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 Greater Essex County District School Board (GECDSB). The review process included three data sources to enable triangulation of findings:
- A review of available information on RISE, as well as academic literature around students' intersectional experiences in special education;
- Interviews and focus groups with families, educators, and students regarding their experiences both in and outside of RISE; and
- System data provided by the GECDSB’s 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.
Key Findings:
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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.
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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.
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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.
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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.
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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.
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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.
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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.
Frequently Asked Questions:
| What is the RISE program? |
| RISE is a partially integrated special education program for students working two years or more behind in Math or Language. The program focuses on providing individualized support in a smaller classroom environment. |
| How was the review conducted? |
| The review involved examining relevant literature, analyzing system data, and conducting interviews with students, families, and educators. |
| What were the major findings? |
| The review found that while RISE is valued by the community, there are concerns about inconsistent support between RISE and homeroom classes. Additionally, the review highlighted the need to ensure equitable access to the program for marginalized students. |
| Will the RISE program continue? |
| While the RISE program continues to be in effect, the review uncovered important structural concerns that warrant further investigation and attention. It causes the GECDSB to consider what programming might better meet the needs of students within the RISE program. |
| How long will changes take, and will this affect students? |
| Research indicates that implementing change takes 3-5 years. The GECDSB is dedicated to ensuring that students receive consistent and equitable support during the transition, while also dedicating time to building the capacity of teachers to meet the diverse needs of all learners. This approach ensures not only a smooth transition but also fosters ongoing learning and development for educators, equipping them to better support every student |
| How can I access the full report? |
| The full report can be downloaded and viewed here. |