Learning Services Teachers

School District #52 Prince Rupert

Handbook

2015

Compiled by:L. Hikida (District Principal Learning Services)

J. Begley (L.S.T. Lax Kxeen)

S. Christensen (L.S.T. P.R. Middle School)

S. Coates (L.S.T. Roosevelt French Immersion)

M. Cross-Pomponio (L.S.T. &V.P. Prince Rupert Middle School)

C. Danroth (L.S. Helping Tchr. & E.L.D. Co-ordinator)

B. Dollimount (L.S.T. Charles Hays Secondary School)

D. Fabbi (L.S.T. & V.P. Pineridge Elementary)

C. Franes ( L.S.T. & Principal Pineridge)

M. Hubbell (L.S.T. Prince Rupert Middle School)

C. Macleod (L.S.T. Prince Rupert Middle School)

S. Marr (L.S.T. Charles Hays Secondary)

L. Miller (L.S.T. Roosevelt English)

K. Offutt (L.S.T. Pacific Coast High School)

D. Strand (L.S.T. Charles Hays Secondary)

S. Sadorski (L.S.T. & Vice Principal Conrad Elementary)

D. Taylor (L.S.T. & Principal Port Edward Elementary)

J. Tyre (L.S.T. Prince Rupert Middle School)

L. Leach (Preparation Program Tchr. Charles Hays Secondary)

M. Harvey (Life Skills Program Tchr. Charles Hays Secondary)

Table of ContentsPhilosophy...................................................................................................................................................1

Response to Instruction Pyramid.................................................................................................................4

Programs and Services Procedures:............................................................................................................5

Introduction:...............................................................................................................................................6

Elementary Learning Services Teacher Startup and Year End Procedures..................................................7

Elementary Year End Procedures..............................................................................................................10

Middle School Learning Services Teacher Start up and Year End Procedures.........................................12

High School Learning Services Teacher Start up and Year End Procedures.............................................17

Procedures For all Learning Services Teachers..........................................................................................22

Learning Services Supplemental Services..................................................................................................40

APPENDIX..................................................................................................................................................58

PhilosophySupport Services provided to students in School District #52 are based on a belief that every student has the right to meaningful access to all opportunities to learn in an appropriate, individually responsive, public education system. It is recognized that individual learners fall along a continuum of diverse abilities, interests and skills; therefore it is the school district’s responsibility to present curriculum to each student that is suitable to the varying levels of student need. Over time every student will require varying degrees of support as they progress through their educational program. Some students will learn new concepts with ease while others may experience significant struggles in learning.

All schools within the district endeavor to provide instruction, curriculum and environments which enable all learners to physically and cognitively access an educational program which supports achievement of personal and provincial education goals.

A range of services are available to support students. The services available may be provided by a variety of staff including principals/vice principals, classroom teachers, specialist staff and support staff.

Guiding Principles:

Services are based on the following basic principles:

An integrated and transparent system of support/resources for all students:

Support and resources for all students are provided through a centralized system. An integrated centralized system values the expertise of school based as well as district specialist support staff in addressing the needs of all students, including those students with identified learning and behaviour needs. Supports may appear different from school to school based on individual and group student needs. Supports are distributed based on two criteria; Ministry of Education eligibility requirements and demonstrated functional needs.

Inclusion:

The school district makes every effort to ensure that all students have the opportunity to be appropriately included with their peers in their neighborhood attendance area (when possible), with essential supports/resources in place at the school. Inclusion in a neighbourhood school does not mean the student will necessarily participate in a complete full time placement in the regular classroom, nor does it imply full time one to one support for each individual student requiring support. Some students require significant accommodations to their learning environments while others may require a lesser degree of accommodations to the learning environment in order to benefit from educational programming. Students and staff benefit from procedures and policies that focus less on labeling and categorization and more on determination of programming needs and the design of effective educational plans. District Learning Services and individual schools promote and support ‘assessment for learning

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practices’ and therefore frequent progress monitoring of educational performance for all students leading to improved decisions and intervention planning for students with challenging educational needs is encouraged and expected.

Shared Decision Making and Collaborative Problem Solving:

The Learning Services central office professionals work collaboratively with school based teams to determine Ministry of Education (MOE) eligibility and amounts of support provided to each school; however it is essential to support and foster school based decision making; to the greatest extent possible, re: how the resources assigned to the school are distributed to students. To this end support time is distributed to each school based on the following two criteria:

MOE (Ministry of Education) eligibility requirements Functional needs assessments e.g. I.S.P.P. form (Instructional Support Planning Process).

School principals in consultation and collaboration with the school based team will assign support to individual classes based on student needs and eligibility criteria. Communication and collaborative problem solving are critical in ensuring the engagement and commitment of staff, students and parents.

Proactive Approaches to service delivery, focusing on prevention and early intervention of educational challenges:

School District 52 promotes the use and implementation of the following educational theories & concepts:

Universal Design for Learning/Backwards Design Planning Processes Assessment for Learning Practices Response to Instruction Differentiation of Instruction L.U.C.I.D. teaching methods and strategies. First Peoples Principles of Learning Self-regulation theories and strategies

These approaches to instructional design ensure consideration of individual student needs when planning curricular units in order to prevent early learning challenges. These instructional theories, methods and strategies reduce the occurrence and impact of learning and adjustment problems. Additionally, such approaches enhance school staff and parent abilities in meeting the daily academic and social emotional needs of all students.

Home –school collaboration in educational decision-making and delivery of services:

Families, educators and community members all have important roles and responsibilities in the student’s learning and development. Home-school-community collaboration is more than sharing information and decisions from school to home. Home-school-community collaboration implies that parents, educators and community members form a partnership for the purpose of working towards mutually defined goals. All partners should expect active

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ongoing involvement and should strive to create new ways and methods to facilitate its occurrence. Such activities include working with other agencies and organizations to promote home-school-community partnerships to enhance the students’ performance.

Record Keeping and Documentation:

Record keeping and written documentation of educational plans (including progress monitoring and outcomes), referral for learning services, and procedural safeguards must be maintained and documented; however there is a need to keep paper work at a manageable level. Maintaining a balanced approach to record keeping and written documentation is a constant challenge. Requirements are in place to ensure that student programs are regularly reviewed to ensure good decision making.

Student Screening Procedures:

All students are the responsibility of their parents first and then the classroom based teacher. A partnership between the classroom teacher and parent is essential in ensuring that appropriate programming to meet the student’s personalized needs is provided. Throughout a child’s educational career the teacher or parent may note some learning challenges faced by the student and take the first step of meeting with each other to discuss the challenges perceived. The teacher and parents will determine in class and at home accommodations to assist the student in successfully accessing the curricular content presented.

When these accommodations are not sufficient to assist the student in obtaining academic success with the curricular content the following Response to Instruction Pyramid is supported and recommended by the school district.

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Response to Instruction Pyramid

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Programs and Services Procedures:Once it has been determined that a student requires the services of a professional from the District Learning Services Staff or from an outside agency professional the following procedures will be followed:

1) The appropriate referral form will be filled out in collaboration with the school based Learning Services Teacher (L.S.T.).

2) The classroom teacher (CRT) or school based L.S.T. will seek verbal permission from the parent for the following services:

Learning Services from the L.S.T. English as a Second Language or English Language Development (E.S.L./E.L.D.)

from the E.S.L./E.L.D. teacher School Based Counseling Services.

Written parental permission is required for the following services:

Speech Language Pathologist Teacher of the Deaf and Hard of Hearing Occupational Therapist/Physiotherapist Integration Support Outreach Program Provincial Outreach Programs e.g. Autism, Fetal Alcohol, Special Education Technology-

British Columbia Teacher of the Visually Impaired Outside agency services Hospital Homebound Teacher Psycho-Educational Assessments

All referrals requiring written or verbal parental permission will be submitted to the school based principal for approval and signature.

Schools seeking Ministry of Education (MOE) Designation Services will complete all the appropriate 1701 claim forms found on the School District Website under the Learning Services tab. These forms must be completed collaboratively with the School Based Team and family. Once the appropriate forms are completed and signed by the appropriate team members, the school will submit them to the District Principal of Learning Services for consideration of approval for designation.

Schools may request extra learning services for students who are approved for a MOE designation from the District Principal of Learning Services, by filling out and submitting to the District Principal an approved MOE Instructional Support Planning Process form.

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Introduction:The role of the Learning Services teacher (L.S.T.) at any grade level is varied and

complex. The L.S.T. has the responsibility of providing support to students by supporting the classroom teacher in a variety of ways. The most essential piece of the L.S.T.’s position is to provide essential supports designed to ensure that each student is able to successfully access appropriate grade level curricular content. The L.S.T. in consultation and partnership with the classroom teacher and various other specialists involved with the team; will ensure that no matter what learning challenges the student presents he or she will be able to access the content presented in the classroom and will experience successful learning opportunities at their level of understanding through this access.

L.S.T.s provide valuable assistance to the classroom teacher in the areas of unit/curriculum design that effectively engages all learners in the classroom. The L.S.T. will be able to provide information on learning styles and needs for particular students and will be able to assist the classroom teacher in ensuring that appropriate adaptations are available to the student and teacher to facilitate understanding of content presented. This type of collaboration and consultation most often occurs in a co-teaching relationship between the L.S.T. and classroom teacher.

Additionally, L.S.T.s are responsible for assisting teachers with assessment needs at Tier 1, 2 and 3 of the district Response to Instruction Pyramid. L.S.T.s also provide direction and leadership in the development and implementation of the individual student learning plans and I.E.Ps. L.S.T.s act as a liaison between outside agency involvement with students and families; providing invaluable assistance in understanding the needs of students with specific identified learning challenges. The qualifications of a L.S.T. require extensive studies in understanding the learning needs of a variety of developmental disabilities and social/emotional mental health challenges. Being an L.S.T. is an exciting role to fulfill, as the possibilities of effecting positive results for students with and without learning challenges is immense! Welcome to the role of the L.S.T.

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Elementary

Learning Services Teacher

Startup and Year End

Procedures

Elementary L.S.T. Annual Start Up/Year End Procedures

September:

Review new student files/investigate new students Complete outstanding designation renewal forms, and I.S.P.P.forms Confirm outside agencies for category “H” are still current Request SET BC equipment/support ( with changes to SET BC mandate 2015 consider if

there are students involved in SET BC class based projects) Help to continue to build classes keeping in mind student needs Help build E.A. schedules keeping in mind designated students/maximizing student

support Distribute known referrals, checklists, permission forms, and consents to

C.R.T.s(classroom teacher); send returned originals to Student Learning Services (SLS) and keep copies in L.S.T. files

o A.F.S.W. (verbal parental permission required only) due Sept. 30th

o O.T., S.L.P., T.D.H.H./Hearing referrals completed as needed (parental signatures required via permission/consent forms)

district staff will likely expect to discuss caseload with you early so you need to know who you expect to be referred

o Counselling referrals completed as needed (verbal parental permission required only)

Might need to complete current assessments (e.g. Benchmarks) for students to help with initial planning

Distribute previous years’ I.E.P.s goal progress reports to C.R.T.s in anticipation of upcoming I.E.P. meetings; ask for input and suggestions for new goals, areas of need, areas of strength

Distribute existing speech plans, inform C.R.T.s of any hearing issues that do not fall under direct services of the T.D.H.H.

Share information with C.R.T.s re: students who have or need to wear glasses Brief new C.R.T.s on class composition Ensure that all supportive equipment is in place (Phonak systems, FM system, sits-it

cushions etc.) Prepare safety plans and medical alerts; communicate with school health nurse and

other medical professionals as needed o Ensure plans/alerts are posted in central area and distributed to C.R.T.s, ensure

that medication is available and current, and that all staff are familiar with individual students’ needs in the event of an emergency

o Ensure that current consent to provide medication in school is updated and given to appropriate personnel in the school

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o Determine who in the school will be responsible for administering medications to students

o Obtain current consents to provide medication in school from family doctors

Begin to create list for Kids Against Violence services

October:

Begin drafting I.E.P.s Book TTOC/E.A. replacements and schedule I.E.P. meetings; ensure families are aware

of meeting times and dates, and invite family and all relevant outside agencies to attend the meeting

Determine swim program and sensory room candidates in consultation with O.T.o Get consents from parents for both

Generate list of students needing assessments (W.I.A.T., Key Math, Benchmarks, P.P.V.T., etc.)

Create I.E.P. meeting schedule – Refer to school calendar before choosing dates and check with teachers and E.A.’s for possible upcoming absences and when teacher prep time is, to avoid potential conflicts.

Once schedule is created, send it to the teachers and E.A.’s involved and inform them that a replacement for them has been booked and to arrange the necessary work.

Provide secretaries, principals, and relevant counselors with a copy of your I.E.P. schedule.

Ensure the teacher has made a day plan for the TTOC’s and E.A.’s that will be replacing them for meetings.

Book a meeting place for I.E.P.’s, arrange for necessary equipment (Smart Board, projector, etc.)

November:

I.E.P. meetings need to be completed, and I.E.P.s signed by principal or designate are due at Learning Services offices by November 15th

Ensure all parties in attendance are later provided with final copies of I.E.P.s and provide data tracking directions and forms to E.A.s/C.R.T.s

L.S.T.’s may participate in parent-teacher interviews as requested When I.E.P.’s have been approved by Learning Services District Principal, make copies

for Principal File, L.S.T. binder/file, for core teachers, and for distribution to home, and if needed, MCFD/guardian or with consent to C.Y.M.H. S.L.P., O.T., Hearing teacher can access on line. Do not give a copy to E.A.’s, they can read teacher or L.S.T. copy when needed. Remind teachers that I.E.P.’s are confidential documents and must be kept in a safe location.

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Elementary Year End ProceduresApril-May:

Start reviewing I.E.P. goals Benchmark all students in grades 3 and 5 and send results to District offices using

approved recording form sent out by district office each year Book TTOC/E.A. and schedule I.E.P. goal progress meetings; ensure families are invited

to attend and are aware of meeting times and dates, and invite all relevant outside agencies to attend

Plan for students who may need additional time with transitions to have an extra visit to the middle school if possible

June:

I.E.P. goal progress meetings need to be completed, and principal or designate signed goal progress reports are due at Learning Services office by June 15th

Organize L.S.T. files and prepare files to be mailed to other schools Ensure student files are up-to-date with services checked off by district staff Participate in district screening meetings for designated students moving to middle

schoolo Get parent consents signed for students going into Life skills program at PRMS

Complete designation renewal forms/instructional support planning tools (especially for “H” and “D” categories)

o Do not need to for LD, MID, or Hearing as they can be done in September, and when “C” is current then it is okay

Help build classes for next year Participate in welcome to kindergarten event; come prepared with forms for students

who may need to be referred in September based on observations Complete W.I.A.T. III referral package on any student who may be a candidate for next

visit of school psychologist in the fall

Ongoing Elementary L.S.T. Responsibilities

Meet, coordinate, and plan with district staff/outside agencies to provide services and communicate with parents/C.R.T.s

Plan, host, and write minutes for S.B.T.M.s; follow-up with students/C.R.T.s/parents thereafter

Distribute referrals, checklists, consents, and permission forms Attend meetings with local pediatrician as needed Gather student information for medical professionals and supply as requested through

Learning Services department (once permission granted from parents via signed consent forms)

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Complete testing and required documentation for upcoming Psych Ed assessments; be prepared to meet with planning team following assessments

Collaboratively monitor I.E.P. goals with student’s team Provide C.R.T.s/students/families with additional supports such as material resources,

assessments, strategies and tools May need to assist in emergency behaviour situations Co-teaching and planning with C.R.T.s as is possible/expected Help support and implement programs (i.e., Zones of Regulation, Print Move Talk) Screen incoming student files May be asked to assist with kindergarten screenings Documentation in My ED BC and Willock Complete assessments to assist in planning process -Decide who will be the Medic Alert person, complete medic alerts for students with

allergies, asthma, or seizure disorders. See My Ed BC for a print out. Complete medic alert sheets and supply relevant teachers with a copy and keep a hard copy on the medic alert wall or binder. Remember that consent is needed to discuss students with Northern Health and to administer drugs at school (epi-pen, inhaler, medication). Consent for administration of drugs needs to be signed by family doctor. Check medic alert wall/binder for epi-pens, inhalers, and medication, if they have expired, contact home for a replacement.

Develop Safety Plans as necessary with S.B.T. and inform principal or vice principal of possible need for an incident risk assessment if necessary

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Middle School

Learning Services Teacher Start up and Year

End Procedures

Middle School L.S.T. Start of Year Procedures

Early September

Ask admin or the secretary for a printout of all students with designations. Divide caseloads amongst L.S.T.’s Each L.S.T. creates binder for themselves with student’s I.E.P. and Goal progress report

from last year, course schedule, and contact information. Obtain copy of E.A. schedule from Principal or Vice Principal to see which E.A. will be

working with each student that has an I.E.P. Do file review for each student checking for: an annual designation renewal, 1701, or

I.S.P.P. completed in June for the student, if not, complete annual designation renewal’s for category H and D and 1701’s and I.S.P.P.’s for all H designations.

Complete 1701’s for any new designations for students Prepare necessary documents/consents for any Psych Ed referrals and send

electronically to District Principal of Learning Services for approval (paper copies to follow)

Check for safety concerns, re: students on IBI, and students with Safety Plans, meet with the relevant teachers and E.A.s before school starts to inform them of any concerns and to ensure that they have time to read Safety Plans.

Obtain signatures from E.A.s indicating that they have read the safety plans. Contact Learning Services to assist you in ensuring that updated risk assessments are

completed on those students who pose a possible risk of injury to staff or students. Decide who will be the Medic Alert person, complete medic alerts for students with

allergies, asthma, or seizure disorders. See My Ed BC for a print out. Complete medic alert sheets and supply relevant teachers with a copy and keep a hard copy on the medic alert wall or binder. Remember that consent is needed to discuss students with Northern Health and to administer drugs at school (epi-pen, inhaler, medication). Consent for administration of drugs needs to be signed by family doctor. Check medic alert wall/binder for epi-pens, inhalers, and medication, if they have expired, contact home for a replacement.

Develop Safety Plans as necessary with S.B.T. and inform principal or vice principal of possible need for an incident risk assessment if necessary

Mid-September

Email relevant teachers about individual students on I.E.P.’s with a quick note of their learning strengths and needs. Instruct teacher to contact you if they need more information or if they would like to review the past years I.E.P./goal progress report.

Prepare consents for release of information and consents for services for each student and mail them home. (Have the A.F.R.W. support students and families by delivering consents personally where needed.)

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When consents are returned, fax or send a copy to learning services and keep a hard copy in the consent binder located in the L.S.T. room. Move all old consents to L.S.T. file.

Print off referral forms from My Ed BC or District website, for all students on I.E.P.s and place in Referral binder in L.S.T. room.

- Send letter home/phone guardians of students on your caseload to introduce yourself. (Can send with consents).

- Benchmark any student with an I.E.P. who is not making expected progress according to goals

Benchmark grade 8’s

Start of October

Arrange Class review or profiling meetings with teachers to review whole class, take a strength based approach.

o Complete file checks for students highlighted from review/profiling meetings Start to create a day plan for which classes you are going to support, can do this with

information from review/profiling meeting. Create list of students with expiring Psych Ed’s and generate list for upcoming Psych Ed

assessments Generate list of students needing assessments (W.I.A.T., Key Math, Benchmarks,

P.P.V.T., etc.) Review old I.E.P.’s meet with teachers/E.A.’s for new goals

Mid-October

Determine if any release time is available for I.E.P. meetings and amongst L.S.T. and Life skills teachers decide how much time each L.S.T. will have for I.E.P. meetings.

Create I.E.P. meeting schedule – Refer to school calendar before choosing dates and check with teachers and E.A.’s for possible upcoming absences and when teacher prep time is, to avoid potential conflicts.

Book replacements for teachers and E.A.s. Send letter home, and/or phone to invite parent to I.E.P. meeting. Also refer to School

Based team of others that should attend meeting; counselor, principal, M.C.F.D., C.Y.M.H., S.L.P., O.T., Hearing Teacher etc.

End of October

Once schedule is created, send it to the teachers and E.A.’s involved and inform them that a replacement for them has been booked and to arrange the necessary work.

-Provide secretaries, principals, and relevant counselors with a copy of your I.E.P. schedule.

Make a schedule for the TTOC’s and E.A.’s that will be replacing teachers and E.A.’s for meetings.

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Book a meeting place for I.E.P.’s, arrange for necessary equipment (Smart Board, projector, etc.)

Start of November

-After I.E.P. meetings are complete, finish and finalize I.E.P.’s. Have principal or vice principal read and sign I.E.P.’s before sending a copy to Learning Services.

o When I.E.P.’s have been approved by Learning Services District Principal, make copies for Principal File, L.S.T. binder/file, for core teachers, and for distribution to home, and if needed, M.C.F.D./guardian and with consent to C.Y.M.H. The S.L.P., OT, Hearing teacher can access on line. Do not give a copy to E.A.’s, they can read teacher or L.S.T. copy when needed. Remind teachers that I.E.P.’s are confidential documents and must be kept in a safe location.

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Middle School L.S.T. End of Year Procedures

April

Post Benchmark assessments for students on I.E.P.s Begin Benchmarks of all grade 8 students to be sent to CHSS upon completion Send Benchmark information for grade 8 students for the year to Principal, Learning

Services District Principal and Director of Instruction Ensure that Benchmark levels for students on I.E.P.s are documented in their I.E.P. goal

progress reports. Plan with Elementary L.S.T.s for pre-transition visits for students who may need more

transitioning time.

May/June

Gather tracking information for student goals from teachers and E.A.s and student file. Check to see how much I.E.P. review meeting time is available, amongst L.S.T./Life skills,

divide I.E.P. review meeting time as needed Schedule I.E.P. review meetings, check school calendar for conflicts as well as with

teachers and E.A.s. Remember to avoid teacher prep time. Send letter home, and/or phone to invite parent. Also refer to School Based team of

others that should attend meeting; counselor, principal/vice principal, M.C.F.D., C.Y.M.H., S.L.P., OT, Hearing Teacher.

With information from I.E.P. review meeting, complete and finalize I.E.P. goal progress reports.

Give goal progress report to principals to read and sign. Send Goal Progress report (GPR) to Learning services for filing in central file When GPR approved by Learning Services District Principal, make copies for Principal

File, L.S.T. binder/file, for core teachers, and for distribution to home, and if needed, M.C.F.D./guardian or with consent to C.Y.M.H., S.L.P., O.T., T.D.H.H. can access on line.

June

Put I.E.P. and goal progress report for the year in student file Complete 1701’s for all H designations for September Complete annual renewal designation forms for H and D categories for September. Complete W.I.A.T.’s and Psych Ed assessment referral for first Psych Ed visit in the fall. Fill out year-end summary form for each I.E.P. student; assessments and services for

that year. Bundle file for the current school year. Pull L.S.T. files for all grade 8 students to be sent to CHSS. Make room for incoming student files.

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High School

Learning Services Teacher

Start up and Year End

Procedures

High school Learning Services Teacher time line of responsibilities:

The Year

Last Week of August

With counsellors balance timetables for students with designations (Department Head; 2 days)

Term OneEarly September

Check caseload on BC Student Services Eligibility Report (MY ED BC) Ensure outside agency involvement is continuing for students

designated in category H (i.e. C.Y.M.H., CES, Probation), if service is no longer continuing, inform Learning Services so student can be removed from 1701 count

Balance caseload -- each L.S.T. monitors their own caseload Draft E.A. schedule to use for the first week, then, create schedule for

Term 1 and review with principal or vice principal Chronic Health (D)/Intensive Behavior (H) designations need annual

renewal form and I.S.P.P. completed (should be done in June) Release of information forms for outside agency consultation 1701 paperwork for new designations (D or H also need I.S.P.P.) Medical Alerts - update forms with family (doctor needs to sign for epi-

pen, inhaler, medication administration at school) Review Safety Plans and inform teachers and EA’s of concerns Have E.A.’s sign indicating they have read and understood safety plans Organize I.E.P.’s so E.A.’s and teachers can access hardcopy in the L.S.T.

room Email teachers instructions to access I.E.P.’s on Willock

September Review grade 9 data for at-risk information (highlight classes in terms of not meeting, meeting, exceeding)

Review list of students who may require a psycho-educational assessment or an updated psycho-educational assessment; add in names from PRMS – prioritize (a student turning 16 in the PREP or Life skills Program needs updated psycho-educational assessment before they graduate; students with a learning disability need assessment that is at least grade 7, or two congruent assessments)

Start W.I.A.T. assessments and psycho-educational referrals (W.I.A.T.s should not be older than 6 months)

Review 1701 for accuracy with administration and Student Learning Services

October Data collection for E.A.’s, set up E.A. meetings to review student progress

Start I.E.P. process (some release time is available) Contact parents to set up consult for I.E.P.’s or to invite them to a

meeting to review I.E.P.s Contact outside agencies to set up I.E.P. meetings for students on I.B.I.

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caseload Adjudication for Provincial exams: Chapter 8 from Handbook of

Procedures; Table 1, 2 and 3 to review criteria; compete Appendix 4: Summary of Assessments for Student File; fax Appendix 3 Students Receiving Adaptations on Exams to the ministry (3rd week in October).

At-risk grade student meetings –file reviews, assessment and referral decisions

Budget from administration and work towards purchasing decisionsNovember I.E.P.’s due to Learning Services November 15th – read and signed by

principal/vice principal; parent consultation (or attempts to consult) documented on the I.E.P.; copy for student file, confidential file, and L.S.T. binder; teachers and specialist teachers access on MY ED BC or Willock, copy to with consent C.Y.M.H., offer to send copy to parent if not able to attend meeting

Review mid-term results; adjust supports for studentsDecember Provincial Exams Adjudication Schedule( text reader,

keyboarding/spellchecker; calculator, voice to text, separate setting, more time )

January Data collection for E.A.’s for Term 1 Prepare an E.A. schedule for Term 2 Adjust student timetables for second term

Term TwoFebruary, March, April, May

The same as September to May

June Goal Progress Reports due to Learning Services office by June 15 Adjudication for Provincial Exams Renewal paperwork for students in category D and H Student/Class Reviews/Profiling meetings with PRMS District Screening Meeting for incoming students who have designations Organize Profile sheets and District Screening data into a binder for

students with designations; add in I.E.P. and Goal Progress Report so information is accessible and organized for the new school year.

Archive L.S.T. files of students graduating and organize incoming files from PRMS

Review “at-risk students”, without designations, for upcoming school year

Complete Department ReportReminders

1701 forms for all categories online through Student Learning Services link on district website

General referral form and specific referral forms (O.T., S.L.P., Psychoeducational) online

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through Student Learning Services link on district website Consent to Receive Services and Consent for Release of Information online through

Student Learning Services link on district website I.S.P.P. forms found in the MOE Special Services Handbook available online through

Student Learning Services link (includes the checklist of criteria) – however it is PDF, the Student Learning Services Secretary can email a version you can type in

Annual Renewal forms requested through Student Learning Services secretary Permission Form (parental/guardian) for PREP and Life skills requested through Student

Learning Services secretary

When a W.I.A.T. and/or Psycho-educational assessment is done enter data under assessments and consultations for students designated with special needs, and make a notation under notes through MY ED BC and add under assessment tab in Willock; for students not designated just record under notes through MY ED BC

When a medical assessment, or an emotional/behavioral assessment is done, enter under assessments and consultations for students designated with special needs in Willock and make a notation under notes through MY ED BC; for students not designated just record under notes through MY ED BC

For new designations complete a 1701 form and send to Learning Services for approval (even if it is already put in MY ED BC by Learning Services need to follow up with paperwork)

For D and H designations also complete I.S.P.P. documentation and renewal paperwork (do in June) – check that outside agency is place and then follow-up again in September to ensure

If services are to be requested from Speech and Language, Occupational Therapist, Deaf and Hard of Hearing need to fill out a general referral , specific checklists and release of information forms

SET BC Technology, check with Learning Services as there is a District Person who will send you the District Screening forms and Signature Pages (Mandate of SET BC will be changed September of 2015; so check to review any students involved in class based projects sponsored by SET BC)

I.E.P.’s and Goal Progress Reports are filed in confidential files, student files and a copy for the L.S.T. room so there is hard copy for teachers and E.A.’s to access

Parents are offered a copy of the I.E.P. and Goal Progress Reports when they attend meetings, when consult is done over the phone, or by email, an offer is made to send I.E.P. or Goal Progress report home

Speech Language Reports and O.T. reports are filed in student files, and a copy is also made for the confidential file

Counselling Reports are filed in Confidential File Psycho-educational Assessments, and medical consultations (Pediatric, B.C.C.H.,

Sunnyhill, Maples, visiting medical personnel) are filed in Confidential File W.I.A.T. assessment scores are filed in student file, and if the student is already

designated a copy is made for the confidential file; the protocol is filed L.S.T. file

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Annual Renewal forms for category D and H are filed in student and confidential file I.S.P.P. documentation for D and H is filed in confidential file

L.S.T.’s have taken responsibility for weekly LIF meetings with E.A.’s L.S.T.’s meet with Program Teachers once a month An L.S.T. attends monthly “at-risk” meetings with principal/vice principal, aboriginal

support workers and school counsellors

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Procedures For all

Learning Services Teachers

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Annual Timeline for all Learning Services Teachers

September

1701 preparation/count File reviews Learning Services referrals Consent and release forms Medical information alerts Safety plans Connect to E.A.s Swim program start up Sensory Room start up Add protocols

End September:

Invite parents to I.E.P. meetings Profiling meetings with teachers I.S.P.P. forms for H category

October

I.E.P.s – writing and meetings

Throughout the year:

S.B.T. Meetings Student check-ins Any on-going referrals Pediatrician meetings Assessments Intensive team and co-teaching Psychoeducational referrals Order resources

January/February

1701 count

April

I.S.P.P. D and H Tracking information for I.E.P.

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May

I.E.P. reviews District screening meetings Benchmark assessments

June

Files sent to appropriate receiving schools Meet with teachers re: student progress reports from I.E.P.s Meet with teachers re: student progress from co-taught classes

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Ministry of Education Special Needs Designation Descriptions

Summary and Paperwork required

Category (A) Students with Physically Dependent with Multiple Needs (level 1)

Category (B) Students with Multiple Disabilities: Deaf/Blind (level 1)

Category (C) Students with Moderate Intellectual Disabilities (level II)

Category (D) Physical Disability/Chronic Health Impairment (level II)

Category (E) Students with Vision Impairments (level II)

Category (F) Students who are Deaf or hard of Hearing (level II)

Category (G) Students with Autism (level II)

Category (H) Students Requiring Intensive Behaviour Interventions or Students with Serious Mental Illness (level III)

Category (K) Students with Mild Intellectual Disabilities

Category (P) Students who are Gifted

Category (Q) Students with Learning Disabilities

Paperwork requirements:

All designations require the appropriate 1701 form to be filled in, signed by the principal and submitted to Learning Services as soon as the necessary assessments and documentation has been completed. This needs to be approved (signed) by the District Principal of Learning Services. If possible new claims should be completed by Sept. 30.

All designations require assessment documentation appropriate to their category, whether academic, social/emotional, behavioural, medical, and/or psychiatric. These should be completed and sent to Support Services before the 1701 is filled in. These are then checked off on the 1701 forms and dates listed.

Other Documentation Required Yearly

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Category (H) Students Requiring Intensive Behaviour Interventions or Students with Serious Mental Illness (level III)

I.S.P.P. document (Instructional Support Planning Process form) Behaviour log/record Phone/meeting record with team members: must include outside agency contact Designation Renewal form

Category (F) Students who are Deaf or hard of Hearing (level II)

Must have record of annual audiological assessment.

Category (E) Students with Visual Impairments (level ll) Must have a record of assessment of visual impairment

Designation Renewal Form:

At the end of each year, the following categories require this form to be completed:

Physical Disability/Chronic Health, Autism, Intensive Behaviour Intervention

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Referral Procedures

Referrals (E.L.D., A.F.R.W.) are due by the end of September. This is an example of how the process might look. (There will be variations on this procedure at different schools): Important to note that all referrals are valid for one calendar year from date signed.

1. Fill out the initial referral form (found on line at district website) with reasons for referral. (Usually classroom teachers do this, but L.S.T.’s, principals, E.L.D. teachers might fill them in as well. Check to determine process for your school.)

2. Contact parents and put date of contact on referral.3. Referral goes to L.S.T. to check all forms have been completed.4. Referral goes to principal to sign.5. Referral goes to secretary for copying and filing (student file, Secretary at Learning

Services, teacher and L.S.T.)6. Learning Services Secretary files referrals in central file and give referrals to appropriate

support person.7. There needs to be a separate referral for each support service, (not just one with all

services checked on it)

Required Forms

E.L.D., A.F.R.W., Counselling: verbal consent from parents, referral page only

S.L.P. New: referral page, hearing checklist, speech and language checklist (may need to be completed with parents), consent for release of information and consent to provide services (signed by parents)

Ongoing S.L.P. Services: both consent forms signed by parents, put “ongoing” on consents

O.T. New: referral page, checklist (may need to be completed with parents), consent for release of information and consent to provide services (signed by parents)

Ongoing O.T. services: both consent forms signed by parents, put “ongoing” on consents

Hearing/Vision: verbal consent from parents, checklist for hearing, referral page (check T.D.H.H. and request an audiological assessment), once Teacher of the Deaf/Hard of Hearing receives the referral, then a referral is made to the audiologist who travels to Prince Rupert approx. every month. The parents will be informed when their appointment is.

Note: signed consents for services and release of information are valid for one year, so they need to be updated annually if the child still needs the service.

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Assessments

Level A Assessments

Ministry Definition: These are tests which can be adequately administered, scored and interpreted with the aid of the manual, a familiarity with the client population, orientation to the kind of setting within which the testing is done, and a general knowledge of measurement principles and of the limitations of test interpretations. This category includes most interest inventories, group or individual and multiple-choice tests that employ a simple metric as the main avenue of interpretation.

Qualifications: No training beyond advanced level course (senior undergraduate or graduate) in testing from an accredited college or university, or equivalent training under the direction of a qualified supervisor or consultant.

Assessment Description ResourcesBenchmarks Measures reading fluency,

accuracy and comprehension

Found in all schools

Reading inventories Measure Fluency and accuracy

Found in schoolsCommon is Jerry Johns

SNAP -V Identifies students with possible ADD.ADHD

L.S.T. have copiesRequested by Doctors and Specialists

BC Performance Standards

Ministry of Education rubrics for classroom assessment

http://www.bced.gov.bc.ca/classroom_assessment/abouthand.htm

Level B Assessments:

Ministry definition: These are tests that require specific training for administration, scoring and interpretation. These tests are more complex than Level A tests and require sophisticated understanding of psychometric principles, the traits being measured, the client population and clinical issues involved in the setting within which the testing is done. This category would generally include most individual or group tests of achievement or interest, screening inventories and personnel tests.

Qualifications: advanced level (senior undergraduate or graduate) course in testing from an accredited college or university, or equivalent training under the direction of a qualified supervisor or consultant including training in psychometric principles (reliability, validity, test construction), and direct supervised experience in administering, scoring and interpreting tests.

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Assessment Description ResourcesP.P.V.T. -Receptive language

assessment measuring oral language understanding-Standardized

Found in most schools

W.I.A.T. III -Standardized assessment measuring a student’s academic competencies

Found in most L.S.T. centers

Key Math -Standardized math assessment to measure math competencies

-Student Learning Services resource-Found in some schools

I.S.P.P. Document to identify domains such as social/emotional, communication, physical, self-determination and academics – along with strengths and needs

- Student Learning services resource-L.S.T.

Vinland Adapted Behavioural Scale

Measures daily living skills -Student support services

Level C Assessments:

Ministry Definition: Tests that require advanced (graduate level) training for interpretation in the specific professional field. to which the tests apply (e.g., clinical psychology, counselling psychology, school psychology, industrial/organizational psychology). Some of these tests may also require this level of training for competent administration and scoring. These tests are more complex than Level A and B tests. They require an in-depth understanding of psychometric principles, the traits and constructs being measured, the client population, and the clinical issues involved in the setting within which the testing is done. In addition, these tests require a high degree of professional skill and judgement for their interpretation. This group would generally include any aptitude or language or personality or clinical diagnostic test, group or individual.

Qualifications: a minimum of a master's degree in psychology or a related discipline and registration as a psychologist, or certification by the provincial school psychologists' association.

Assessment Description ResourcesWISC –IV Weschler Intelligence Scales for Children

Intelligence AssessmentAges 5 to 16 years

Psychologist Assessment

ABAS-II Adaptive Behaviour Assessment Scales

Adaptive Behaviour Assessment SystemDifferent protocols for differing age groups

Psychologist Assessment

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BASC-2 Behaviour Assessment Scales for Children

Behavioural Assessment Scales for ChildrenVariety of age scales

Psychologist Assessment

Stanford Binet 5 Intelligence AssessmentAges 2 to 90 years

Psychologist Assessment

WIPPSI -2 Weshchler Intelligence Scales for Preschool and Pre-Kindergarten

Intelligence AssessmentAges 18 months to 5 years

Psychologist Assessment

WIAS-4 Weschler Intelligence Adult Scales

Intelligence Assessment ages 16 and up.

Psychologist Assessment

Other assessments: A list of assessments Learning Services or outside agencies would likely administer

Assessment Description ResourcesFunctional Vision Assessment A multitude a assessments to

identify how best to use the students remaining vision

District Teacher of Students with Visual Impairments

Northern Health audiology Screen

A hearing screen used for students to screen as well as monitor hearing impairments and problems

Teacher of the Deaf and Hard of Hearing (T.D.H.H.)

TOLD P4 Test of Language Development

Test of Language Development

T.D.H.H.

TAPS Test of Auditory Perceptual Skills

Test of Auditory Perception Skills

T.D.H.H.

Expressive One Word Picture Vocabulary Test

Vocab assessment Speech Language Pathologist

RAN /RAS Detects naming difficulties S.L.P.CTOPP-2 Comprehensive Test of Phonological Processing

Phonological processing assessment

S.L.P.

TACL-3 Test of Auditory Comprehension of Language

Receptive language comprehension of sentences

S.L.P.

CELF-4/5 Clinical Evaluation of Language Fundamentals

For receptive and expressive S.L.P.

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Individual Education Plans

Ministry of Education Description: (taken from Special Education: A Manual of Policies Procedures and Guidelines 2013)

Overview of the process:

For purposes of discussion, the planning process is divided into five phases:

Identification/assessment Planning; Program support/implementation; Evaluation; and Reporting

Together they constitute a process which is continuous and flexible, rather than a series of five separate and discontinuous phases.

Wherever possible, the process should be incorporated into the regular routines of planning, evaluation and reporting that occur for all students.

There should be a progressive flow from one phase to another, so that, according to need, supports can be obtained in a timely way from within the school, the district, the community and/or from regional or provincial services.

The process works best when:

•there is collaboration and ongoing consultation among teachers, administrative and support personnel, parents, students and representatives of district/community/regional agencies.•parents/guardians and students have the opportunity to be active participants in the process, to initiate discussions regarding the learning needs or request school-based access to support. They should feel welcome and encouraged to contribute throughout the process, and are important partners in the development of the Individual Education Plan (I.E.P.). As a rule, students should be included in all phases of the process unless they are unable or unwilling to participate.•staff members have the support of in-service and other resources available to them. For example, a teacher should have access to specialist support, help with informal assessment procedures or suggestions for pre-referral intervention strategies.•individual schools establish procedures to support collaborative consultation and planning. Staff should be identified within each school to be available for consultation and to be part of a school-based team. This team should be

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established with clear procedures to provide support, consultation, planning, case management, and, when appropriate, to facilitate inter-ministerial or community approaches.

Procedures should be in place to: Ensure information is promptly shared; Plan for and facilitate transitions; Ensure consistency in reporting and documenting plans; promote communication and collaborative decision-making between the school and

home; communicate planning decisions to parents, students and appropriate staff; and resolve differences effectively.

School districts support the process. This support is reflected in:

•recognition of the time and space required for planning/consultation;•procedures which ensure prompt transfer and sharing of information while protecting privacy;•establishment of qualification standards for personnel; and•continuing in-service opportunities to support staff development to promote effective consultative models, school-based teams and inter-ministerial collaboration.

Identification & AssessmentEarly identification is an essential element of successful program planning for students with special needs. Students may be identified before they enter the school system. In such cases, existing assessment and programming information should be requested without undue delay to permit planning. In cases where students with special needs have been identified prior to enrolment, or when students have obvious and severe special needs, which have not been previously identified, the school-based team should respond promptly to a teacher's request for a determination of the need for assessment, planning and intervention.

Pre-referral ActivitiesFor most students, the identification/assessment phase begins in the classroom, as the teacher observes exceptionalities in learning and behaviour. The teacher responds by entering the first phase of the process, initiating in-depth, systematic classroom observation and evaluation. Further, while beginning a comprehensive assessment of learning needs, the teacher should also introduce variations in instructional approaches, evaluating the success of using such teaching techniques and instructional materials with the student.The teacher should consult with the parent and, when appropriate, the student regarding concerns and progress. The teacher should discuss with the parent the appropriateness of a referral to a physician for a comprehensive medical examination to exclude the possibility of a medical basis for the concerns.If these efforts prove insufficient to meet the student's educational needs the teacher

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should embark on a process of consultation and collaboration with the school-based resource personnel. This may take the form of classroom observation, additional assessment, the consideration of additional classroom intervention strategies, and implementation of those strategies.

For many students, such collaborative planning and the resulting interventions will successfully address the student's needs. However, if this is not the case, the teacher can approach the school-based team for further assistance.

Referral to the School-Based TeamThe school-based team can provide

•extended consultation on possible classroom strategies; •planning for and co-ordination of services for the student; •access to additional school, district, community or regional services; and •planning for and co-ordination of services in the school.

What is a school-based team? A school-based team is an on-going team of school-based personnel which has a formal role to play as a problem-solving unit in assisting classroom teachers to develop and implement instructional and/or management strategies and to co-ordinate support resources for students with special needs within the school.

Who is on the team?

The school-based team includes a small group of regular members, usually including a school principal, a learning assistance or resource teacher, a classroom teacher and a counsellor. On a case-by-case basis as needed to plan for individual students, the team should also include the student's referring teacher, and involve the parent, the student, and, as appropriate, district resource staff, and representatives from community services, regional authorities, or from other ministries.

What does the team do?

Upon the request of the referring teacher or parent, it provides support through extended consultation on possible classroom strategies, and may become a central focus for case management, referrals and resource decisions. It should appoint a case manager, identify the need for additional services and/or initiate referrals to access other school, district, community or regional services. The school-based team can also initiate or facilitate inter-ministerial planning and service delivery.

Referral for Extended Assessment

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When extended assessments (e.g., psycho-educational, behavioural, speech and language, orientation and mobility) are requested, the goal is to better understand the student's strengths and needs in order to plan more effectively for that student.

School districts are advised to ensure that:

•where required, informed, written consent for the assessment is received from the parent and, as appropriate, the student;•specialists are sensitive to cultural, linguistic and experiential factors when selecting assessment procedures and interpreting assessment results (The use of interpreters may be necessary to facilitate the assessment and planning process;•information gained is readily usable for purposes of planning, and easily integrated into the student's Individual Education Plan;•specialists communicate and interpret assessment findings to the parents, the student and staff; and•the written report of the assessment is made available to the parents, the staff and, when appropriate, the student, in accordance with the provisions of the “Freedom of Information and Protection of Privacy Act”.

Planning

At its core the planning process is the same for all students: it is a collaborative process in which the student, the parents and educators identify educational goals that are appropriate to the student, and the ways of attaining them. For students with special needs it is important that the planning process begin at school entry or as soon as their special needs become known. This process results in an Individual Education Plan (I.E.P.) which identifies appropriate goals and objectives, and describes the nature of the commitments which the educational system makes to assist the student in attaining these goals and objectives.

Over the length of their school experience, students with special needs may experience a number of significant transitional steps: from home to kindergarten, from elementary school to secondary school, from program to program, from one school to another, from school to adulthood. Careful and sensitive planning should be undertaken within an I.E.P. that addresses the needs of the student and the family members involved as they pass through each transition. Early introduction to the new environment or staff, assignment of a school "buddy", or early provision of information on timetables and school organization are examples of transition support.

It is important that students with special needs take an active role in the design of their I.E.P.s to the maximum extent that their developmental level and ability permit. Factors affecting student participation in the development of an I.E.P. include: age, level of maturity, and capacity for sustained, considered deliberation based on

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awareness of possibilities and consequences.

For students with special needs moving into adulthood, transition planning is a key element of their Individual Education Plan. This transition planning should include a statement of transition goals and, where appropriate, should identify inter-agency responsibilities or linkages that should occur before the student leaves the school setting. The school is in a key position to provide a variety of co-ordinated activities that lead to employment and/or further education for students with special needs. The commitment should be to early, collaborative and well-planned transitions from school to further training, supported work, or other environments. The success of an individual student in accessing post-secondary options and necessary supports for the future depends in part on consistent information flow and advanced planning, as well as establishing firm linkages with other available agencies and community partners.The transition plan in the I.E.P. should incorporate the elements outlined in the Graduation Portfolio Transition Plan which include career, education and personal goals. (See Appendix H.17 Transition Planning or refer to the Ministry’s website: http://www.bced.gov.bc.ca/graduation/portfolio/)

The Individual Education Plan (I.E.P.)

What is an I.E.P.?

An I.E.P. is a documented plan developed for a student with special needs that describes individualized goals, adaptations, modifications, the services to be provided, and includes measures for tracking achievement.

It serves as a tool for collaborative planning among the school, the parents, the student (where appropriate) and, as necessary, school district personnel, other ministries and/or community agencies.

Typically an I.E.P. includes individualized goals with measurable objectives, adaptations and/or modifications where appropriate, the strategies to meet these goals, and measures for tracking student achievement in relation to the goals. It also documents the special education services being provided as these relate to the student’s identified needs.

Some students require small adaptations and minimum levels of support; other students with more complex needs may require detailed planning for educational modifications, adaptive technologies, or health care plans. The I.E.P. will reflect the complexity of the student's need and, accordingly, can be brief or more detailed and lengthy.

What is an I.E.P. for?

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The development of an I.E.P. serves a number of purposes:•It formalizes planning decisions and processes, linking assessment with programming.•It provides teachers, parents, and students with a record of the educational program for an individual student with special needs, and serves as the basis for reporting the student's progress. •It serves as a tool for tracking individual student learning in terms of agreed upon goals and objectives.•It documents the relationships between any support services being provided and the student's educational program.•It provides parents and students with a mechanism for input into the individualized planning process. I.E.P. documentation provides evidence that:•the parent and/or student were offered the opportunity to be consulted about the preparation of the I.E.P.;•the student is receiving learning activities in accordance with I.E.P.; and•the I.E.P. is reviewed at least once each school year.

What must an I.E.P. contain?

The I.E.P. document does not describe every aspect of the student's program. It makes reference to those aspects of the education program that are adapted or have been modified, and identifies the support services to be provided. I.E.P. learning outcomes are often described as goals and objectives.

An I.E.P. must have one or more of the following:•the goals or outcomes set for that student for that school year where they are different from the learning outcomes set out in an applicable educational program guide; or•a list of the support services required to achieve goals established for the student; or•a list of the adaptations to educational materials, instructional strategies or assessment methods.

An I.E.P. should also include the following:•the present levels of educational performance of the student;•the setting where the educational program is to be provided;•the names of all personnel who will be providing the educational program and the support services for the student during the school year;•the period of time and process for review of the I.E.P.; •evidence of evaluation or review, which could include revisions made to the plan and the tracking of achievement in relation to goals; and•plans for the next transition point in the student's education (including transitions beyond school completion) and linkages to Graduation Portfolio during Grades 10-12.

Where the goals established for the student are different from the expected learning

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outcomes for the age or grade, these should•be set at a high but attainable level to encourage parents, students and staff to hold high expectations. •be accompanied by measurable objectives developed for each goal to enable I.E.P. review and evaluation.

The I.E.P. may be brief, or it may be more detailed and complex, depending on the complexity of the student's needs. For example, the I.E.P. for a student who needs examinations with adaptations and support with note-taking can be relatively simple. In contrast, a student with multiple disabilities who requires the involvement of a variety of professionals, adaptive technologies and major curricular modifications will require a much more extensive I.E.P.

Who develops the I.E.P.? The principal of the school is responsible for the implementation of educational programs (School Act Regulation 5(7)(a)). Though planning occurs collaboratively, the principal of the school should ensure that for each such student a case manager is appointed to co-ordinate development, documentation and implementation of the student's I.E.P.

As necessary, other school district personnel or staff from regional or community agencies may be involved in the development and have a role to play in its implementation.

Parents must be given the opportunity to be consulted in the planning process, and should receive a copy of the I.E.P. To the extent possible, the student should also participate in the process.

The I.E.P. should document instances where services are offered but the parent or the student refuses them.

Who must have an I.E.P.?

All students with special needs must have an I.E.P. An exception can be made if:•the student with special needs requires no adaptation or only minor adaptations to educational materials, or instructional or assessment methods;•the expected learning outcomes established by the applicable educational program guide have not been modified for the student with special needs; and•the student with special needs requires in a school year,25 hours or less remedial instruction, by a person other than the classroom teacher in order for the student to meet the expected learning outcomes.

In school district 52 we believe that students wherever and whenever possible should be encouraged to play an active role in the development of their I.E.P. or learning plan. To that end the district supports the process of development of Self-directed I.E.P.s or Learning Plans.

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WHY Self-Directed I.E.P.’S and or Self-Directed Learning Plans?

• Self-Directed I.E.P.s involve a process that engages students to be active participants in their educational journey.

• They allow for student ownership and building success.• They prepare students for transitions and planning for the future.

THE BENEFITS OF SELF DIRECTED I.E.P.’S

• Students recognize their strengths and limitations.• Students consider what tools they need to be successful in and out of their classroom.• Provide students with a voice and opportunity to take ownership of their learning.• Increased engagement from students.• Supporting teachers to better understand a student’s learning challenges (identified

and unidentified)• Students have increased self-awareness (abilities and challenges)• Provides students with an opportunity to advocate and take ownership for their

learning.

WHERE TO START…

Student inventories:

Introductory activity to get to know your students. Graphic organizer focusing on: Student interests (hobbies) Favorite subjects Strengths/ Needs How does the student best learn Tools, techniques or strategies they are currently using to be successful at

school.

Learning style inventories:

Generate an inventory checklist Ask students a series of questions Get them to respond to the statements Evaluate the responses What did we learn about our students? Use the information to help develop learning strategies best suited for your

students’ needs.

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Differentiating for differing maturity levels/cognition/readiness:

Students of all abilities and maturity can contribute to their I.E.P.s. The above mentioned inventories can be completed by students of any age/ability. Likes and dislikes often indicate students’ strengths and struggles and their preferred method of presentation (written, oral, artistic, etc.)

As students become more aware of their abilities, they can set goals and objectives.

Involvement in the I.E.P. meeting can start gradually until older students are ready to participate fully and even lead their I.E.P. meeting.

Choice Maker is a program that teaches students how to lead the I.E.P. meeting. It outlines eleven steps to hold an effective meeting.

Step 1 Begin meeting by stating the purposeStep 2 IntroductionsStep 3 Review past goals and performanceStep 4 FeedbackStep 5 Discuss goals and transitionsStep 6 QuestionsStep 7 Dealing with differences of opinionStep 8 SupportStep 9 Summarizing goalsStep 10 ClosureStep 11 Student engagements on I.E.P. goals throughout the year

Source: Self-Directed I.E.P.: Teacher’s Manual by Martin, Marshall, Maxson and Jerman (1996, Sopris West Ed Services

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Learning Services

Supplemental Services

Speech Language Pathologist

Service Description:

Speech-Language Pathologists provide the following services to students whose education is adversely affected by communication difficulties. Speech and Language Pathologists:

Evaluate students suspected of having speech and/ or language and communication difficulties;

Plan, develop and provide services to individual students by: implementing a consultative and collaborative process with School Based teams, classroom teachers, School and district based support staff and parents in order to best meet the identified needs;

Provide instruction and materials to educational assistants; Participate in I.E.P. planning and program development; Provide professional development and workshops for staffs and parents; and Liaise with community agencies.

Speech and Language services may be delivered in a variety of ways, including direct therapy with an individual or on a group basis, consultation/collaboration with school personnel, direct work with students in the classroom, and development of home programs.

Speech and Language Assistant Services:

In the Prince Rupert School District Speech and Language Services are augmented by providing Speech and Language Therapy Assistant Services. These services are shared between schools. The SLA service is provided to individual students or groups of students based on recent and relevant assessments completed by a fully qualified and certified Speech and Language Pathologist.

The Speech and Language Pathologist plans, supervises and evaluates all services offered by S.L.A.s. The S.L.A. may provide the following types of services under the ongoing supervision of the S.L.P.:

Practice exercises designed to help the student develop an understanding and use of basic language concepts;

Practice exercises designed to help the student improve articulation of target sounds; Practice exercises designed to help the students improve reciprocal communication

skills Other activities designed and supervised by the S.L.P.

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Referral Process:

Step#1: Pre-referral--- The School Based Team with the assistance of the Learning Resource Teacher collects information regarding:

Speech (articulation and phonology) How a student’s educational and / or social progress is adversely affected by

communication difficulties Concerns regarding language development Information regarding first language background Previous assessments or therapy reports Hearing status Other services currently being received Achievement results Medical concerns if any Ministry of Education Designation if any

This information can be shared, discussed and evaluated at a pre-referral meeting between the S.L.P., Learning Resource Teacher of the student’s school and if available the school principal.

Step #2: Completion of Referral Forms:

If the pre-referral meeting leads to the recommendation of Speech and Language Pathologist involvement the school completes the District referral form and has the parents sign the District Consent Form. Signature on Consent and referral forms does not automatically mean that direct or indirect services will be provided for the student in question. Completion of these forms begins the process of a speech and language assessment if the student is a new referral or it may mean the development of a speech and or language program particular to the individual student’s needs if they are a continuing services student.

All consents and referral forms are found on the District website under Learning Services. Original copies should be filed in the student’s confidential file at the school and copies of the Referrals and Consents must be sent to the Learning Services office before any assessment/service decisions can be implemented.

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District Elementary Counselors (K to Grade 5)

Service Description:

District Elementary Counselors are members of the District Student Support Services Team. There are two District Elementary Counselors; one of which is an Elementary Counselor of Aboriginal Students. Each counselor supports two or three elementary schools. The District Elementary Counselors facilitate processes and services that assist schools in meeting the needs of students who require assistance beyond classroom based programs such as the: Effective Behavioral Support (EBS) program found in each Elementary school or Restitution or WITs programs. The District Elementary Counselors work collaboratively with government ministries and community organizations to identify, coordinate, and develop effective prevention and interventions programs to support at risk students. The District Elementary Counselors also assist the Learning Services team in ongoing evaluation of programs and services designed to support the district’s most vulnerable children and youth. The District Elementary Counselor:

Facilitates the resolution of serious problems related to student needs, Facilitates effective communication and liaison among community based counseling

services provided to schools through Child and Youth Mental Health or Private Counseling Services,

Participates in planning, implementation and delivery of related staff development, Assists with the transition of students with learning or behavioral challenges from

elementary to middle or secondary programs, Assists in the development of integrated education programs and integrated case

management processes, Supports the District’s alternative education program needs, Assists the School District in developing Community Partnerships, Plays an integral role in the “Responding to Critical Incidents Guidelines for Schools”.

Referral Process:

Referrals come from the School Based Team to the Learning Services office. Clearly articulated concerns are key to the process.

Referrals may also come from the parent or in consultation with an outside agency

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Referral Forms:

The District Learning Services referral Form is filled out and signed by the school based principal.

All parents must be informed of the intent to refer a student to counseling services. A Consent to Receive Services Form must be signed by the parent. Signing the consent

for services form does not automatically mean that direct or indirect services will be provided for the student in question. Completion of these forms begins the process of assessment by the counselor to determine need.

The referral form and consent form must be filed at the school level in the student’s confidential file and copies of these forms are sent to the Learning Services office.

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Occupational and Physiotherapy Services

Service Description:

• Services offered to teachers, students and families include but are not limited to:• Consultation to teachers to help students be as independent as possible in all areas

within the school and community.• To promote the quality of movement and posture, including fine motor function (use of

scissors, printing, handwriting) and motor planning skills.• Maintaining and checking proper seating and positioning for those individuals in

wheelchairs. Also involved in organizing and working at Sunny Hill Outreach Seating Clinics.

• Assessment advice/demonstrations to E.A.s and Teachers re: functional mobility issues such as lifts, transfers, independence in walking or in manual or power wheelchair, endurance and the ability to keep up with other students.

• Consulting re: life skill issues such as feeding, toileting and mobility issues for special needs students.

• Assess accessibility within the classroom and school environment including equipment needs (bath chairs, seating, slant boards etc.)

• Assessment of gross and fine motor skills, muscle tone, weakness and joint dysfunction.

Referral Process:

Teachers, parents, L.S.T.s can refer to this service or the school based team. In some cases a referral may be made by an outside agency such as B.C.C.H. or Sunny

Hill Hospital for Children If the pre-referral meeting leads to the recommendation of Occupational Therapy

involvement the school completes the District referral form and has the parents sign the District Consent Form. Signature on Consent and referral forms does not automatically mean that direct or indirect services will be provided for the student in question. Completion of these forms begins the process of an Occupational Therapy assessment if the student is a new referral or it may mean the development of an Occupational therapy program particular to the individual student’s needs if they are a continuing services student.

All consents and referral forms are found on the District website under Learning Services. Original copies should be filed in the student’s confidential file at the school and copies of the Referrals and Consents must be sent to the Learning Services office before any assessment/service decisions can be implemented.

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Completion of Referral Forms:

District referral form is completed by the teacher or L.S.T. The O.T./P.T. Teacher Checklist is completed collaboratively and parental input is

requested Consent to Provide Services Form is required Any standardized assessments must be accompanied by a written consent form.

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Deaf and Hard of Hearing Services

Services may include:

• Language development• Auditory Management• Speech Development• Speech Reading• Sign Language as required• Deaf Culture when appropriate• An individual program for identified students• Evaluation, Assessment and Reporting• Provision of Auditory Training Equipment when appropriate• Provision of consultative services only when students on the direct caseload have all

their service needs met.

Amplification and EA services for Hearing Program:

• This individual assists students and teachers with the following:• Management of amplification equipment for children who use hearing aids, personal

F.M. systems, Free Field. Sound systems and moveable F.M. equipment. • Maintains and updates Audiologic Assessment Database. • Provides in-service on use and care of amplification to teachers and child care workers

working with individual children.• Provides direct instructional services under the supervision of teachers involved in the

teaching of deaf and hard of hearing students in their classrooms.

Referral Process:

If the pre-referral meeting leads to the recommendation of exploration of the involvement by the District Teacher or the Deaf and or Hard of Hearing the school based team completes the District referral form and has the parents sign the District Consent for Services Form. Signature on Consent and referral forms does not automatically mean that direct or indirect services will be provided for the student in question. Completion of these forms begins the process of an audiological assessment if the student is a new referral.

Results of the Audiological Assessment determine the extent of the involvement of the teacher of the Deaf or Hard of Hearing.

An Audiologist must confirm a bilateral hearing loss or a unilateral loss with significant speech delay, or a cochlear implant.

Students with a unilateral hearing loss must have a significant loss in the affected ear and an annual assessment of impact must be documented.

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All consents and referral forms are found on the District website under Learning Services. Original copies should be filed in the student’s confidential file at the school and copies of the Referrals and Consents must be sent to the Learning Services office before any assessment/service decisions can be implemented.

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Hospital Homebound Services

Goal of Hospital Homebound Services:

The ultimate goal of these services is to assist the student in a timely return to regular education programs.

These services are available when:

• A students has a medical condition that keep them from attending school for more than 10 consecutive days

• A students has significant behavior or mental health concerns which prevent them from attending school

• All referrals require a doctor or mental health professional’s note re: conditions affecting student’s ability to attend school.

Referral Process:

The school based principal will in consultation with the District Principal seek a referral to Hospital Homebound services.

Services are determined by closely monitored participation and agreement to start-up contract conditions

Services are provided based on availability and scheduling All consents and referral forms are found on the District website under Learning

Services. Original copies should be filed in the student’s confidential file at the school and copies of the Referrals and Consents must be sent to the Learning Services office before any assessment/service decisions can be implemented.

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School Psychology Services

• School Psychology Services are contracted .• School Psychologist provides Level C assessments with include Intellectual Assessments

such as the WISC-V and or the Stanford Binet 5 or the Woodcock Johnson Tests of Cognitive Ability 3.

• Assessments that indicate an intellectual concern require an accompanying Adaptive Behavior Assessment (ABAS)

• The school and district must exhaust all avenues of intervention using the pyramid of instructional support before referral for psycho-educational assessment.

• School Psychologist will consult with teachers, family, and the child if appropriate about the results of the assessment.

Results of Assessment:

Results of such assessments should be used to inform instructional practices that better meet the individual needs of the student

Referral Process:

If the pre-referral meeting leads to the recommendation of pursuing a psycho-educational assessment the school completes the District referral form and has the parents sign the District Consent Form.

Signature on Consent and referral forms does not automatically mean that an assessment will occur.

Completion of these forms begins the process of a review by the District Principal of Learning Services with the school based team; of interventions trialed with the student over an extended period of time.

Electronic copies of the referral form and the achievement assessment results must be sent to the District Principal for discussion re: the determination of need for assessment.

If a determination is made to proceed with the assessment process; the student will go on a waitlist at the school level and priorities for assessment will be determined at this level.

All consents and referral forms are found on the District website under Learning Services. Original copies should be filed in the student’s confidential file at the school and copies of the Referrals and Consents must be sent to the Learning Services office before any assessment/service decisions can be implemented.

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Teacher of the Visually Impaired/Low Vision and Services:

Curriculum Areas of TSVI’s service:

• Orientation and mobility skills;

• Core Curriculum skills (literacy, Math, academics)

• Technology

• Daily living skills;

• Social skills;

• Vocational planning and skill development;

• Study skills and note-taking

Other Services Provided

Observational assessment and recommendations in regards to physical environments Functional Vision assessments (FVA) Learning Media Assessments (LMA) Speciality assessments such as Cortical Vision Assessments, Daily Living Skills

assessments

Referral Process:

Diagnosed by an ophthalmologist, optometrist, orthoptist or the Visually Impaired Program at British Columbia's Children's Hospital, the student's functioning may be described by one of the following:

• A visual acuity of 6/21 (20/70) or less in the better eye after correction;

• A visual field of 20 degrees or less;

• Any progressive eye disease with a prognosis of becoming one of the above in

The next few years; or

• A visual problem or related visual stamina that is not correctable and that

Results in the student functioning as if his or her visual acuity is limited to 6/21

(20/70) or less

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Learning Services Helping Teacher

Learning Services:

District Partner for SET-BC, POPARD, POPFASD, POPEII and an Associate Member of BC CASE

Works collaboratively with co-teaching and co-planning for all teachers in SD 52 Creates behaviour plans for children who require Tier 2 and 3 service Attends monthly meetings with Northern Health Pediatrician Co-plan L.S.T. Meetings for L.S.T.’s Observes students and assists teachers in providing service for students within SD 52

and community agencies Assists families with awareness of outside agency support to C.E.S., M.C.F.D. and

Friendship House Assists families with relationships with schools and assessing students, observing

students and school feedback on programming Attend counseling meetings with SD 52 counsellors and C.Y.M.H. Counsellors Attend S.B.T.M. for students and families Participates in the District Team VTRA Meetings Assists in educating teachers, E.A.’s and the public about various topics in regards to

Learning Services and students

Co-ordinator of English Language Learners and English as a Second Language:

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Works collaboratively with School District 52’s Aboriginal Education Department and Learning Support Services

Implement and support teachers in using the Receptive Language Kit and Talking Tables in their school programs

Support teachers in using Aboriginal content in the classroom that can be used in all subject areas. Include culturally relevant data and provide resources to staff

Support classrooms and schools in using a collaborative co-teaching program that benefits all students and focuses on E.L.D./ESL learners

Co-plan E.L.D. meetings with Aboriginal Education staff/helping teachers. Meet with E.L.D. teachers for bi-monthly meetings to support program implementation

Support schools and teachers with Innovations projects. Assist with backwards design and implementation of Units and planning meetings

Provide an annual report on the E.L.D./ESL program Train and support E.L.D. teachers with assessing students using the P.P.V.T. and E.V.T.

Assess students using the E.S.L. oral standards, using the standards for guiding instruction, reporting to parents, and for looking at language growth. The information gathered from the standards will be collected for and reported in the Achievement Contract.

Collect data on our E.L.D./E.S.L. students and monitor caseload and trends Assist teachers with maintain files and service records

Preparation Program

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The Preparation Program at Charles Hays Secondary is a four year program at the secondary level for students with mild intellectual or developmental disabilities. Admission into the program is by referral from the classroom teacher to the District Office. Students considered for entrance to the program must have an up to date psycho-educational assessment. If the student qualifies for placement in the program, a School Based Team Meeting will be held to make recommendations for application to the District Screening Committee. It is necessary to receive parental consent before a student is enrolled in the program. Upon completion of four years in the program, students will receive an Evergreen Certificate.

The aim of the Preparation Program is to provide personalized instruction to assist each student in the development of functional skills needed in the work place, at home, school, and in the community to prepare them for the transition to independent living. This is achieved through:

1. Engaging students by giving them a voice in their learning;

2. Teaching functional academic skills through a program that is individualized in nature;

3. Providing instruction in life skills through a comprehensive transition program, focusing on the skills necessary for apartment living, fiscal management, personal health and safety;

4. Ensuring students are enrolled in elective and academic subjects relevant to their skills and interests;

5. Involving students in at least 2 work study/experiences.

The program fosters a safe environment through relationship building, encouragement of self- regulating behaviours and ownership of student learning.

We believe in a supportive environment that celebrates learning and places students at the center of the experience. It is clear that the learner is a complex individual with unique gifts, needs, interests and rates of learning.

Life Skills Program Services:

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The Life Skills program at Charles Hays Secondary is a program designed to assist student with moderate/severe/profound intellectual disabilities to graduate from high school with an Evergreen Diploma. Admission to the program is by referral from the program teacher at the middle school to the District Learning Services office. Students considered for entrance to the program must have an up to date psycho-educational assessment. If the student qualifies for placement in the program an integrated case management meeting is held to make recommendations to the District Screening Committee. It is necessary to obtain parental consent before a student is enrolled in the program.

The aim of the Life Skills program is to provide personalized instruction to assist each student in the development of functional skills needed in the work place, at home, in the community in order to prepare students for independent or semi-independent living. The program is designed to provide the following:

Support to students enrolled in elective classes that focus on the development of pre-employment and leisure skills e.g. Foods and Nutrition, Information Technology, Drama, Industrial Arts, P.E. and First Nations Art.

Development of an understanding of functional life skills; e.g. Banking/Money, resume writing, personal care, social/emotional development, personal safety, community orientation, friendship and relationship building etc.

Support in developing oral and written and technological communication skills, Support in developing a Transition portfolio that will bridge the educational and adult

community upon graduation

All students enrolled in the Life Skills program will have the opportunity to participate in work study or work experiences. At times the work experiences may be supported by job coaches until independence is reached.

All students are expected to learn and achieve goals that are designed during the development of their personal learning plan/I.E.P.; to assist them in becoming contributing members of the community in which they choose to live upon graduation.

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Services of Educational Assistants:

The purpose of an Educational Assistant is to assist all students in which they come into contact with; to become as independent as possible. All students require some type of extra supports during their progress through the educational system. This support may be in the form of any one of the following services: Educational Assistant, Classroom Teacher, Co-Teacher, Learning Services Teacher, Speech Language Pathologist, Teacher of the Deaf and Hard of Hearing, Aboriginal Family/Student Support Worker, Occupational Therapist, Counselor, Vision Specialist, etc. The list of supports is vast and varied, but the educational assistant works with all these professionals to ensure that the supports a student needs are implemented in a manner that allows for optimum skill development and success towards personalized learning goals.

Educational Assistants are assigned to a school each year. Educational Assistants are assigned to students based on the needs found in each school as determined by the school principal and the school’s learning services team (At Elementary this includes the L.S.T. and other district learning services if necessary and at Middle and High School this in school team is much larger, encompassing counselors, L.S.T.s, program teachers, etc.).

Educational Assistants provide services to all students but bring skills sets that span a variety of educational and behavioural needs. As principals and their ‘in school learning services teams’ discuss student needs in the school; decisions for placement of educational assistants are made based on the educational training of the E.A.

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Outside Agency Supports

The Prince Rupert Board of Education is committed to working with community partners in order to provide the best possible services to students requiring other supports. Relationships between outside agencies are encouraged and supported. Each agency has its own procedures and policies around confidentiality, consents to provide information, and roles and responsibilities of the professionals employed by the agency. The School District endeavors to understand these policies and procedures and to work co-operatively and collaboratively with community support services. Outside agencies are also encouraged to learn about and understand the policies and procedures that guide the work of professionals in the school district. The following services listed are agencies that the school district routinely works with collaboratively.

Child and Youth Mental Health: 250-624-7594 is a mainline ask for the clinician you wish to speak to from the main secretary. Clinicians in this agency work with students and families directly in their offices or in the schools. The clinicians will work with L.S.T.s to facilitate services from Psychiatry tele-health.

Ministry of Children and Families: 250-624-7594 mainline, ask for specific social worker of student or speak to the Intake Worker of the day.

Nisga’a Child and Family Services: This is a child authority and has social workers that help families with children’s services.

Northwest Inter-Nation Family Services: This is a child authority and has social workers that help families with children’s services.

Community Enrichment Society: 250-627-6166 is a mainline ask for program you wish to speak to for example; Empowerment Program, Kids Against Violence Program, Support Child Development Co-ordinator , Supervised Parental Visitation Services, Youth Workers etc.

Thompson Adult Services: These are services available to adults and young adults transitioning from the high school to adult services.

Northern Health Pediatric Services: As of 2015 we have a visiting pediatrician who works closely with the school district.

Friendship House: There are many services provided by Friendship House so you will need to ask for the specific service the student is utilizing. The school district works closely with Aboriginal Supported Child Development Services.

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Page 58

APPENDIX

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

CONSENT FOR RELEASE OF INFORMATION

_____________________________________ ___________________________________Student’s Name (Please print) Date of Birth

____________________________________School

The signature at the bottom of this form authorizes the release of any information to Prince Rupert School District No. 52 (Prince Rupert) Learning Services from any relevant service providers (eg., physicians, psychologist, education providers, Ministry for Children & Families, etc.). This information will be used to assist Learning staff in helping your child and will not be used for any other purpose. This information will remain strictly confidential.

SD52 Learning Services staff is also authorized to share information with and to make referrals to other service providers (e.g., physicians, psychologists, education providers, Ministry for Children & Families, etc.) who could assist us in designing and implementing school-based health and educational services for your child. This information will be shared only as needed.

All information will be kept confidential between the agencies involved.

_________________________________________Name of Parent or Legal Guardian (please print)

__________________________________________ ________________________________Signature of Parent or Legal Guardian Month Day Year

It is understood that this authorization is valid for one calendar year.

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Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

CONSENT TO PROVIDE SPECIAL SERVICESStudent Name: _____________________________________________ First Middle Last

School: _________________________

I give my consent for School District No. 52 (Prince Rupert) Learning Services staff to provide assessment and services if necessary, for my child.

This includes the following:Occupational/Physical Therapy,Speech/Language Therapy,Psycho-educational Assessment,Deaf and Hard of Hearing Program Services, and/orCounselling (Signature Optional but verbal consent required)E.S.L./E.L.D. (English Language Development) (Signature Optional but

verbal consent required)I.B.S. (Intensive Behaviour Support and/or Serious Mental Illness)

__________________________________Name of Parent or Legal Guardian (please print)

_________________________________________ ____________________________Signature of Parent or Legal Guardian Month Day Year

It is understood that this authorization if valid for one calendar year.

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents who are Physically Dependent with Multiple Needs

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Level I funding allocation1701 code A

(This Ministry Guidelines form must be completed before the office of Learning Services will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Physical ly Dependent with Mult iple NeedsLevel I funding al locat ion(Revised September, 2004)1701 Code A

Student’s Name

________________________________________

PEN ___________________ Date ___________

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To be eligible all the following must be met Notes

Assessment documentation shows that the student is completely dependent on others for meeting all major daily living needs. The Student requires assistance at all times for each of the following:

Feeding; and Dressing; and Toileting; and Mobility; and Personal hygiene

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The services outlined in the I.E.P. relate to the educational, health, and personal care needs of the student.

The student is receiving special education services to address the need identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to the level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals.

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

School District 52 Learning Services, August 2007 http://www.sd52.bc.ca/studentlearningservices

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FOR

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Students Multiple Disabilities – Deaf/BlindLevel I funding allocation, 1701 code B

(This Ministry Guidelines form must be completed before the office of Learning Services will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Deafbl indLevel I funding al locat ion(Revised September, 2004)1701 Code B

Student’s Name

PEN _____________ Date ___________

To be eligible all the following must be met Notes

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Medical evidence shows that the student’s vision is impaired (from partial sight to total blindness)

and

Medical evidence shows that the student’s hearing is impaired (from moderate to profound hearing loss).

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

There is documented evidence that the degree of impairments, when compounded, results in significant communicative, educational, vocational, and social skills difficulties.

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The services outlined in the I.E.P. relate to the identified needs of the student.

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

School District 52 Learning Services, August 2007 http://www.sd52.bc.ca/learningservices

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Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FOR Students with Moderate to Profound Intellectual Disabilities

Level II funding allocation1701 code C

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Moderate to Profound In te l lec tua l D isab i l i t iesLevel 2 funding a l loca t ion(Revised September, 2004)1701 Code C

Student’s Name

__________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met Notes

assessment documentation shows the student’s intellectual functioning is 3 or more standard deviations below the mean on an individually administered Level C assessment of intellectual functioning (SS <54); and

assessment documentation shows there are limitations of similar degree in 2 or more adaptive skill areas (appropriate to the student’s age) on a norm referenced measure of adaptive behaviour.

Note: every instrument has measurement error of approximately 5 points, so a student may be identified with a moderate intellectual disability with an overall cognitive score as high as 59 when there are significant deficits in adaptive functioning, but would not be identified with a moderate intellectual disability if scores in two or more adaptive skill areas (appropriate to the student’s age) are not at a similar level.

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

There is documented evidence that…

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The services outlined in the I.E.P. relate to the identified needs of the student.

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals.

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

Refer to Special Education Service: A Manual of Policies Procedures and Guidelines (2006) for complete information at www.bced.gov.bc.ca/specialed/ppandg

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Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents with Physical Disabilities/Chronic Health Impairments

Level II funding allocation1701 code D

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services

FOR OFFICE USE ONLYConfirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Physical Disabi l i ty /Chronic Health ImpairmentLevel 2 funding al locat ion(Revised August, 2008)1701 Code D

Student’s Name

PEN ___________________ Date ___________

To be eligible all the following must be met Notes

There is documentation of a medical diagnosis in one or more of the following areas:

nervous system impairment that impacts movement or mobility; and/or

musculoskeletal condition; and/or

chronic health impairment that seriously impacts students’ education and achievement

There is evidence of a medical diagnosis of____________________________________________________The diagnosis has been made by________________________________________________________________________________________________________

Note: for a diagnosis of a complex developmental behaviour condition including FASD, it must be made by either the

CDBC Network, or BCAAN Network, or

A qualified medical specialist (paediatrician, psychiatrist, neurologist or a medical professional specializing in developmental disorders) in consultation with a multi-disciplinary team of specialists (i.e. registered psychologist, speech/language pathologist, occupational therapist, physical therapist).

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The services outlined in the I.E.P. relate to the identified needs of the student.

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals.

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

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Refer to Special Education Service: A Manual of Policies Procedures and Guidelines (2006) for complete information at www.bced.gov.bc.ca/specialed/ppandg

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents with Visual Impairments

Level II funding allocation1701 code E

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 69

Visual ImpairmentLevel 2 funding a l loca t ion(Revised September, 2004)1701 Code E

Student’s Name__________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met Notes

A documented report from an ophthalmologist, optometrist, orthoptist or the Visually Impaired Program at the BC Children's Hospital describes the student’s vision impairment as one of the following:

A visual acuity of 6/21 (20/70) or less in the better eye after correction; or

A visual field. of 20 degrees or less; or Any progressive eye disease with a prognosis of

becoming one of the above in the next few years; or

A visual problem or related visual stamina that is not correctable that results in the student functioning as if his/ her visual acuity is limited to 6/21 (20/70) or less.

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

This category does not include students described as having visual perceptual difficulties.

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The services outlined in the I.E.P. relate to the identified needs of the student.

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

A qualified teacher of the visually impaired provides the services.

Page 70

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents who are Deaf or Hard of Hearing

Funding level II1701 code F

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 71

Deaf or Hard of HearingLevel 2 funding Al loca t ion(Revised July, 2006)1701 Code F

Student’s Name

_________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met Notes

Assessment documentation shows that …

The student has a medically diagnosed significant bilateral hearing loss, a unilateral loss with significant speech/language delay, or a cochlear implant (typically documented in a report from a health professional such as an audiologist).

Assessment information indicates that the student has substantial educational difficulty due to the hearing loss.

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

Criteria for reporting of Unilateral Hearing Loss: There is an annual assessment; The unilateral hearing loss is moderate to

profound; and, The student has educationally significant

problems directly attributable to the loss.

There is documented evidence that:

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified

The services outlined in the I.E.P. relate to the identified needs of the student

The student is receiving special education services to address the needs identified in the assessment that are beyond those offered to the general student population and are proportionate level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

A qualified teacher of the deaf and hard of hearing provides the services.

Page 72

There is documented evidence that…

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified

The services outlined in the I.E.P. relate to the identified needs of the student

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

Page 73

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FOR Students with Autism

Level II funding allocation 1701 code G

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 74

Aut ism Spect rum Disorder (ASD)For students who are under the age o f s ixLeve l 2 fund ing a l l oca t ion1701 Code G(Rev ised Oc tobe r , 2008)

Student’s Name __________________________________

PEN ___________________ Date ________________

To be eligible the following must be met

Documentation of a diagnosis of ASD made by appropriately qualified professionals:

BC Autism Assessment Network (BCAAN), or a paediatrician, psychiatrist or registered psychologist

whose assessment meets Standards and Guidelines* and adopted BCAAN policy changes (Sept. 2006).

Note: Students who are diagnosed with any of the cluster of disabilities referred to as "pervasive development disorders" should now be identified in the ASD funding category.

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

Documentation must meet one of thefollowing conditions for under age six:

Diagnosis of autism from a qualified specialist prior to Jan. 1, 2004. (Completed prior to the introduction of the new Standards* in Jan. 1. 2004) that will, in many but not all cases, include information from various professionals of different disciplines.

Clinical diagnoses and assessment by a qualified specialist completed after Jan. 1, 2004 in keeping with the new provincial Standards*. The assessment must include and integrate information from multiple sources and various professionals from different disciplines.

Documentation must meet the following conditions for over age six at the time of assessment:

For students over age six who are identified in the category for the first time, school boards must ensure that a qualified specialist conducts a clinical diagnostic assessment. The assessment must integrate information from multiple sources covering development and presenting concerns; must include a mental status examination; must review community records and prior assessments; and must include consultation with professionals from other disciplines where deemed appropriate. Standards for diagnosis and assessment of students age six and over are reflected in the Sept. 2006 BCAAN policy changes.

“Grandfathering” provisions:

Students of any age who were identified by school boards in the Autism category in the 2005/06 school year will remain eligible for continued placement in this category, provided a previous documented diagnosis of ASD was made by an appropriately qualified professional, a current I.E.P. remains in place and the student continues to receive ongoing special education services. Such students will be “grandfathered” on the basis that they were identified in the autism category at or before 2005/06, consistent with Ministry of Education requirements for that school year. All students with a documented diagnosis of ASD made by a qualified professional (registered psychologist, paediatrician, neurologist or psychiatrist) prior to January 1, 2004 should be deemed eligible.

* Standards and Guidelines for the Assessment and Diagnosis of Young Child with Autism Spectrum Disorder in British Columbiahttp://www.phsa.ca/HealthPro/Autism/default.htm

There is documented evidence that…

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified

The services outlined in the I.E.P. relate to the identified needs of the student

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

Page 75

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents Requiring Intensive Behaviour Interventions or

Students with Serious Mental IllnessLevel III funding allocation

1701 code H

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation. A brief history/profile of the student’s behaviours of concern as well as school-based interventions that have been tried must be included.)

Student _________________________ Date: _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

School Principal/Vice-Principal __________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 76

Students Requir ing In tensive Behav iour In tervent ions or S tudents w i th Ser ious Menta l I l lnessLevel I I I funding Al locat ion(Revised August 2008)1701 Code H

Student’s Name

__________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met Page 1 of 2

Documentation includes:

A behavioural assessment and/or

A mental health assessment

The behaviour or mental health assessment indicates evidence of one or both of the following:

antisocial, extremely disruptive behaviour in most other environments and consistently/ persistently over time; and/or

severe mental illness diagnosed by a mental health professional (psychiatrist, paediatrician, physician, registered psychologist specializing in this area)

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

Functional behavioural assessment, for example, the Behaviour Disorders Instructional Support Planning Tool, and/or

Other assessment by medical professionals or teams of professionals.

Norm referenced assessment, i.e., Behaviour Assessment System for Children (BASC), Connors Rating Scale, Auchenbach Child Behaviour Checklist, etc.

There is documented evidence that…

The behaviour

places student or others at serious risk and/or

interferes with his or her academic progress and that of other students

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified

The student is receiving special education services to address the needs identified in the assessment documentation that are beyond those offered to the general student population and are proportionate to level of need.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Page 1 of 2

Page 77

Page 2 of 2

Students Requir ing In tensive Behav iour In tervent ions or Students w i th Ser ious Menta l I l lnessLevel I I I funding Al locat ion(Revised August 2008)1701 Code H

Student’s Name

__________________________________

PEN ___________________ Date ___________

There is documented evidence that indicates…

The setting in which the behaviour is persistent over time.

the district has exhausted resources/ capacity to manage.

Planning is coordinated, across-agency and community (integrated case management/wrap-around)

Documentation of services shows that…

The services outlined in the I.E.P. relate to the identified needs of the student

There is evidence that one or more of the following special education services are provided:

direct intervention in the classroom to promote behavioural change or emotional support as per I.E.P.; and/or

placement in a program designed to promote behaviour change/implement I.E.P.; and/or

ongoing, individual social skills training and/or instruction in behaviour/ learning strategies;

Reduction in class size (or placement in an alternate program or learning environment) is not by itself a sufficient service to meet the criteria.

Page 2 of 2

Refer to Special Education Service: A Manual of Policies Procedures and Guidelines (2006) for complete information at www.bced.gov.bc.ca/studentleanringservicesNovember 2014 Updated

Page 78

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents with Mild Intellectual Disabilities

Student based funding allocation1701 code K

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 79

Mi ld In te l lec tua l D isab i l i t iesStudent base funding allocation(Revised September, 2004)1701 Code K

Student’s Name ______________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met Notes

Assessment documentation shows the student’s intellectual functioning is 2 or more standard deviations below the mean on an individually administered Level C assessment of intellectual functioning (SS < 69); and

Assessment documentation shows there are limitations of similar degree in 2 or more adaptive skill areas (appropriate to the student’s age) on a norm referenced measure of adaptive behaviour.

Note: every instrument t has measurement error of approximately 5 points, so a student may be identified with a mild intellectual disability with an overall cognitive score as high as 74 when there are significant deficits in adaptive functioning. Similarly, a student with a cognitive score below 69 but no significant impairments in two or more adaptive skill areas (appropriate to the student’s age) would not be identified.

Note: There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The student is receiving special education services to address the needs identified in the assessment documentation. These services are outlined in the I.E.P. and relate to the identified needs of the student.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to the I.E.P. goals.

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service

Refer to Special Education Service: A manual of Policies Procedures and Guidelines (2006) for complete information at www.bced.gov.bc.ca/specialed/ppandgNovember 2014

Page 80

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents who are Gifted

Student based funding allocation1701 code P

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation. Please include a brief history/profile of the student’s exceptional capabilities.)

Student _________________________Grade _________________________Teacher _________________________School _________________________

(name) (position)This form completed by ________________________; ______________________

________________________; ______________________

________________________; ______________________

________________________; ______________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 81

Gifted

Student base funding al locat ion(Revised September, 2004)1701 Code P

Student’s Name

__________________________________

PEN ___________________ Date ___________

To be eligible all the following must be met

Assessment documentation indicates the student meets the criteria of exceptionally high capability with respect to …

intellect, or creativity, or skills associated with a specific discipline.

As evidenced by several (2 or more) of the following: teacher observations including anecdotal

records, checklists and inventories; and/or records of student achievement including

assignments, portfolios, grades and outstanding talents, interests and accomplishments; and/or

nominations by educators, parents, peers and/or self; and/or

interview of parents and students; and/or formal assessments to Level C of cognitive

ability, achievement, aptitude and creativity.

Assessment Documentation shows that….assessment and identification has used multiple criteria

assessment has collected information from a variety of sources.

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

There is documented evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to the I.E.P. goals

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

http://www.sd52.bc.ca/studentlearningservicesNovember 2014 Updated

Page 82

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

MINISTRY GUIDELINES FORStudents with Learning DisabilitiesStudent based funding allocation,

1701 code Q

(This Ministry Guidelines form must be completed before the Learning Services office will confirm a Special Education designation.)

Student _________________________Grade _________________________Teacher_________________________School _________________________

(name) (position)

This form completed by ______________________; ________________________

________________________; __________________________

________________________; __________________________

________________________; __________________________

Date: _______________

School Principal/Vice-Principal ___________________________

Return to District Principal Learning Services For office use only

Confirm______________________ Reject__________________________

____________________________________ _______________________________District Principal Learning Services Date

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 83

Page 84

Learn ing Disab i l i t iesStudent base funding allocation(Revised July, 2006)1701 Code Q

Student’s Name_____________________________

PEN ____________ Date ___________

To be eligible the following must be met

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category.

assessment documentation shows persistent difficulties in the acquisition of pre-academic skills such as recognition of letters and numbers in the early primary years; and/or

assessment documentation shows persistent difficulties in spite of remedial intervention in the acquisition of reading, writing and/or arithmetic skills, and/or

assessment documentation shows significant discrepancy between estimated learning potential and academic achievement (not discrepancy between verbal and performance abilities) as measured by norm-referenced achievement instruments.

One or more academic difficulties relative toexpected ability, and identified in documentation:

Word Recognition, and/or Reading Comprehension, and/or Spelling, and/or Written expression, and/or Mathematical computations, and/or Problem Solving

Various achievement instruments and cognitive tests can be used to document difficulty

There is documented evidence that…

Average or above ability, is demonstrated by either by a cognitive assessment or by average or better performance on a norm reference test of achievement in reading comprehension, mathematics problem solving, or written expression (average is demonstrated by score(s) at or above one standard deviation below the norm).

Significant weakness exists in one or more of the cognitive processes relative to overall functioning.

Assessments of cognitive processes must utilize norm-referenced instruments; if other forms of assessment are used, they must be accompanied by a clear rationale for why the alternate assessment is appropriate in identifying the student’s processing disorder.

Assessment documents indicate that the difficulties being experienced are not due primarily* due to sensory deficits, lack of opportunity to learn, cultural or linguistic differences, or social/emotional/ physical health issues.

* Learning disabilities may coexist with other disorders such as behavioural or emotional disorders, sensory impairments, or other medical conditions.

Measures used as evidence of cognitive functioning:Full scale score, or other norm referenced estimate

of ability with rationale for not using full scale IQ.

Verbal IQ or Performance IQ scoreTest of non-verbal cognitive ability scoreNorm-reference test(s) of academic achievement in

reading comprehension, mathematics problem solving, or written expression.

Significant weakness in one or more cognitiveprocesses, relative to overall functioning:

PerceptionMemoryAttentionLanguage processingVisual-spatial processingPlanning and decision makingPhonological processingProcessing speedAuditory processing

Examples of evidence of other primary sources of difficulty addressed in assessment documentation (√ as appropriate):

Culture and language of the homeConsistency of schooling and attendanceVision and hearing screeningMedical report regarding social/emotional healthOther

Page 1 of 2

Page 85

Page 2 of 2Learning DisabilitiesStudent base funding allocation(Revised July 2006)1701 Code Q

Student’s Name_____________________________

PEN ____________ Date ___________

There is documented evidence that … (cont’d)

The assessment integrates information from a number of sources (two or more).

Examples of evidence:

Information from family about health social/emotional status and developmental history

Information from professionals about health social/emotional status and developmental history

Information from classroom teacher(s) about classroom performance

Information from learning assistance/resource teacher about student performance

Information from other professionals about strengths and weaknesses

Relevant academic historyOther

There is evidence that …

A current I.E.P. is in place, dated after September 30, previous school year.

The I.E.P. has individualized goals and measurable objectives, with adaptations and or modifications where appropriate, and strategies to meet these goals.

The goals correspond to the category in which the student is identified.

The student is receiving special education services to address the needs identified in the assessment documentation. These services are outlined in the I.E.P. and relate to the identified needs of the student.

The student is being offered learning activities in accordance with the I.E.P.

The I.E.P. outlines methods for measuring progress in relation to the I.E.P. goals.

A parent was offered the opportunity to be consulted about preparation of the I.E.P.

Reduction in class size is not by itself a sufficient service.

Examples of strategies:

Intense, direct instructionSkill-building instructionInstruction in learning and compensatory

strategiesSkill building in self advocacyAdaptations to instruction and

assessmentAdaptations to learning resources,

technologySocial skills training, etc.

Page 86

Hearing Resource ProgramPrince Rupert School District 52

825 Conrad Street Prince Rupert, BC V8J 3B8

T: (250) 6240930, (250) 6240933 F : (250) 6246572

www.sd52.bc.ca/hearing

HEARING PRE REFERRAL FORM / AUDITORY CHECKLIST

This checklist is to help teachers and parents assess whether a child might be having problems with his or her auditory system (hearing, auditory processing or auditory integration) heck off any item that describes the child's behavior or history.If you check off many "yes" (5 or more) items consider scheduling an audiological assessment. (hearing test).

Name Grade / School

No Item Yes No1. Has a history of hearing loss.

2. Has a history of ear infection (s).

3. Has difficulty following verbal directions. Often necessary to repeat instruction.

4. Makes frequent mistakes when given directions verbally.

5. Says “Huh” and “What” at least 5 times or more a day.

6. Experiences problems with sound discrimination.

7. Forgets what is said in a few minutes.

8. Easily distracted by background noise.

9. Shows a tendency to withdraw or "daydream".

10. Does not pay attention (listen) to instruction 50% or more of the time.11. Has "startle" response to sudden sound or movement.

12. Has a short attention span.

13. Turns TV or other devices to loud settings.

14. Gives inappropriate or irrelevant answers.

15. Appears to strain to listen.

16. Tends to watch others before beginning a task.

TOTAL “Yes” & “No”

Description of other problems observed:

Form completed by

Date completed

Date referred to Northern Health Audiology Prince Rupert.

Page 87

Learning ServicesMailing Address: PO Box 520, Prince Rupert BC V8J 3R7Location: 825 Conrad Street

Phone: (250) 624-0925 Fax: (250) 624-6572

O.T./P.T. TEACHER CHECKLIST – Please complete in FULL(Parent input appreciated)

Student Name: ______________________________________ Date: __________________________ WRITING SELF-CARE□ Unestablished dominance □ Difficulty with toileting hygiene□ Poor posture – slouches at desk □ Difficulty with toileting accidents□ Wraps feet around chair □ Difficulty with managing clothing during

toileting□ Avoids fine motor activities □ Difficulty with sitting on toilet safely□ Difficulty with drawing, colouring, tracing □ Cannot reach sink/soap/towels in washroom□ Incorrect pencil grip □ Cannot access cubby or locker without

assistance□ Presses very hard/very lightly □ Cannot get lunch box independently□ Rhythm not constant (jerky, shaky letters) □ Cannot open containers□ Difficulty staying on the line □ Cannot manage utensils□ Spacing of letters/words difficult □ Eats messily□ Difficulty in copying from:

blackboard out of book dictation

□ Difficulty chewing and swallowing

□ Confused going from one completed line to the other COMMENTS

□ Shifts on chair when writing□ Rotates book extremely when writing□ Quality of writing is inconsistent□ Incorrect formation of letters/numbers (specify)□ Confused letters almost similar (eg., r & n, n & m)□ Reversals (eg., b, d, p)□ Size of letters does not remain constant□ Very slow performance of written work□ Untidy, uneven work□ Difficulty with sequencing (saw-was)

READING BEHAVIOUR□ Reading grade level □ Restless or overactive, constantly fidgets□ Skips words/letters □ Disorganized and messy desk□ Poor discrimination between words almost

similar (eg., bad-dad, cat-cot)□ Inattentive, easily distracted

MATH □ Fails to finish things he/she started□ Difficulty working in columns □ Daydreams; can’t get started/work

independently□ Problems with layout of numbers (spacing) □ Temper outbursts, unpredictable or aggressive□ Reversals of numbers (eg., 3, 6, 2) □ Isolates him/herself from other children□ Sequencing problem (43-34) □ Cannot follow directions

Page 88

GROSS MOTOR SENSORY MOTOR□ Has trouble holding head up while sitting □ Needs tactile cues for directions□ Holds head in hand regularly □ Bumps into people/furniture□ Becomes tired easily □ Fearful of activities moving through space□ When shifting body in chair, sometimes falls out

of seat□ Dislikes rough-housing, somersaults, rolling on

the floor, jumping□ Appears stiff during physical activities □ Does not like to work/play with “messy”

materials□ Movements are loose, sloppy or exaggerated

during physical activities□ Avoids being touched

□ Can’t seem to stop moving COMMENTS□ Seems weaker than other children□ Has difficulty holding still positions□ Has obvious physical differences between right &

left side□ Stumbles and falls more frequently than other

children his/her age□ Difficulty getting up from sitting□ Has awkward walking pattern□ Appears clumsy□ Difficulty stopping on command□ Requires supervision to move between levels

(eg., chair to floor)□ Requires supervision on playground□ Unable to participate in regular gym program□ Difficulty maneuvering between classes□ Uses wheelchair□ Uses walking aid (eg., walker, crutches)

FINE MOTOR□ Trouble with gluing or craft activities□ Trouble with cutting□ Trouble with tracing activities□ Difficulty using both sides of body together□ Sometimes gets left and right confused□ Has had some experience in keyboarding

Page 89

Referral for Learning Services

Basic Referral InformationStudent Name: Date of Birth:Date of Request: Family Doctor:School: Present Grade:Referring Teacher: Parents/Guardians:Contact Information: First Nations:

Services RequestedService 1Service 2Service 3Please describe the services you wish provided:

Reason for ReferralStudent’s Strengths/Motivations:

Student’s Areas of Concern:

Date of last Vision Check:Date of last Hearing Check:

Response to Instruction usedTier 1:

Tier 2:

Tier 3:

ConsultationDate of Parent consultation by teacher or L.S.T.

By:

Principal’s Signature Teacher’s Signature:

Page 90

PLANNING TEAM REFERRAL FOR FURTHER EDUCATIONAL ASSESSMENT

REVISED SUMMER 2013

The information the team provides on this questionnaire plays a vital role in the consultation process. Sources of information for this referral should include parents, school personnel, cumulative records and outside agencies.

Student’s Name: Date of Birth: (yy/mm/dd)

Grade: Chronological Age:

Parent’s Name: School:

Address: Referring Teacher:

Phone Number: Date of Referral:

Ethnicity:

Ministry of Education Funding Category(if any):

Gender:

1. For all adults living with this student, please list their relationship to the child, their age, sex and occupation:

Name Relationship Sex Occupation

2. For all children living with this student, please list their relationship to the child, their age and sex:

Page 91

School District # 52 (Prince Rupert)Learning Services

825 Conrad Street

Prince Rupert, BC V8J 3B8

Phone: (250) 624-0925

Fax: (250) 624-6572

Name Relationship

Age Sex

3. Please state the reason for the referral as a question you would like answered.

4. School History:Yea

rGrad

eSchool Salient Comments from

File (Academic & Behavioural)

Lates Absences

Page 92

5. Current Performance:

i) Academic:

ii) Behavior:

iii) Social:

6. Assessment Data (attach printouts of results where applicable and copies of written work):

Date Test Examiner Results (please be specific)

7. Please list child’s strengths and weaknesses:

8. Does the child have good study/work habits? If no, please elaborate:

Page 93

9. Do you perceive this child as having a positive self-concept?

If no, have they been referred to in-school counselling services?

Are they receiving counselling services outside of school?

10. Medical history: Child should have recent hearing and vision screen prior to assessment date.

Date of last Vision Screen Results:

Date of last Hearing Screen Results:

Is this student taking any medication?

If yes:

Type of Medication Medical Problem

Additional relevant medical information:

Page 94

11. Strategies and Interventions Attempted at the School Level:

Classroom and District Based Strategies/Interventions:

Date Started: Status and Reason of Strategies or Intervention:

Next Steps:

Small Group work

Work with SLA

Counseling

Speech Language Assessment

Teacher of the Deaf and Hard of Hearing

Amplification/Hearing CCW time

Learning Resource Teacher

English Language Development/ESL

Outside Counselling Services

Pediatric Services

Vision Assessment

First Nations Family Resource Worker

Curriculum Adaptations/Modifications

Teacher of the Visually Impaired

POPARD

Pediatrician

Psychologist/Psychiatrist

Other (please be specific)

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12. Please include any information that is felt to be relevant but not covered in this questionnaire.

13. Those in attendance at planning team meeting.

Name Responsibility

Principal’s Signature:

Date:

Please make sure that you have signed permission for this assessment.

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PHYSICAL DISABILITIES/CHRONIC HEALTH IMPAIRMENTS INSTRUCTIONALSUPPORT PLANNING PROCESS

(Not to be used with Dependent Handicaps)Student’s Name: Grade:

School Lax Kxeen DOB:

Date:

A B CDOMAIN STRENGTHS NEEDS Choose one

(), See note below.

PHYSICAL FUNCTIONING

COMMUNICATION

SOCIAL/EMOTIONALFUNCTIONING

ACADEMIC/INTELLECTUAL

SELFDETERMINATION/INDEPENDENCETeam Decision: N/A = No impairment of functionality, A=Mild impairment of functionality: B= Moderate impairment of functionality:C = Complex and/or impairment of functionality.Note: A student who requires assistance at all times for feeding, dressing, toileting, mobility and personal hygiene should be evaluated as “ dependent handicapped: ( See manual of procedures and guidelines).Goals developed to Address Needs Identified Above:

Objectives and Strategies to address Goals Developed: (what interventions/services/strategies can maximize functioning?)

Data Sources to Monitor Outcomes/and Goal Achievement (What are the outcomes? How useful were the interventions?How can the goals/strategies/services be improved for better outcomes?)

Review Date:

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Behaviour Intervention/Mental Illness

Instructional Support Planning ProcessStudent’s Name: Grade:

School Lax Kxeen DOB:

Date:

A B CDOMAIN STRENGTHS NEEDS Choose one

(), See note below.

SOCIAL/EMOTIONALFUNCTIONING

COMMUNICATION

SELFDETERMINATION/INDEPENDENCE

ACADEMIC/INTELLECTUAL

Team Decision: N/A = No impairment of functionality, A=Mild impairment of functionality: B= Moderate impairment of functionality:C = Complex and/or impairment of functionality.Goals developed to Address Needs Identified Above:

Objectives and Strategies to address Goals Developed: (what interventions/services/strategies can maximize functioning?)

Data Sources to Monitor Outcomes/and Goal Achievement (What are the outcomes? How useful were the interventions?How can the goals/strategies/services be improved for better outcomes?)

Review Date:

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LEARNING DISABILITIESInstructional Support Planning Process

Student’s Name: Grade:

School DOB:

Date:

A B CDOMAIN STRENGTHS NEEDS Choose one

(), See note below.

ACADEMIC

SELF-DETERMINATION/INDEPENDENCE

COGNITIVE FUNCTIONING

SOCIAL/EMOTIONAL

Team Decision: N/A = No impairment of functionality, A=Mild impairment of functionality: B= Moderate impairment of functionality:C = Complex and/or impairment of functionality.

Goals developed to Address Needs Identified Above:

Objectives and Strategies to address Goals Developed: (what interventions/services/strategies can maximize functioning?)

Data Sources to Monitor Outcomes/and Goal Achievement (What are the outcomes? How useful were the interventions? How can the goals/strategies/services be improved for better outcomes?)

Review Date:

Page 99

Page 100

ANNUAL DESIGNATION RENEWAL REQUEST

Student Name: D.O.B.

School: Grade: Date: eSIS #

INITIAL each of the following to confirm that the designation file contains the necessary evidence/documentation.1. DEFINITION: Physical Disability or Chronic Health ImpairmentDistrict Principal of SSS Initial here:

Documentation of a medical diagnosis in one or more of the following areas:£ Nervous system impairment that impacts movement or mobility; and/or£ Musculoskeletal condition; and/or£ Chronic health impairment that seriously impacts the student’s education and achievement

2. IDENTIFICATION & ASSESSMENT:District Principal of Student Support Initial here:

£ The medical diagnosis is clearly stated in a report/letter from a medical practitioner. (e.g. not from an OT)

£ The name(s) and role(s) of the person or multidisciplinary team making the medical diagnosis is/are clear.

£ The student’s functioning is significantly affected by the medical/physical condition.£ The instructional support planning document (ISPD) is complete and provides evidence of

significant impact on the student’s educational program in at least two domains. (Two or more ticks in column “C”)

£ The student’s report card and/or progress reports indicate support services are present in the classroom/school program.

3. PLANNING & IMPLEMENTATION:Case Manager or S-BT Chair Initial here:

£ The designation file is organized according to district standards£ A current IEP is in place.£ The IEP has individualized goals and measurable objectives.£ The goals correspond to the category and reflect the outcome of the ISPD.£ The IEP includes an evaluation of strategies and interventions used.£ The student is being offered learning activities in accordance with the IEP.£ The IEP outlines methods for measuring progress in relation to the goals/objectives.£ There is evidence that the IEP has been recently reviewed.£ There is evidence that the parent/guardian was offered the opportunity to be consulted about

the preparation of the IEP.4. SUPPORTS & SERVICES:Case Manager or S-BT Chair Initial here:

£ The additional supports checklist is completed and indicates supports and services are being provided.

£ The services outlined in the IEP relate to the identified needs of the student.£ The student is receiving special education services to address the needs identified in the

assessment documentation that are beyond those offered to the general student population and are proportionate to the level of need.

CONFIRMATION of APPROPRIATE DOCUMENTATION:

Principal Signature: Date:

DISTRICT CONFIRMATION of DESIGNATION RENEWALSSS File #: Date Entered: Entered By:

Copyright School District No. 52 (Prince Rupert) – May 2011 Please forward to the District Principal of SSS. Once you receive the stamped form back, please place this form in the student’s file.

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D

ANNUAL DESIGNATION RENEWAL REQUEST

Student Name: D.O.B.

School: Grade: Date: eSIS #

INITIAL each of the following to confirm that the designation file contains the necessary evidence/documentation.5. DEFINITION: Intensive Behaviour Intervention/Serious Mental IllnessBehaviour Resource Teacher Initial here:

The behaviour or mental health assessment indicates evidence of one or both of the following:£ Antisocial, extremely disruptive behaviour in most other environments and consistently/persistently over

time; and/or£ Severe mental illness diagnosed by a mental health professional and the documentation is in the student’s

designation file.6. IDENTIFICATION & ASSESSMENT:Behaviour Resource Teacher Initial here:

There is documented evidence in the designation file that indicates:£ Documentation includes a behavioural assessment (e.g. FBA, BASC etc.) and/or a mental health

assessment.£ The instructional support planning document (ISPD) is complete and provides evidence of significant

impact on the student’s educational program in at least two domains.£ The behaviour places the student or others at serious risk; and/or£ The behaviour interferes with his/her academic progress and/or that of other students.£ The settings in which the behaviour occurs are persistent over time.£ The district has exhausted resources/capacity to manage.

7. PLANNING & IMPLEMENTATION:Case Manager or S-BT Chair Initial here:

£ The designation file is organized according to district standards£ Planning is coordinated, across-agency and community (ICM/Wraparound)£ A current IEP is in place.£ The IEP has individualized goals and measurable objectives and is not a replica of the previous year.£ The goals correspond to the category and reflect the outcome of the ISPD.£ The IEP includes an evaluation of strategies and interventions used.£ The student is being offered learning activities in accordance with the IEP.£ The IEP outlines methods for measuring progress in relation to the goals/objectives.£ There is evidence that the IEP has been recently reviewed.£ There is evidence that the parent/guardian was offered the opportunity to be consulted about the

preparation of the IEP.8. SUPPORTS & SERVICES:Case Manager or S-BT Chair Initial here:

£ The additional supports checklist is completed and indicates supports and services are being provided.£ A Behaviour Support Plan is current and implemented.£ The services outlined in the IEP relate to the identified needs of the student.£ The student is receiving direct intervention to promote behavioural change or emotional support as per

the IEP; and/or the student has been placed in a program designed to promote behavioural change/implement the IEP; and/or

£ The student is receiving ongoing, individual social skills training and/or instruction in behaviour/learning strategies.

9. EVIDENCE of CONSULTATION & COLLABORATION:Case Manager or S-BT Chair Initial here:

There is evidence in the designation file of:£ Contact logs from all professionals working with the student (counsellors, CYFSWs, administrator, etc.).£ Closure, transition and/or summary notes.£ Complete CYFSW intake forms including goals.£ Minutes/notes of ICM or Wraparound meetings.£ Community Agency Referrals£ Behaviour Resource Teacher Consultation Notes£ S-BT Minutes – Student Specific£

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H

10. EVIDENCE of COMMUNITY AGENCY INVOLVEMENT:Case Manager or S-BT Chair Initial here:

Please provide specific information about the community agencies that are currently involved.£ Include the full name of the agency/community service.£ Include service start date and future/regular appointments planned.£ Include worker name and role.£ Ensure that the agency/service is referred to in the IEP as being part of the plan.

Agency Name Start Date/Future Date(s)

Worker Name and Role Included in IEP

Other:

CONFIRMATION of SERVICE PROVIDED and of APPROPRIATE DOCUMENTATION:

Behaviour Resource Teacher Signature: Date:

Principal Signature: Date:

DISTRICT CONFIRMATION of DESIGNATION RENEWALSSS File #: Date Entered: Entered By:

Page 2/2

Copyright School District No. 52 (Prince Rupert) – May 2011 Please forward to the District Principal of SSS. Once you receive the stamped form back, please place this form in the student’s file.

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ANNUAL DESIGNATION RENEWAL REQUEST

Student Name: D.O.B.

School: Grade: Date: eSIS #

INITIAL each of the following to confirm that the designation file contains the necessary evidence/documentation.11. To be eligible the following criteria must be met:District ASD Resource Teacher or POPARD partner Initial here:

Documentation of a diagnosis of ASD made by appropriately qualified professionals:£ BC Autism Assessment Network (BCAAN), or£ A paediatrician, psychiatrist or registered psychologist whose assessment meets Standards and

Guidelines* and adopted BCAAN policy changes (September 2006).12. IDENTIFICATION & ASSESSMENT:Case Manager or S-BT Chair Initial here:

There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the eligibility criteria. Documentation must meet one of the following conditions for under age six at the time of assessment :£ Diagnosis of autism from a qualified specialist prior to January 1, 2004 that will include information

from various professionals of different disciplines.£ Clinical diagnoses and assessment by a qualified specialist completed after January 1, 2004 in keeping

with the new provincial standards. The assessment must include and integrate information from multiple sources and various professionals from different disciplines.

Documentation must meet the following conditions for over age six at the time of assessment:£ For students over age six who are identified in the category for the first time, school boards must

ensure that a qualified specialist conducts a clinical diagnostic assessment. The assessment must integrate information from multiple sources covering development and presenting concerns; must include a mental status examination; must review community records and prior assessments; and must include consultation with professionals from other disciplines where deemed appropriate.

£ Grandfathering provisions: Students of any age who were identified by school boards in the ASD category in 2005/06 school year will remain eligible for continued placement in this category, provided a previous documented diagnosis of ASD was made by an appropriately qualified professional.

13. PLANNING & IMPLEMENTATION:Case Manager or S-BT Chair Initial here:

£ The designation file is organized according to district standards£ A current IEP is in place.£ The IEP has individualized goals and measurable objectives.£ The goals correspond to the category.£ The IEP includes an evaluation of strategies and interventions used.£ The student is being offered learning activities in accordance with the IEP.£ The IEP outlines methods for measuring progress in relation to the goals/objectives.£ There is evidence that the IEP has been recently reviewed.£ There is evidence that the parent/guardian was offered the opportunity to be consulted about the

preparation of the IEP.14. SUPPORTS & SERVICES:Case Manager or S-BT Chair Initial here:

£ The additional supports checklist is completed and indicates supports and services are being provided.

£ The services outlined in the IEP relate to the identified needs of the student.£ The student is receiving special education services to address the needs identified in the

assessment documentation that are beyond those offered to the general student population and are proportionate to the level of need.

CONFIRMATION of APPROPRIATE DOCUMENTATION:Principal Signature:

Date:DISTRICT CONFIRMATION of DESIGNATION RENEWAL

SSS File #: Date Entered: Entered By:

Copyright School District No. 52 (Prince Rupert) – May 2011 Please forward to the District Principal of SSS. Once you receive the stamped form back, please place this form in the student’s file.

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G

ANNUAL DESIGNATION RENEWAL REQUEST

Student Name: D.O.B.

School: Grade: Date: eSIS #

INITIAL each of the following to confirm that the designation file contains the necessary evidence/documentation.15. DEFINITION: Moderate to Profound Intellectual DisabilitiesSchool Psychologist or designate Initial here:

£ Assessment documentation shows the student’s intellectual functioning is 3 or more standard deviations below the mean on an individually administered Level C assessment of intellectual functioning (SS≤54), and

£ Assessment documentation shows there are limitations of similar degree in 2 or more adaptive skill areas on a norm referenced measure of adaptive behaviour.

16. IDENTIFICATION & ASSESSMENT:Case Manager or S-BT Chair Initial here:

£ The assessment document is present in the student’s designation file.£ The student’s report card and/or progress reports indicate support services are present in the

classroom/school program.

17. PLANNING & IMPLEMENTATION:Case Manager or S-BT Chair Initial here:

£ The designation file is organized according to district standards£ A current IEP is in place.£ The IEP has individualized goals and measurable objectives.£ The goals correspond to the category.£ The IEP includes an evaluation of strategies and interventions used.£ The student is being offered learning activities in accordance with the IEP.£ The IEP outlines methods for measuring progress in relation to the goals/objectives.£ There is evidence that the IEP has been recently reviewed.£ There is evidence that the parent/guardian was offered the opportunity to be consulted about

the preparation of the IEP.

18. SUPPORTS & SERVICES:Case Manager or S-BT Chair Initial here:

£ The additional supports checklist is completed and indicates supports and services are being provided.

£ The services outlined in the IEP relate to the identified needs of the student.£ The student is receiving special education services to address the needs identified in the

assessment documentation that are beyond those offered to the general student population and are proportionate to the level of need.

CONFIRMATION of APPROPRIATE DOCUMENTATION:

Principal Signature: Date:

DISTRICT CONFIRMATION of DESIGNATION RENEWALSSS File #: Date Entered: Entered By:

Copyright School District No. 52 (Prince Rupert) – May 2011 Please forward to the District Principal of SSS. Once you receive the stamped form back, please place this form in the student’s file.

Page 105

C