (RISE) program within the 黑马磁力 (GECDSB). The review process included three data sources to enable triangulation of findings:

1. A review of available information on RISE, as well as academic literature around students' intersectional experiences in special education;
2. Interviews and focus groups with families, educators, and students regarding their experiences both in and outside of RISE; and
3. System data provided by the GECDSB鈥檚 IT department.

The report discusses each component of the review process and is organized around recommendations for the GECDSB.

The review confirms that the RISE program is highly valued by the community for the individualized support it provides to students. However, the GECDSB continues to investigate opportunities to improve access, outcomes, and communication to ensure the needs of all students are met equitably.

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Key Findings: 

• Program Structure: The RISE program provides targeted support for students who are two or more years behind in Math or Language, using smaller group settings to offer individualized instruction. This structure fosters a supportive learning environment. However, ensuring consistent and fulsome  support is available across both RISE and homeroom settings is crucial for improving overall student outcomes.

• Positive Academic and Social Impacts: Many students in RISE benefit academically, particularly in literacy and numeracy skills, with educators employing effective teaching strategies. However, academic results vary, and there were findings which indicated that some educators and families reported mixed academic results and limited progress. Expanding individualized supports can help address these differences.

• Equitable Access for Marginalized Students: Students in RISE are predominantly white, male, and English-speaking, highlighting the need to examine who is represented in special education and how to implement culturally responsive supports and resources to better serve diverse learners.

• Family and Educator Collaboration: RISE is often viewed as the only available support option. The review recommends diversifying support services and actively involving families in decision-making. Families are already contributing significant time and effort, often seeking external services to further support their children. Improving communication about assessments and pathways will help families make informed decisions.

• Impact on Secondary School Pathways: Participation in RISE can impact students' future secondary school pathways, with some being steered toward courses that may limit their opportunities for completing an Ontario Secondary School Diploma (OSSD) or accessing postsecondary education, contrary to one of the primary goals of the RISE program, which is to expand educational opportunities for students.

• Timeframe for Restructuring and Investment in Education: Research indicates that implementing change takes 3-5 years. The Ministry of Education is committed to fostering inclusive classrooms where every student is valued and supported. The GECDSB is dedicated to ensuring that students, families, and staff receive consistent and equitable support throughout the transition.

• Employ Differentiated Instruction and Universal Design for Learning: Principles of Differentiated Instruction and Universal Design for Learning acknowledge the diversity of learners, including the varying paces at which students learn and the different levels of importance placed on the material being taught. Staff will be receiving professional development in these areas over the course of the 2024-2025 school year. 

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