APPENDIX A SCHOOL-BASED RESOURCES

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1 APPENDIX A SCHOOL-BASED RESOURCES Classroom Teacher - The classroom teacher is responsible for providing a quality education to all students. Duties include: classroom organization and management, assessment, setting objectives, teaching, behaviour management, working with parents and professionals, individual education planning, and reporting. The classroom teacher is also responsible for directing the daily work of teacher assistants that may be assigned to his/her classroom. Parents - Parents work in partnership with classroom teachers and other support staff in providing a quality education to their children. In addition to sharing information about their child's personal characteristics they actively participate in determining the goals of their child's educational plan and in establishing and reinforcing the strategies and activities to reach and measure those goals. Student - Students, in accordance with their developmental capacity and interests, are involved in all aspects of their education. Students experiencing learning and behaviour difficulties have input into the problem solving process. They are informed of assessment results and their ideas and opinions are solicited in the development of IEPs. In certain circumstances when a student is significantly challenged, his/her peers may take an active role in the development of the IEP and other activities in and out of the classroom. Students with certain specific challenging educational needs may require additional school-based resources. These resources are based on Ministry of Education categories and criteria for special needs students. A complete listing and definitions of all Ministry categories is provided in the Ministry of Education document, Special Education Services: a Manual of Policies, Procedures and Guidelines. School-Based Team - School-based teams are established in each school in School District No. 57. School-based teams are viewed as support systems for solving problems within individual classrooms and at the school level. In particular, school-based teams serve to enhance the ability of teachers to serve difficult-toteach children and youth in the regular classroom. Ai

2 School-based teams are also the most knowledgeable group in the school with respect to resources that are available within the school, and where and how to access resources beyond the school. They are an integral part of the problem solving process. Further detail on the structure and operation of school-based teams is outlined in the Practices section of this manual. Support/Learning Assistance Teacher - The support/learning assistance teacher is a school-based teacher with the special knowledge, skills, and experience necessary to act as a resource to staff and parents who are supporting students requiring individual education programs. Detailed information on guidelines and best practices may be found in the Support Teacher's Manual, Guidelines and Best Practices. Multiple copies of this manual are in every school building. This manual is available in pdf version on 57 Online, located in the Information Centre, under Forms and Documents. Teacher Assistant/Youth Care Worker - A teacher assistant or youth care worker operates under the daily guidance of the classroom teacher and is directly accountable to him/her. The exact role of the assistant or worker will vary from one situation to another and will be determined by the classroom teacher in consultation with the support team. Much of the teacher assistant's or youth care worker's time is spent on helping the teacher implement student IEPs. Teacher assistants and youth care workers help motivate students, build their selfconfidence, and provide additional individual attention to those who need it. Detailed information on guidelines and best practices may be found in the Teacher Assistant/Youth Care Worker, Manual on Guidelines and Best Practices. This manual is available on 57 Online, located in the Information Centre, under Forms and Documents. Alternative Education Programs - Secondary schools typically offer various alternative programs that enhance educational experiences for all learners, and provide direct individualized service to specific students. These programs include: Transition 8, Alternate, Pre-employment, Learning Centre/Skills Support, etc. Counselling - Counselling services are provided at all secondary and junior secondary schools. Elementary counsellors are available at some elementary Aii

3 schools. All counselling services are under the direct supervision of the principals of the schools to which they are assigned. DISTRICT BEHAVIOUR TEAMS The District Behaviour Teams were reconfigured in 2008 to shift from a model providing 1:1 support for students with behavioural challenges to one which increased capacity in schools and teachers to better deal with student behavioural challenges. The model also promotes building student capacity and ability to selfregulate their behaviour. The belief is that staff understanding of where students are coming from is a key factor in how staff should respond and support them. As a result of this philosophical shift, mini behaviour teams are being developed within some schools in the district that work in conjunction and consultation with the District Behaviour Team. Three District Behaviour Teams have been established and are comprised of a District Behaviour Specialist, Youth Care Worker and an Educational Assistant. In Prince George, they provide direct service in elementary schools to students experiencing severe social-emotional difficulties and consultative services to secondary schools. Over time services to students may be direct, consultative, or a combination of both involving students when appropriate, parents, school staff and other support personnel. Currently, the communities of McBride and Valemont receive behavioural support from a 0.4 FTE Behaviour Specialist. McKenzie receives consultative support from a designated Prince George Behaviour Team. District Behaviour Team Goals are: - Enhance school capacity (system & practices) to address behavioural challenges and social-emotional needs. - Proactively address social emotional needs within the school district. - Enhance knowledge of school district staff through in-service training. - Diminish disruptions that impede teaching and learning within the school. - Establish and sustain positive school communities through assisting with the implementation of school wide positive supports systems. - Reclaim instructional time lost to behavioural disruptions within the school setting. - Establish systems to proactive that increase adoption and sustained use of reliable and valid research. Aiii

4 - Early identification and intervention of social emotional and behavioural concerns. - Enhance safe schools initiatives by minimizing and the impact of traumatic events in the school district. Mini Behaviour Team Goals are: - Enhance the school s capacity (system & practices) to address behavioural challenges and social emotional needs. - Proactively address social-emotional needs within their school. - Reclaim instructional time lost to behavioural disruptions within the school setting. - Establish positive relationships within the school community. - Work with students, teachers and families to encourage consistent interventions across environments. Services provided by the District Behaviour Team are: - Build capacity of students, staff and schools to manage behavioural and/or social-emotional difficulties. Services may be direct, consultative, or a combination of both, including services to students, parents, school personnel and other support personnel. Consultative services are provided to the secondary school as required. - Consultative resource to all schools for issues related to data collection, identification, and documentation of behaviour. - Consultation to School Based Teams regarding staff development and in-service activities such as Non-Violent Physical Crisis Intervention, behaviour intervention training, Fun FRIENDS, Child FRIENDS, Youth FRIENDS, WITS (Walk away, Ignore, Talk it out and Seek help), etc. - Respond to all critical events (CERT) and Violent Risk Threat Assessments (VTRA) in the district. - Work collaboratively with the Elementary Support Program (ESP) which provides intensive social-emotional learning in a small group environment. The District Behaviour Team works with the ESP program and acts as a gatekeeper to the program in conjunction with a screening board. The process involves identifying and screening of potential applicants and assisting with their transition back into the home school. The District Behaviour Team also provides liaison to the program and coordinates and attends all screening meetings and assists with behaviour support planning for the program. Aiv

5 Referrals to the District Behaviour Team for support are presented at Student Support Team Meetings (SSTM) by School Based Teams and consist of a completed referral form accompanied by pertinent documentation of school-based interventions tried, the duration of interventions and success levels achieved. Documentation will be reviewed and discussed with the District Behaviour Specialist who will determine if further consultation or intervention is necessary prior to Behavioural Team involvement. DISTRICT ITINERANT STAFF District Behaviour Specialists District Behaviour Specialists report directly to the District Principal of Student Support Services and provide the following district services: - Coordinate activities and behavioural support for all district schools - Conduct in-service to staff and district personnel - Support students referred by the School Conduct Review Committee - Complete 1701 designation for Elementary school Category H students - Work collaboratively with other Student Support Services Itinerant staff and school personnel as members providing Critical and Emergency Response Team (CERT) support for district schools and Violent Threat Risk Assessment (VTRA) when required - Participate in Student Support Team Meetings (SSTM) - Co-ordinate and attend Screening Meetings and determine appropriate school program referrals - Work collaboratively with the Elementary Support Program - Presentations and committee work with school trustees and senior administration as directed by the District Principal of Student Support Services - Provide emergency response as needed to school and district personnel - Liaise with community agencies in various capacities, including meetings, training and community committees - Coordinate and consult regarding CDC transition District Behaviour Specialists are assigned to consult and support designated schools within the District and coordinate District Behaviour Team services. Referrals for District Behaviour Specialist and District Behaviour Team Av

6 support are made through the School Based Team via Screening Meetings and/or Student Support Team Meetings (SSTM). District Behaviour Team Teacher Assistant/District Behaviour Team Youth Care Worker A teacher assistant and youth care worker operates under the daily guidance of the District Behaviours Specialist and is directly accountable to him/her as part of the District Behaviour Team. The exact role of the assistant or worker will vary from one situation to another and will be determined by the District Behaviour Specialist in consultation with the school support team. Much of the teacher assistant's or youth care worker's time is spent on helping the classroom teacher and District Behaviour Specialist implement student IEPs. Teacher assistants and youth care workers help motivate students, build their self-confidence, and provide additional individual attention when needed. Detailed information on guidelines and best practices may be found in the Teacher Assistant/Youth Care Worker, Manual on Guidelines and Best Practices. This manual is available on 57 Online, located in the Information Centre, under Forms and Documents. School Psychologist The school psychologist functions as part of a multidisciplinary team whose major role is to assist students to succeed academically, socially, behaviourally, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments that strengthen connections between home, school, and the community for all students. Specific services provided are; - Conducts psychoeducational assessments of students who exhibit educational, social, behavioural and emotional difficulties for the purpose of (a) developing intervention strategies; and (b) considering special program placement. - Consults with school and district staff in the design, implementation, monitoring and evaluation of intervention measures. - Provides counselling to students and parents as appropriate. - Provides written reports on all formal casework. - Consults with teachers, principals and administrators in the development of policy and programs at the school and district level. Avi

7 - Provides formal in-service sessions for teachers, parents and other professionals for the purpose of developing and upgrading their knowledge and skills. - Conducts and disseminates research relevant to the needs of students in the school district. - Determines the need for making referrals to other school district professionals and outside agencies. - Assist students with special needs transitioning into the school district, into adult services and to and from school and community learning environments such as residential treatment and juvenile justice programs. - Assist in conducting suicide and threat/risk assessments and provide support as part of Critical Event Response Teams (CERT). Referrals from School Based Teams (SBT) for School Psychologist services are discussed and received at Student Support Team Meetings (SSTM) at the discretion of the School Psychologist in consultation with the school and the extended team. Occupational Therapist (OT) Occupational Therapists conduct occupational therapy assessments of students exhibiting physical and functional difficulties in accessing and acquiring information and conducting activities of daily living within the educational system. Specific responsibilities include: consulting with school and district staff in the design, implementation, monitoring, and evaluation of intervention measures; providing home programs and consulting with parents as appropriate; providing functional aids to children for use within the school where appropriate; providing formal in-service/training sessions for school staff, parents and other professionals; and collaboration with other community agencies. Both secondary and elementary students are eligible for OT services, however priority of intervention and caseload is established based on the student s level of functional limitation, his or her age and the prognosis and expected outcome of OT intervention. Referrals from School Based Teams for Occupational Therapy services are discussed and received at Student Support Team Meetings (SSTM) at the discretion of the OT in consultation with the school and extended team. This includes referrals for complex students. An Application for Occupational Therapy form (found on 57 Online) is required. Schools will be contacted by the OT to further determine the availability of services that can be offered. Avii

8 Speech-Language Pathologist (SLP) The Speech and Language Pathologist functions as part of a multidisciplinary team whose major role is to enhance the educational and social functioning of all students in the school district. A multi-tiered problem solving approach to prevention, identification and intervention is utilized. Tier 1: The District s problem-solving process can be applied to all student in the school. Tier 2: When students struggle in core instruction in the classroom, the SLP has the opportunity to work with school staff and intervene early. This may involve providing teachers with information and strategies to support students with speech and language development in the classroom setting for the prevention of more serious problems. The SLP assists in the identification and description of concerns related to communication difficulties that impact social and/or academic progress. For students at risk, the SLP helps plan for targeted small group intervention. Tier 3: Based on the response to intervention, those students who continue to struggle without measurable progress after a period of 12 weeks are identified for individualized intervention. As part of the problem solving approach, SLPs conduct frequent monitoring of specific targeted skills to assist schools with further adaptations and modifications. Specific services provided are: Tier 1 - Assist school staff in screening for articulation and language deficits (i.e. LD Profile Classroom Performance Summary, Language Sample Summary, Articulation, etc.). - Provide professional development on language development, social skills, literacy and learning. - Provides information/recommendations to students and parents regarding communication disorders. Tier 2 - Participate in monthly Student Support Team Meetings to review screening results and other school based data. - Assist in speech, language and literacy based intervention. - Identify, use and disseminate evidence-based practices for speech, language and literacy intervention. Aviii

9 - Assist with programming for small groups/individual students to receive minute sessions 3-5 times a week (i.e. Talking Tables, Talkies, LiPS). - Monitor programs of target skills every 2-3 weeks to measure response to interventions. - Intake of preschool students transitioning into school from other agencies (Child Development Centres/CDC, Northern Health/NH, etc.). Tier 3 - Provide intensive speech, language and literacy based intervention. - Plan, facilitate and monitor small groups or individual students who receive 45 minute sessions daily (i.e. LiPS, V&V, Talkies, Seeing Stars, specific intervention programs for speech disorders, etc.). - Conduct assessments of students who exhibit communication difficulties for the purpose of developing interventions strategies and monitoring programs. - Design, monitor and evaluate interventions directly and in consultation with school and district staff. - Maintain documentation on student involvement and professional activities. - Act as a district liaison with outside agencies (i.e. {POPFASD, CDC, POPARD, SET-BC, PISP, Sunny Hill, etc.). - IEP consultation to development communication related goals. - Complete 1701 Ministry of Education category designation processes. - Maintain ongoing contact with school staff and parents concerned with individual students receiving service. Referrals from School Based Teams (SBT) for SLP services are discussed and received at Student Support Team Meetings (SSTM) at the discretion of the SLP in consultation with the school and the extended team. This includes referrals for complex students. District Resource Teacher The District Resource Teacher provides district leadership in the provision of services for learners with severe disabilities at the elementary and secondary levels. In consultation with the District Principal of Student Support Services and working under their direction, they work with School Based Resource Teachers, classroom teachers, para-professionals, administrators, and other district personnel and parents to provide support for learners with special needs. Aix

10 Services provided include: - Supporting and assisting school based resource teachers and special class teachers in all aspects of their work with elementary and secondary students with severe disabilities - Providing a knowledge base on current research, best practice, issues and trends in intervention in the education of persons with disabilities, Ministry of Education programs, curricula and resources, etc. o Supporting innovations in; o Inclusive education at the elementary level; o Independence and self-direction; o Curriculum development for students with disabilities; o Positive behavior support for students with disabilities. - Providing leadership through the role of District Partner for provincial level resources (i.e. - POPARD, POPFASD, ARC-BC, SET-BC, PISP, etc.) - Facilitating and providing district in-service and staff training development sessions that highlight promising practices which encourage success for special needs students, for teachers, administrative officers and paraprofessionals - Chairing and coordinating committee meetings - Communicating and liaising with teachers, administrators, district personnel, Ministry of Education representatives, school district Student Support Services personnel and others regarding District and provincial programs - Identifying relevant learning resources and facilitating the ordering of learning resources for both the District and schools - Monitoring program delivery and emergent needs of special needs learners - Representing the District on community committees and with community agencies including Child and Youth Committee, CASS committee, etc. where appropriate - Consulting in referral and placements processes - Liaising with community agencies and groups regarding district programs - Facilitating transitions of secondary students to adult community services. Referrals from School Based Teams (SBT) for District Resource Teacher services are discussed and received at Student Support Team Meetings (SSTM) at the discretion of the District Resource Teacher in consultation with the school, the extended team and the District Principal of Student Support Services. Ax

11 Teacher of the Visually Impaired Students with visual conditions that impair their ability to function in the school system may require the direct services, or indirect support, of the Itinerant Teacher of the Visually Impaired. This service provides liaison between home and school and offers support for the visually impaired student, the classroom teacher, and parent. Vision loss encompasses a range of severity including totally blind, legally blind, low vision and cortical impairment. For educational purposes, a student with a visual impairment is one whose vision limits their ability to readily participate in everyday activities and interferes with optimal learning and achievement. The Teacher of the Visually Impaired provides an integrated set of support services that include specialized instruction, consultative support and collaborative planning which focusses on adaptations. More specifically, the appropriate methods of presentation, choice of educational materials or resources and the type learning environment that will optimize academic success. The primary role of the Teacher of the Visually Impaired is to facilitate independence and integrate the visually impaired student into the mainstream curriculum. To be eligible to receive services: - Students must meet the criteria for visual impairment as specified on the Ministry of Education audit checklist for visual impairment and have been diagnosed/certified as visually impaired by an optometrist or an ophthalmologist - If the criteria is met, the student is eligible to receive service regardless of their 1701 designation - The visually impairment must in some way impact or influence their academic progress or development It is the responsibility of the school to: - Obtain documentation of diagnosed/certified as being visually impaired (i.e. letter from an optometrist or optometrist, Sunny Hill or BC Children s Hospital diagnostic report, etc.) - Contact the Teacher of the Visually Impaired to interpret/review the documentation - Complete a Referral & Consent for Student Support Services form (found on 57 Online) identifying the specific educational problem or concern and forward it to Student Support Services for review and processing Axi

12 - Should a student be identified through a Student Support Team Meeting (SSTM) to another Student Support Services Specialist, then review/share the Responsibility of School protocol The Teacher of the Visually Impaired will (if criteria is met): - Complete the necessary paperwork for certification (Referral for Eligibility of Vision Resources Part 1) - Collaborate and plan delivery of service with the School Based Team and/or any community or provincial agencies Teacher of the Hearing Impaired This service is available to students who have a medically diagnosed hearing loss. Students who are deaf or hard of hearing with an audiological assessment by an audiologist that affirms a bilateral hearing loss, a unilateral loss with significant speech/language delay, or a cochlear implant may be eligible for services. Students with a diagnosis of central auditory processing dysfunction are not considered for this category unless there is an additional diagnosis of peripheral hearing loss. The Teacher of the Hearing Impaired consults with classroom teachers on the adaptations, modifications and teaching strategies which are required for students with a hearing impairment. This service is intended to facilitate the students' academic success within the context of regular education in their local schools. To be eligible to receive services must meet the following conditions: - Students must meet the criteria for hearing impairment as specified on the Ministry of Education audit checklist for Deaf and Hard of Hearing and have been diagnosed with a significant hearing loss by an audiologist - The hearing loss must seriously impact the students education and/or academic achievement - If the criteria is met, the student is eligible to receive service regardless of their 1701 designation It is the responsibility of the school to: - Obtain a medical diagnosis of a significant hearing loss - A current IEP is in place that includes: o Individualized goals with measurable objectives o Adaptations and/or modifications where appropriate o Strategies to meet these goals o Measures for tracking student achievement in relation to the goals Axii

13 - Ensure that the student is receiving special education services that are directly related to the student s hearing loss on a regular basis from a qualified teacher of the deaf and hard of hearing - Ensure that students with a unilateral hearing loss have a significant hearing loss in the affected ear and an annual assessment of impact must be on file/documented - Ensure that students with a cochlear implant are receiving services on a regular basis from a qualified education professional with special training - Ensure the services being provided are beyond those offered to the general student population and are proportionate to the level of need - Ensure that the special education services are outlined in the IEP and directly relate to the student s identified needs - NOTE: Reduction in class size is not by itself a sufficient service to meet the program planning criteria - Complete a Referral & Consent for Student Support Services form (found on 57 Online) identifying the specific educational problem or concern and forward it to Student Support Services for review and processing - Should a student be identified through a Student Support Team Meeting (SSTM) to another Student Support Services Specialist, then review/share the Responsibility of School protocol The Teacher of the Hearing Impaired will (if criteria is met): - Review and complete the necessary paperwork for the Ministry of Education Deaf and Hard of Hearing 1701 claim - Consult with school administrators, resource/support teachers, classroom teachers, parents and Hearing Clinic (on a monthly basis) regarding students with hearing loss - Assess needy students with an already documented moderate profound hearing losses. The would assessed in areas of auditory discrimination, communication, speech and language, and literacy skills to determine eligibility for Ministry of Education special education category F, Deaf and Hard of Hearing claiming and extra support as described in the Ministry s Policy Manual. - Determine IEP goals and objectives including adaptations and modifications - Attend IEP meetings and transition meetings regarding deaf and hard of hearing students - Provide direct, ongoing service delineated in the IEP to Deaf and deaf and hard of hearing - Write student year-end reports indicating progress on IEP goals and objectives Axiii

14 - Observe deaf and hard of hearing students in the classroom to determine the degree of accessibility to instruction, hearing and function, and provide recommendations when appropriate - Provide FM equipment and sound-field systems to students requiring them, and in-service students and school staff on equipment care, use and maintenance - Assist deaf and hard of hearing students with their classroom work, organizational skills and study skills - Inform school staff of the kinds and levels of support available to deaf and hard of hearing students in schools, communities and the province - Refer students with suspected hearing loss to the Hearing Clinic - Interpret audiograms and audiology reports to school staff - Provide communication, hearing and hearing loss awareness in-service to students and staff Homebound Teacher This service assists those students who are missing regular classroom instruction because they are homebound due to prolonged illness, physical impairment, or for other reasons. It is intended to augment and continue the students' education while at home. Appropriate adult supervision is required during the times the Homebound Teacher is providing service. The Homebound Teacher confers with the classroom teacher to ensure assignments match classroom expectations. Axiv