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Special Education Referral Process at ISK (:star:Learning Support Teacher…
Special Education Referral Process at ISK
1. A student is referred to special education services by a homeroom teacher
2. The learning support teacher schedules observations with the classroom teacher over an agreed period of time (2 weeks)
3. Standardized ability test
4. A learning support action plan will by made collaboration with the classroom teacher. Parents and any other relevant parties including but not limited to the principal student of concern and other staff members.
:pen:After the Learning support action plan made, parents, homeroom and specialist teachers, learning support teachers, principal and other staff members who have a connection with the student work collaboratively. The special education and/or learning support teacher takes the responsibility of creating the Individualised Educational Plan (IEP) of the child.
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Learning Support Action Plan Form
https://docs.google.com/document/d/1gfwJVHBHVFHR3kBJbo_cuTfcxl9K4TGuys6oWOGDoWY/edit
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Learning Support Folder
-A folder is assembled to house the following documents
-Learning Support Referral Form
-Learning Support Checklist (if needed)
-Copy of Student Records
-Observation Form
-Test results
-Learning Support Action Plan Form
:silhouette:Parents are allowed to refer their child to learning support / special education department if they have the psychoeducational evaluation from specialists and/or are suspecting their child of having disabilities. In the learning support referral process, parents are interviewed to gather more information about the child and his medical history.
:star:Learning Support Referral Form:
This form is filled out by the classroom teacher and an informal meeting is set with the student’s classroom teacher and parent to gather information.
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Learning Support Referral Form
Child’s Name:
Date of Birth:
Date Referred:
First Language:
Background Information (medical, behavior, previous school, parent concerns)
Brief Description of Concerns:
Assessment Data:
dditional Comments:
LEVELS OF INTERVENTION
Learning support intervention levels, duration and frequency of support will vary greatly depending on each child’s individual needs. This information should be discussed and included in a student’s Learning Support Action Plan.
Level 1 Intervention: Support provided to the classroom teacher
The learning support teacher works with the classroom teacher to make modifications to classroom management, instructional content and or delivery of instruction and assessment.
Level 2 Intervention: In-class support provided to student
The learning support teacher schedules in-class support time to aid in classroom learning. The one-to-one or small group learning support occurs while a child is in class with his/her peers.
Level 3 Intervention: One to one or small group support
provided to student outside of class (Response to Intervention - RTI)
The learning support teacher schedules one-to-one or small group (3-5 students) lessons designed to build and develop targeted skills outside the classroom.
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ASSESSMENT & REVIEW
The Learning Support Action Plan should be reviewed every 6 months. Learning support intervention levels may be adjusted according to progress or lack of progress made.
:star:Learning Support Teacher Responsibilities
1.Identify students with learning and/or behaviour needs based on observations, teacher’s referral and assessment records submitted
2.Observe and evaluate students' performance, behaviour, social development, and physical health
3.Teach either individuals or small group of students within or outside the class – must be a mutual decision between teachers, parents and support teacher
Administer standardized ability and achievement tests, and interpret results to determine students' strengths and areas of need.
Prepare resources and/or activities if needed (case-by-case basis)
Help in marking and assessing work – prompting along the way but also giving an assurance that the student is on the right track
Develop and adapt conventional teaching methods to meet the individual needs of students – if the student is distracted and can't focus, LS teacher may pull out the student out and work on something else
Use special equipment and facilities, such as audiovisual materials and computers, to stimulate interest in learning
Collaborate with the classroom teacher to define appropriate activities for the students in relation to the curriculum – attend weekly planning meetings
Assess students who have long or short-term learning difficulties and work with colleagues to identify individual student's special / learning needs
11.Liaise with other professionals, such as social workers, speech and language therapists, physiotherapists and educational psychologists
Liaise closely with parents and guardians. Meet with parents and guardians to discuss their children's progress, and to determine their priorities for their children and their resource needs
Confer with parents, administrators, educational psychologists, social workers, counsellors and professionals to develop individual educational plans designed to promote students' educational, physical, and social development
Help organise learning outside the classroom in activities such as community visits, school outings or sporting events
Administration- including updating and maintaining records of students' progress – Learning support action plan
Behaviour management – teach socially acceptable behaviour, employing techniques such as behaviour modification and positive reinforcement
Employ special educational strategies and techniques during instruction to improve the development of sensory- and perceptual-motor skills, language, cognition, and memory
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate
Teach personal development skills such as goal setting, independence, and self-advocacy
Coordinate placement of students with special/learning needs into mainstream classes
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ISK Learning Support Policy
“We strongly encourage continued communication between parents and staff as knowledge is power and communication is the key for deciding, implementing and making modifications to support our students. At ISK, we aim to provide and exchange knowledge and support to our staff, families, and community so that we may work as a team to decide the best support model for each child’s individual needs.”
