Procedural Manual October09 10

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Procedural Manual October09 10 Powered By Docstoc
					NORTH EAST SCHOOL DIVISION NO. 200
“Ensuring every student has the opportunity to succeed”




                           North East School Division

      SUPPORTING DIVERSITY PROCEDURAL MANUAL




                                         August 2009




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                                          TABLE OF CONTENTS


SPECIAL EDUCATION MASTER PLAN FOR SERVING STUDENTS WITH DIVERSE NEEDS 4
     a)    Pre-referral Service __________________________________________________________________________ 4
     b)    Program Development _______________________________________________________________________ 4
     c)    Provision of Services ________________________________________________________________________ 5
     d)    Consultation _______________________________________________________________________________ 5
     e)    Parental Involvement ________________________________________________________________________ 6
ASSESSMENT ____________________________________________________________________________ 6
PLANNING FOR TRANSITION _____________________________________________________________ 7
     a)    Pre-School to School ________________________________________________________________________ 7
     b)    Within the School ___________________________________________________________________________ 8
     c)    Elementary to High School ____________________________________________________________________ 8
     d)    High School to Life _________________________________________________________________________ 8
EQUIPMENT _____________________________________________________________________________ 8
CURRICULUM AND INSTRUCTION _______________________________________________________ 10
DISPOSAL OF SCHOOL FILES AND RECORDS _____________________________________________ 11
REPORTS _______________________________________________________________________________ 11

Transportation____________________________________________________________________ 11
Communication Chain _____________________________________________________________________ 12
Quality Indicators _________________________________________________________________________ 13
Service Areas ____________________________________________________ Error! Bookmark not defined.14.
STUDENT SERVICES JOB DESCRIPTIONS ________________________________________________ 148
a)        Coordinator of Integrated School Services _________________________________________________________18
     b)    Coordinator of Student Support Services _______________________________________________________ 189
     c) Diversity Consultant_________________________________________________________ 20
     d)    Diversity Education Teacher ________________________________________________________________ 222
     e)    Speech and Language Pathologist ____________________________________________________________ 233
     f)    School Psychologist _______________________________________________________________________ 255
     g)    Counselor _______________________________________________________________________________ 277
     h)    Outreach Worker I _________________________________________________________________________ 28
     i)    Outreach Worker II _________________________________________________________________________ 31
     j)     Community School Associate__________________________________________________33
     k)     Success Coach_____________________________________________________________34
     j)    Educational Associate ______________________________________________________________________ 355

PERFORMANCE APPRAISAL EVALUATION RUBRIC LIAISON SERVICES_______________36
FILE MANAGEMENT _____________________________________________________________ 39
EXCLUSION OF STUDENTS FROM CURRICULUM AREAS ___________________________ 411
REFERRAL PROCESS____________________________________________________________ 433
PERSONAL PROGRAM PLAN (PPP) AND RECORD OF ADAPTATIONS (ROA) __________ 466

MAPS/COACH __________________________________________________________________________________ 4751



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CRITERIA FOR INTENSIVE SUPPORTS FUNDING RECOGNITION ___________________ 542
ASSISTIVE TECHNOLOGY PROCEDURE __________________________________________ 553
MODIFIED, ALTERNATIVE, AND FUNCTIONAL INTEGRATED COURSES _____________ 597
1) LOCALLY MODIFIED COURSE OF STUDY _____________________________________________ 597
2) ALTERNATIVE EDUCATION PROGRAM _______________________________________________ 608
3) FUNCTIONAL INTEGRATED PROGRAMS ______________________________________________ 631
RETENTION ____________________________________________________________________ 664
1) CONTINUOUS PROGRESS MEETING __________________________________________________ 708
2) QUESTIONS TO ASK WHEN CONSIDERING THE RETENTION OF A STUDENT: ___________ 708
VISITATION SUMMARY AND MONTHLY CONSULTANT REPORT: ____________________ 753
EDUCATIONAL ASSOCIATE EVALUATION & PROFESSIONAL GROWTH PLAN ________ 764
THE APPEAL/REVIEW PROCESS _________________________________________________ 834
GLOSSARY OF DIVERSITY EDUCATION TERMINOLOGY ___________________________ 867
ABBREVIATIONS: ______________________________________________________________________ 934
NESD Diversity Education Teacher Calendar _________________________________________________ 945

DET Supervision Rubrics__________________________________________________________102
FORMS_______________________________________________________________________ 10708
    1.    Ministry of Social Services Interview Request Form______________________________________________109
    2.    Ministry of Social Services Referral Form _____________________________________________________ 110
    3.    Mental Health and Addictions Referral Form ___________________________________________________ 111
    4.    Public Health Nurse Referral Form ___________________________________________________________ 112
    5.    Request for Student Services _______________________________________________________________ 113)
    6.    Consent Form ____________________________________________________________________________ 114
    7.    Release of Information _____________________________________________________________________ 115
    7.    Assistive Technology Prior Approval Form ____________________________________________________ 116
    8.    Continuous Progress Meeting Form __________________________________________________________ 119
    9.    Transportation form for Community Travel Involving Students with Special Needs _____________________ 121
    10.   Consent for Perfoming Medical Services__________ _____________________________________________ 122




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 SPECIAL EDUCATION MASTER PLAN FOR SERVING STUDENTS WITH DIVERSE
                              NEEDS



                                  Statement of Commitment

       The North East School Division No. 200 is committed to the philosophy that each
child has the right to an education, which responds to his, or her unique strengths and
which recognizes the particular needs of the individual student. The North East School
Division No. 200 has developed this Master Plan in accordance with the requirements
outlined by Ministry of Education. In addition, services for students with diverse needs
shall be guided by the policies of the Board of Education.

                                       Delivery System

a)    Pre-referral Service

       The school division relies on Public Health, the Early Childhood Intervention
Program (ECIP), the Alvin Buckwold Child Development Program - Kinsmen Children’s
Centre (ABCD-KCC), and parental information to alert them to the existence of
youngsters who might be eligible for early admission to school or who might otherwise
require assistance upon entry to the kindergarten program. Board policy requires that
children may be admitted to kindergarten provided they will be five years of age prior to
December 31 of the year of entry.

b)    Program Development

Early Entrance

       The North East School Division has six pre-kindergarten programs that will accept
children aged three and four years old who meet certain criteria. The pre-kindergarten
programs are not considered “Early Entrance” programs. The pre-kindergarten programs
are for children who may be at-risk for future school difficulties and are not designed to
accept students with intense needs. Early entrance to an individualized school program
for preschoolers with intense needs is possible under Board Policy. Such admissions are
done on the basis of referrals from other agencies such as ABCD-KCC and ECIP centres.
The term “Early Entrance” is used for these preschoolers who have a diagnosed disability




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and for whom a team of professionals have recommended an individualized early entrance
program.

c)    Provision of Services
       The services provided to all students with diverse needs are based on the
individual needs of the student, as well as any constraints relating to an inclusive setting.
In most instances, the procedures outlined below will be followed:

     an educational team will be responsible for programming. The team may be
      comprised of the parents, school administration, classroom teacher, Diversity
      Education Teacher, educational associate, diversity consultant and speech/language
      pathologist.
     representatives from outside agencies involved with the child will be consulted
      with regard to programming and may be full participants on the team.
     goals, behavioural expectations, teaching strategies and persons responsible will be
      clearly set out in a personal program plan (PPP) or general support plan (GSP). An
      agenda for regular review of the program by the team will also be included.
      Generally, the policy will be one of inclusion whereby students with diverse needs
are educated in regular classrooms, along with their typically developing peers. Moreover,
educational supports such as materials and programming will be in place in order to ensure
that the students and the educators involved are given every opportunity for success.

d)    Consultation

Within the System

      The classroom teacher is expected to provide the initial identification based on
observation or on parental concern. This is followed by consultation between the
Diversity Education Teacher and the principal concerning further testing and placement.
After initial collaboration and consultation, members of the educational team should meet
at regular intervals. This may lead to the development of a PPP or GSP that would involve
team meetings involving the classroom teacher, Diversity Education Teacher, principal,
parents and diversity consultant. It will be appropriate in some instances to include other
professionals, such as the speech/language pathologist, and educational associates in the
team meetings, as determined by the case manager and the principal.




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e)    Parental Involvement

      There are four mechanisms through which parents must be involved in their child’s
educational planning and service delivery:

Permission Requirement: Parents are to be consulted with regard to formal assessment.
      Their informed written consent must be obtained by school personnel prior to the
      child undergoing assessment by the student support team. This must accompany
      the referral form.

Team Meetings: The school is expected to arrange for parents to be involved in a team
      meeting to discuss the placement of the student and the proposed programming as
      required by the student’s diverse needs. Provision is made in the PPP/GSP for
      notations regarding the outcomes of such meeting. Should there be components in
      the programming which require reinforcement at home, regular consultation with
      parents must occur.

Approvals: Provision is made in the PPP’s/GSP’s for confirming parental approval of the
      programming.

Individual/Group Counseling: Parents are to be consulted when students are
      referred for individual or counseling services. A referral form with written
      consent must be obtained. If a student is 16 years or older, he/she can self-refer
      for counseling services. In this case, parent permission is not required, although it
      would be recommended, if appropriate.

 Please note: In an emergency situation, a counseling consultant can see a student
 once before a referral form is completed.


ASSESSMENT

       In order to provide appropriate programming for students, an assessment of
current skills levels is frequently necessary. The assessment program in the school
division has four levels. Every student identified as having diverse needs will undergo the
first two levels. Referrals for assessment outside the school are sought only in the event
that additional information is required to provide an adequate educational program for
the student.




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      1.    Initial Screening: The classroom teacher will make an initial referral to the
      Diversity Education Teacher based on concerns resulting from group screening
      results and teacher and/or parental observation.

      2.    In-school Referral: The Diversity Education Teacher, in consultation with
      the principal and classroom teacher will assess concerns surrounding the student.
      Further in-school testing may occur using a combination of formal observation and
      informal and standardized tests. Informal discussions with members of the
      student support team may assist at this point in the referral process.

      3.    Outside Referral: All in-school resources must be exhausted prior to
      making a referral for assessment by personnel outside the school. A formal
      referral signed by the classroom teacher and/or the Diversity Education Teacher
      and accompanied by the written consent of the parent or guardian must be
      submitted to the Diversity Consultant.

      4.    Specialized Assessment: On occasion, it may be necessary to direct
      referrals to outside agencies such as the Alvin Buckwold Child Development
      Program - Kinsmen Children’s Centre. Referrals to these agencies must be
      submitted in consultation with the diversity consultant. A copy of the background
      information that was gathered by the in-school team must be submitted to the
      diversity consultant.

PLANNING FOR TRANSITION

       A representative from the receiving school that the child will be involved with will
be invited to attend one team meeting in the year prior to enrollment in the receiving
school. This is to ensure that the receiving school is aware of the students with diverse
needs that will be eventually attending their school and to encourage the schools to carry
out long term planning with respect to student programs.

a)    Pre-School to School
        Five requirements need to be satisfied to ensure a smooth transition from home
into the school system:
Assessment information provided by Early Childhood Intervention Program (ECIP), Alvin
       Buckwold Child Development Program at Kinsmen Children’s Centre (ABCDP-KCC),
       Public Health, or the parents, must be reviewed by the school administrator and
       the diversity consultant prior to entry. Reports will be shared between the school



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      administration and the diversity consultant.
Personnel from the referring agency must be consulted.
The school principal, Diversity Education Teacher, potential classroom teacher and
      diversity consultant must collaborate to determine if an appropriate program can
      be provided for the student.
If an appropriate program can be provided, the referring agency, parents and school
      personnel must consult around program development.
A plan must be developed for ongoing consultation and collaboration among the members
      of the educational team.

b)    Within the School
      1.    For students with diverse needs, the new classroom teacher is required to
      attend the last team meeting of the school year. This is typically when
      programming decisions for the following year are made.

c)    Elementary to High School
      1.    For students with diverse needs, the high school administration, Diversity
      Education Teacher and classroom teacher should attend the last team meeting of
      the school year at the elementary school. It is at this meeting that programming
      for the following year is discussed.
      2.    All students are given an opportunity to participate in an afternoon of
      orientation in June, prior to entry into the high school program. More time may be
      provided if a student with diverse needs requires further orientation and
      preparation.

d)    High School to Life
      1.     Transition meetings should occur for students with high needs prior to
      leaving school, beginning at least two years before high school completion. The
      diversity consultant should be invited to the transition meetings, along with the
      Diversity Education Teacher, principal, parents, and student, if appropriate.

EQUIPMENT

      Every effort will be made to provide the technological supports necessary to
enhance the educational success of students with diverse needs in the school division.
Computer technology is accessible in each school in the division. In situations where a
student may benefit from technological support, assessments are sought from the




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appropriate professionals such as the speech and language pathologist, occupational
therapists and or the Saskatchewan Abilities Council.




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CURRICULUM AND INSTRUCTION

      It is generally believed that the curriculum and instructional methods considered
“best practice” should be the ones employed with diverse students. It is also believed
that the most successful outcomes are realized when curriculum adaptations and
interventions are initiated early. Curricula should be differentiated according to the
magnitude and type of diversity as well as the individual needs of each student.

      The initial responsibility for adapting curriculum to meet individual needs rests
with the classroom teacher. It is recommended that the teacher enlist the assistance of
the Diversity Education Teacher, as well as other colleagues, should it be required.

       Classroom teachers are encouraged to attempt a variety of teaching and
assessment strategies with all students, but this is particularly vital for children with
diverse needs. Furthermore, teachers must be prepared to alter the pace in instruction
when required. In consultation with the principal and Diversity Education Teacher,
classroom teachers should develop instructional plans that seek to include students
rather than isolate or segregate them. Instruction should occur in the environment that
will provide the best learning opportunity that meets the student’s diverse needs.

       For behaviour disordered students, the educational team will identify target
behaviours and set clear behavioural goals for the student. A behaviour management plan
will subsequently be developed for the school and, in some instances, for the home as
well. Because the policy in this school division is one of inclusion, programming for most
students will be delivered in the classroom.          In cases of extreme behavioural
deficiencies, a pull-out program conducted in collaboration with the classroom teacher
will be implemented, and a GSP will be developed.

      The goal of instruction for students with academic or behavioural skill deficits
should be to expedite the remediation of deficits, teach coping skills and/or provide the
student with the strategies necessary to be successful in the regular program.
Enrichment should be part of all classroom programming. Enrichment provides all
students with challenging learning opportunities that help them to meet their full
potential. A general support plan (GSP) should be developed for any changes in regular
curriculum.




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DISPOSAL OF SCHOOL FILES AND RECORDS

       School files and records will be disposed of according to the policy and procedures
outlined by the Ministry of Education and the North East School Division.

REPORTS

      Reports written by members of the school division’s student support team (i.e.
educational psychologist, speech and language pathologist, diversity consultant, counseling
consultant) will be forwarded to the diversity consultant for distribution among in-school
team members. When possible, reports from specialists outside the school division will
also be forwarded to the diversity consultant for distribution. Permission must be
obtained from parents/guardians in order to distribute reports to anyone outside of
school division personnel.

TRANSPORTATION

       Occasionally students with intense needs require transportation to and from school
and other settings that is not possible to do using a school bus. In such cases, the driver
can be reimbursed for some of the expense involved in the transportation. The school
principal must ensure that drivers have the appropriate amount of liability insurance,
have completed all the required authorization forms, and that the vehicle has enough
seatbelts for the students being transported. The appropriate authorization forms can
be found on the North East School Division website. The transportation claim form that
drivers must complete on a monthly basis can be found in the “Forms” section of this
document.




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Communication Chain



The following diagram illustrates the proper manner in which to deal with concerns that
may arise from time to time in an educational setting. Clear communication is important
and many issues can be resolved when they are addressed appropriately and in a timely
manner.




                1
       Address complaint,
         concern or issue
       directly



                                          2
                                       Involve Diversity
                                       Education Teacher




                                                                  3
                                                       Involve Principal/
                                                      In-School Administrator




                                               4
                                        Involve Diversity
                                        Consultant




                                   5
                        Involve Coordinator of
                        Student Support Service
                                                                             6
                                                               Involve Superintendent of
                                                                       Schools




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Quality Indicators

       The efficacy of the program is determined primarily by student progress and goal
attainment. Based on the assumption that parents know their children better than
anyone else, parent comments and level of satisfaction must be considered in program
evaluation. Finally, the degree to which new learning and strategies are generalized and
assist diverse students in meeting daily classroom demands provides the most legitimate
and rigorous test of program effectiveness.

      “Student Services” serve all students through a continuum of services, addressing
ever-changing student needs. This document tries to be responsive and proactive in
addressing the needs of our students and the needs of the schools.




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                          NESD Service Areas
                             2009-2010

                       DIVERSITY CONSULTANTS

Reanne Usselman

MUCC            (JC)
Brunswick       (JC)
Star City Sch   (JC)
Star City Col   (JC)
Bjorkdale       (JC)
Naicam          (JC)
Reynolds        (RR)
Maude Burke     (RR)
PPCH            (JC)
PPES            (JC)

Dawn Trask

Wagner          (RR)
Central Park    (RR)
LPM             (RR)
White Fox       (RR)
Wm Mason        (RR)
Gronlid         (RR)

Tracy Dickie

SH              (RM)
HBCH            (RM)
TMSS            (RM)
TES             (RM)
CRES            (RM)
CRHS            (RM)
Arb             (RM)
ZP              (RM)




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                               NESD Service Areas
                                  2009-2010

                      SUPERINTENDENTS OF SCHOOLS

John Casavant

MUCC                 Star City School
Brunswick            Star City Colony
PPCH                 Bjorkdale
PPES                 Naicam

Ron Richardson

LP Miller            Gronlid
White Fox            Reynolds
Wagner               Wm Mason
Central Park Elem.   Maude Burke

Rob McKay

TMSS                 Arborfield
TES                  Zenon Park
CRES                 HBCH
CRHS                 Stewart Hawke




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                                   NESD Service Areas
                                      2009-2010

                          EDUCATIONAL PSYCHOLOGISTS

Judy Curry (60%)        [10 schools]

Brunswick               PPCH
Maude Burke             Naicam
Reynolds                Star City School
MUCC                    Star City Colony
PPES                    Bjorkdale

Kendra Nesbitt (100%)   [14 schools]

Stewart Hawke           TMSS
HBCH                    TES
Wagner                  CRES
Central Park            CRHS
LP Miller               Arborfield
White Fox               Zenon Park
Wm. Mason               Gronlid




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        COUNSELLING CONSULTANTS
       2009-10 SCHOOL ASSIGNMENTS

     VIOLET ALLAN (1.O FTE)    (TES)
        Bjorkdale School    PPCH
              TES             PPES
            Star City

   KATIE WILLIAMSON (0.5 FTE)    (TMSS)
  TMSS            Student Support Centre (Tisdale)

   JAMI SNORRO (1.O FTE)    (Payroll Office)
Central Park School      Wagner Elementary
LP Miller            Store Front School (Nipawin)
White Fox

    TRISH RELLAND (1.0 FTE)    (CRJSHS)
CRJr/Sr High School           CRES
Arborfield School         Zenon Park
HBCH                      Stewart Hawke School

 MELODY MARSHALL (1.O FTE) (Brunswick)
Brunswick Elementary  Reynolds
William Mason             Gronlid
Naicam

   KELLY WATSON (1.O FTE)         (MUCC)
MUCC                  Store Front School (Melfort)
Maude Burke           Star City Colony
                              **(Office Location)




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                           STUDENT SERVICES JOB DESCRIPTIONS

a)       Coordinator of Integrated School Services

Core Function:
Directly reporting to one of the Superintendent of Schools and working closely with the Executive and
Administrative Councils, the Coordinator of Integrated School Services is responsible for coordinating the
school division’s strategic planning and operational delivery of programming related to Integrated Services,
School Plus, Community Schools, Counselling Services and Liaison Services.

Details of Function:
Within the larger divisional mandate of helping to foster a “Culture of Excellence”, the Coordinator of
Integrated School Services will be expected to:

        Establish partnerships with human services providers within our communities in order to develop
         and coordinate integrated and holistic services and programs for students and their families
        Oversee community education programming where applicable in NESD schools
        Promote effective and innovative school programming for “at-risk” youth
        Coordinate program delivery consistent with provincial and divisional School Plus initiatives
        Attend appropriate Professional Development opportunities
        Assist in developing a positive, caring and supportive culture within schools
        Prepare, monitor and evaluate grant proposals
        Attend Interagency meetings as a representative of NESD
        Be a member of the Student Support Services Leadership team
        Provide leadership and support to the Counselling Consultants, Outreach Workers, and Community
         School Associates within NESD
        Facilitate the Professional Learning Community for Community Schools
        Facilitate the Professional Learning Community for Storefront Schools
        Attend Administrator Meetings as required
        Adhere to a Professional Code of Ethics
        Ensure that they are a member in good standing with a Professional Association
        Perform additional duties as assigned by the supervising Superintendent of Schools

Qualifications:
        Completion of an appropriate degree(s) in social work, education and/or community development
        Knowledge of the principles of Community Education and the School Plus model
        Experience working within Aboriginal communities and with Aboriginal cultures
        Experience working with various human service delivery agencies
        Competency in the preparation and management of grants
        Demonstrated leadership skills and administrative ability
        Excellent written and oral communication skills
        Excellent interpersonal skills
        Ability to work as a team player
        Ability to work cooperatively a multitude of “stakeholder groups”




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        Ability to work independently
        Possess a valid driver’s license and have access to a personal vehicle


b)       Coordinator of Student Support Services

Core Function:

Working under the direction of the Superintendent of Schools, the Coordinator of Student Support
Services is a specialist in the area of special education and diversity education. The Coordinator of
Student Support Services will provide administrative and consultative support to the school division in the
area of diverse student needs.

Detail of Function:

The individual in this position is expected to:

        Manage data pertaining to students with diverse needs.
        Work with the student support team (educational psychologists, speech and language pathologists,
         counseling consultants, Diversity Education Teachers, and diversity consultants) to support
         programs for students with diverse needs in the school division.
        Attend appropriate Professional Development opportunities based on needs that exist throughout
         the division.
        Assist with the professional development of school division staff.
        Assist with creating and maintaining a philosophy/mission statement for diversity education for the
         North East School Division.
        Provide support and leadership to the student support team and other school division staff.
        Attend Administrator Meetings as required.
        Assist with the development of school division policies regarding the education of students with
         diverse needs.
        Assist with the development and updating of Alternative Education Program (AEP) curriculums.
        Perform additional duties as assigned by the Superintendent of Student Support Services.

Qualifications:

     1. Master’s Degree in the area of the education of exceptional children.
     2. The ability to collaborate and work in a team setting.
     3. The ability to work independently and to travel on school division business.




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c)       Diversity Consultant

Core Function:

Working under the direction of the Superintendent of Schools, the Diversity Consultant will provide
consultation services for school division staff and parents.

Detail of Functions:

The individual in this position is expected to:

        Collect data from schools regarding students with diverse needs, according to Ministry of
         Education requirement.
        Attend team meetings for students with diverse needs to ensure that needs are being met and that
         there is division representation to communicate with outside agencies.
        Work with teams to develop educational plans for students with diverse needs. The goal is to
         consult, provide strategies and help with follow up. The Diversity Consultant will collect and assist
         with the actualization of the educational plans.
        Arrange and attend meetings with school administrators to discuss needs of students, determine
         priorities for students and participate in planning for students.
        Attend post-assessment meetings regarding students who have been assessed by the school
         psychologist.
        Attend continuous progress and transition meetings regarding specific students.
        Organize and attend meetings with colleagues in order to review best practices and promising
         approaches, and discuss professional development needs in the school division.
        Assist schools to become familiar with best practices and promising approaches in areas such as
         retention, inclusion, differentiated instruction, adaptive dimension, and diversity education.
        Develop and review practices and protocols related to diversity education.
        Assist with classroom observations in any school that has students that are experiencing a great
         deal of difficulty. The Diversity Consultant may complete assessments. Written feedback will be
         shared with school personnel after assessments/observations are completed.
        Complete updates regarding the diverse needs of students within the schools.
        Review reports that are received from outside agencies (e.g. physicians, mental health counselors,
         Alvin Buckwold Child Development Centre, public health, North East Early Childhood Intervention
         Program, etc.) The Diversity Consultant will share necessary information with the appropriate
         school division personnel.
        Review and assist with referrals from schools to the educational psychologist, speech and language
         pathologist, and counseling consultant and for assistive technology applications.
        Attend and/or deliver appropriate Professional Development opportunities based on needs that
         exist throughout the division.
        Provide support and leadership to schools and personnel.
        Assist with designing individual student programs when schools do not have a trained Diversity
         Education Teacher on staff.
        Assist with obtaining support and assessment services from ACCESS and other agencies when
         necessary.




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       Assist with the transitioning of diverse students from one school to another and from school to
        adult life.
       Advocate for diverse students in the areas of programming, resources, adaptations, etc.

Qualifications:

   1.      Post-graduate classes in the area of the education of exceptional children.
   2.      The ability to collaborate and work in a team setting.




                                                                                                          21
d)        Diversity Education Teacher

Core Function:

Working under the direction of the School Principal, the Diversity Education Teacher is a specialist in the
area of diversity education. The Diversity Education Teacher is a vital member of the school team and is
considered a leader in the area of diversity education.

Detail of Function:

The individual in this position is expected to:

         Provide diagnostic and prescriptive services for students.
         Assist classroom teachers in developing appropriate classroom programming for students with
          diverse needs.
         Monitor and implement recommendations made by specialists for students with diverse needs.
         Forward reports from outside agencies to Diversity Consultant.
         Participate and facilitate in providing differentiated instruction in classrooms.
         Consult and cooperate with classroom teachers on matters relating to program materials,
          instructional techniques, and student information (e.g. autism, FASD, learning disabilities, multiple
          intelligences, behavioural disorders, etc.).
         Report to parents at each reporting period.
         Consult with classroom teachers in developing and maintaining student personal program plans (PPP)
          and general support plans (GSP).
         Provide expertise, where appropriate, in the administration of group standardization achievement
          tests.
         Communicate with the school administration regarding the programming and progress of students
          with diverse needs.
         Consult with the school administration and classroom teacher regarding decisions to refer students
          for assessment or counseling.
         Facilitate team meetings for students of concern.
         Communicate and collaborate with the Diversity Consultant.
         Manage all in-school data pertaining to students with diverse needs.
         Assist with the transition of students with diverse needs from one grade to the next.
         Perform additional duties as may be assigned by the principal.

Qualifications:

     1.      Must meet qualifications as set out by Saskatchewan Learning.
     2.      Preference will be given to those with at least one year of teaching in a regular classroom.
     3.      The ability to collaborate and work in a team setting.




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e)       Speech and Language Pathologist

Core Function:

Working under the direction of the Superintendent of Student Support Services, the speech and language
pathologist is a specialist in providing diagnostic and programming services for school children with
communication, language, speech, voice, swallowing, fluency, hearing and other related challenges.

Detail of Function:

The individual in this position is expected to:

        Provide prevention programming, screening, consultation, assessment/diagnosis, treatments,
         intervention, management, counseling and follow up. As well, this person will provide for disorders in
         speech, language, swallowing, voice, fluency, hearing, cognitive aspects related to communication,
         augmentative and alternative communication and behaviours, environments and sensory awareness
         that affect communication.
        Be responsible for determining entrance and exit eligibility of services for students.
        Determine priorities for services in keeping with current best practice and consistent with school
         division guiding principles.
        Share assessment findings and recommendations with the school personnel and student’s family in
         the form of a written report which includes assessment instruments used, the findings, and specific
         recommendations and materials for programming.
        Maintain files on each student visited.
        Provide direct services using a variety of service delivery models to treat and/or address disorder
         in speech, language, swallowing, voice, fluency, hearing, cognitive aspects related to communication,
         augmentative and alternative communications, and behaviours, environments and sensory awareness
         that affect communication.
        Provide information and/or consultation services to parents regarding their child’s speech and
         language needs, when necessary.
        Collaborate with and provide referrals and information to educators and health professionals as
         individual needs dictate.
        Work collaboratively with the in-school team to provide comprehensive services to students
         including the development and implementation of the personal program plans.
        Train, supervise, and manage speech-language assistants and other support personnel as needed.
        Educate and counsel school personnel and families regarding acceptance, adaptation, and decision-
         making about communication issues.
        Recognize the need to provide and appropriately accommodate diagnostic and intervention services
         to students from diverse cultural backgrounds.
        Document assessment, intervention, service delivery, progress and discharge in compliance to
         division privacy policy.
        Maintain materials and supplies necessary for effective service provision including making
         recommendations for budget decisions.
        Report to the Superintendent of Student Support Services information regarding the services
         provided as required.




                                                      23
       Comply with ethics and standards of professional practice in the delivery of speech-language
        pathology services, observing relevant laws and policies that govern practice.
       Maintain licensure in the Saskatchewan Association of Speech-Language Pathologists and
        Audiologists by meeting continuing educations and currency requirements.
       Perform additional duties as may be assigned from time to time.

Qualifications:

   1.      Master’s degree in Speech and Language Pathology.
   2.      Eligible for registration with the Saskatchewan Association of Speech-Language Pathologists
           and Audiologists.
   3.      Preference will be given to those who meet the requirements for a Professional “B” Teacher’s
           Certificate.
   4.      Preference will also be given to those who understand and have experience working in the
           learning sector within a collaborative-consultative model.




                                                                                                          24
f)       School Psychologist

Core Function:

Working under the direction of the Superintendent of Student Support Services, the school psychologist is
a specialist in providing diagnostic and programming services for school children with exceptional learning,
emotional, and behavioural needs.

Detail of Function:

The individual in this position is expected to:

        Identify and assess the learning and development characteristics and needs of students, as well as
         the environmental factors that affect learning and achievement.
        Determine the assessment procedure which will provide the appropriate diagnosis of exceptional
         needs.
        Use assessment data about the student and his/her environment in developing appropriate
         interventions and programs.
        Carry out assessment procedures in a timely manner.
        Consult with parents, administrators, Diversity Education Teachers, and classroom teachers in the
         post-assessment conference regarding assessment results. Make recommendations for
         interventions to support the teaching process and to maximize learning and adjustment for the
         students who were assessed.
        Report assessment findings in a written format which includes the reason for referral, background
         information, instruments used, interpretation of results, summary, and recommendations. The
         results are to be interpreted in a narrative format using language that can be understood by
         parents and teachers.
        Consult with the Diversity Consultant and the School-Based Administrator in providing appropriate
         follow-up on each case.
        When appropriate, recommend the referral of assessed students to other agencies, through the
         appropriate division channels.
        When necessary, provide information and/or consultation services to parents regarding their
         child's educational needs.
        Meet with other service providers to share information when appropriate and permissible to do so.
        Maintain files on each student seen.
        Report to the Superintendent of Student Support Services information regarding the services
         provided as required.
        Work collaboratively with other disciplines on the Student Services Team to provide comprehensive
         services to students.
        Provide workshops and inservice in areas of expertise to teachers and educational associates when
         requested.
        Apply ethics and standards of professional practice in the delivery of school psychological services,
         observing relevant laws and policies that govern practice.
        Maintain practicing membership with the Saskatchewan College of Psychologists.
        Perform additional duties as may be assigned from time to time.




                                                      25
Qualifications:

       1.   Master’s degree in educational psychology or special education, with the appropriate testing
            qualifications and classes.
       2.   Eligible for registration with the Saskatchewan College of Psychologists.
       3.   A valid Saskatchewan Teaching Certificate.
       4.   Preference will be given to individuals possessing experience in the area of school psychology.




                                                                                                          26
g)       Counselling Consultant

Core Function:

Working under the direction of the Coordinator of Integrated School Services, the Counselling Consultant
is a specialist in mental health and in providing counselling to students who are experiencing challenges that
may impede success at school.

Details of Function:

The individual in this position will be expected to:

        Collaborate with school personnel on issues of wellness and social skills development and engage in
         preventative programming with students, parents and staff.
        Provide counselling, where appropriate, on an individual or small group basis to students presenting
         with behavioural, emotional or social problems which may impede success at school.
        Consult and collaborate with school personnel on matters relating to program materials, behaviour
         management and emotional support for individual students.
        Assist school personnel in developing appropriate classroom programming for students with
         behavioural disorders.
        Engage in liaison activities with parents and guardians and, when appropriate, conduct counselling
         within the context of the family.
        Provide crisis intervention services when needed.
        Engage in liaison activities with other agencies in regards to child protection issues.
        Meet with other service providers and share information when appropriate and permissible to do so.
        Maintain up-to-date files on each student seen.
        Complete reporting requirements and forms in a timely manner.
        Report to the Coordinator of Integrated School Services and supervising Superintendent of
         Schools, information regarding the services provided as required.
        Work collaboratively with other disciplines on the student services team to provide comprehensive
         services to students.
        Provide workshops and inservices in areas of expertise to school personnel when requested.
        Adhere to a code of ethics and standards of professional practice in the delivery of school
         counselling services, observing relevant laws and policies that govern ethical practice.
        Perform additional duties as may be assigned from time to time.

Qualifications:

     1. Bachelor’s or Master’s degree in social work or psychology with a focus on counselling.
     2. Preference will be given to those with at least one year of experience in school-based counselling.
     3. Comprehensive knowledge of counselling strategies and skills for working with children and youth
        and their families in the school setting.




                                                       27
h) NESD LIAISON SERVICES

What we do:

Within the context of the Community Schools philosophy as outlined in ‘Building Communities of Hope,’
NESD liaison services encompass the four components areas:
        The Learning Program
        Family and Community Partnerships
        Integrated Services
        Community Development
This philosophy is now recognized as an effective way to work with students, their families and
communities. The “doing,” or application, will look different in each setting, but the philosophy, “way we do
things”; the shared vision of community education is the common thread.

In our work with staff, students, family and community we strive to:
      Support student success by promoting healthy lifestyle choices and building authentic partnerships
       with school personnel, families, agencies and other community members
      Develop awareness of socio-economic life experiences of children and youth and take into account a
       comprehensive range of supports needed for students to succeed
      Facilitate the active engagement of community services to improve the quality of life in the school
       community for our students and families
      Develop an inventory of community supports and resources that will improve the school community
       environment
      Provide opportunities for families and community members to be active members of the school
       community
      Work closely with school administrators and other staff to ensure a positive school environment
      Encourage awareness and understanding of diverse populations in the North East

Who we are:

   Mission Statement:
   NESD Liaison Services is a group of dedicated professionals, directed by the Coordinator of
   Integrated School Services and committed to building a strong network of support people that share
   ideas and resources that will enable us to help create a safe environment, build strong relationships
   with families and provide opportunities for students to find success.

   Liaison   Services Include:
            Outreach Worker 1
            Outreach Worker 2
            Community School Associate
            Success Coach (Position created as a result of the Partnership Agreement with Kinistin First
             Nation)




                                                      28
OUTREACH WORKER I

Core function:

Working under the direction of the principal at the school level and the Coordinator of Integrated School
Services at the division level, the Outreach Worker I serves as a role model for at-risk students in order
to enhance their opportunities for success at school. As part of a school-based team, the Outreach
Worker I functions in a capacity-building role when working with families and the community.

Details of function:

The individual in this position will be expected to:
    Provide liaison services between families and the learning program of the school through frequent
       home visits and maintaining clear, up-to-date knowledge of the home situations of the students
    Assist students by providing services such as: supportive listening, information, guidance in basic
       problem-solving, referrals to counselling consultant and/or other human service agencies and assist
       students to discuss difficult issues with school personnel
    Collaborate with members of the school-based team and human service agencies
    Work to ensure that parents and community members are aware of school activities and events and
       encourage their active participation
    Act as a liaison between students, their families and school personnel by providing assistance to
       understand available services and to access those resources
    Provide enhanced multi-cultural perspectives, awareness and guidance to students, families and
       school personnel
    Enhance linkages to the Aboriginal community
    Assist new students and parents in becoming part of the school community
    Promote effective integration of community and school-based services to assist students and their
       families
    Assist in the provision of nutrition services and nutrition education in the schools
    Assist in the implementation of preventative programming (ie: during school hours, before and after
       school, evening, weekend and summer programs)
    To assume other duties as may be assigned

Qualifications:

1.     A Grade 12 diploma from a provincially registered institution.
2.     One year of post-secondary training in a related area such as Early Childhood
       Development, Educational Assistant or Youth Worker.
3.     Knowledge, skills and abilities related to the performance of the required duties:
               - knowledge of the Aboriginal community and Aboriginal culture
               - interpersonal abilities and skills which will promote a positive working
                 relationship with students, parents, teachers, administrators and others
               - ability to work as a team player
               - excellent written and oral communication skills
               - ability to maintain strict confidentiality in school division operations
4.     Valid driver’s license



                                                                                                         29
5.   Experience in the delivery of human services would be an asset. (Human service in this context
     refers to experience in areas such as social work, health care, justice, counselling, community
     development)




                                                                                                       30
OUTREACH WORKER II

Core function:

Working under the direction of the principal at the school level and the Coordinator of Integrated School
Services at the division level, the Outreach Worker II serves as a role model for at-risk students in order
to enhance their opportunities for success at school. As part of a school-based team, the Outreach
Worker II functions in a capacity-building role when working with families and the community.

Details of function:

The individual in this position will be expected to:
    Provide liaison services between families and the learning program of the school through frequent
       home visits and maintaining clear, up-to-date knowledge of the home situations of the students
    Assist students by providing services such as: supportive listening, information, guidance in basic
       problem-solving, referrals to counselling consultant and/or other human service agencies and assist
       students to discuss difficult issues with school personnel
    Collaborate with members of the school-based team and human service agencies
    Work to ensure that parents and community members are aware of school activities and events and
       encourage their active participation in all aspects of a Community School
    Act as a liaison between students, their families and school personnel by providing assistance to
       understand available services and to access those resources
    Provide enhanced multi-cultural perspectives, awareness and guidance to students, families and
       school personnel
    Enhance linkages to the Aboriginal community
    Assist new students and parents in becoming part of the school community
    Work in partnership with community and human service agencies to identify student needs and
       develop services and programs to respond to those needs
    Coordinate the nutrition program in the schools
    Assist in the process of writing, monitoring and evaluating grants
    Assist in the development and/or implementation of preventative programming (ie: during school
       hours, before and after school, evening, weekend and summer programs)
    To assume other duties as may be assigned

Qualifications:

1.     Minimum requirements - A Bachelor Degree in Social Work, Psychology, Education or equivalent
       degree program
2.     Experience in the delivery of human services would be an asset. (Human service in this context
       refers to experience in areas such as social work, health care, justice, counselling, community
       development)
3.     Knowledge, skills and abilities related to the performance of the required duties:
               - extensive knowledge of the Aboriginal community and Aboriginal culture
               - knowledge of community education (School PLUS and Community Schools)
               - interpersonal abilities and skills which will promote a positive working



                                                                                                         31
               relationship with students, parents, teachers, administrators and others
             - ability to work as a team player
             - excellent written and oral communication skills
             - ability to maintain strict confidentiality in school division operations
4.   Valid driver’s license




                                                                                          32
COMMUNITY SCHOOL ASSOCIATE

Core function:

Working under the direction of the principal at the school level and the Coordinator of Integrated School
Services at the division level, the Community School Associate serves as a role model for all students in
order to enhance their opportunities for success at school. As part of a school-based team, the Community
School Associate plays a capacity-building role in working with families and the community.

Details of function:

The individual in this position will be expected to:
    Provide liaison services between families and the learning program of the school
    Assist all students by serving as a positive role-model and playing an active role in enriching and
       enhancing the learning readiness of students
    Collaborate with members of the school-based team and human service agencies
    Work to ensure that parents and community members are aware of school activities and events and
       encourage their active participation
    Where appropriate, participate in the planning of and the management for the provisions of
       integrated services for students
    Provide information about culture, customs and the community in order to support school staff in
       becoming more aware of, and sensitive to, cultural and socio-economic differences
    Assist new students and parents in becoming part of the school community
    Assist in the provision of nutrition services and nutrition education in the schools
    Develop and deliver after school, evening and weekend programming created in response to the
       learning and social development needs of students, parents and community members (ie: family
       literacy programs/adult learning opportunities)
    In consultation with the principal, identify and encourage leadership among the school and
       community members and promote active participation on the School Community Council
    To assume other duties as may be assigned

Qualifications:

1.     A Grade 12 diploma from a provincially registered institution.
2.     One year of post-secondary training in a related area such as Early Childhood
       Development, Educational Assistant or Youth Worker would be an asset.
3.     Knowledge, skills and abilities related to the performance of the required duties:
               - interpersonal abilities and skills which will promote a positive working
                 relationship with students, parents, teachers, administrators and others
               - ability to work as a team player
               - excellent written and oral communication skills
               - ability to maintain strict confidentiality in school division operations
4.     Valid driver’s license
5.     Clear criminal records check




                                                                                                      33
SUCCESS COACH (Position created at TMSS as a result of the Partnership Agreement
                   with Kinistin First Nation)

Job Description:

1) Program
       - To plan and instruct Nakawe language to all students enrolled in the program at T.M.S.S.
       - To explore, in harmony with staff personnel, possibilities for the integration of culture in core
       curriculum.
       - To serve as liaison between T.M.S.S. and Kinistin Personnel.
       - To plan cultural events in cooperation with the Principal.
       - To encourage students to partake in the extra-curricular program. This will include arranging for
       transportation for the students.

2) Student Progress
       - To serve as a mentor/role model for all students.
       - To monitor Kinistin student progress.
       - To assist in developing action plans to address problems identified in student progress.

3) Orientation
       - To plan and conduct orientation for new Kinistin students.
       - To assist in making recommendations for appropriate student placement.

4) Outreach
       - To plan and coordinate the pick up of students on reserve.
       - To plan and coordinate nutrition at Kinistin once students are picked up.
       - Conduct home visits immediately when it is recognized that a student has not arrived at the
       Kinistin school for their morning nutrition.

5) Career Education
       - To develop, in conjunction with student services, a plan for each Kinistin student that will include
       career opportunities upon completion of their education at T.M.S.S.
       - To assist students in the completion of various applications for post-secondary opportunities.




                                                                                                            34
i)        Educational Associate

Core Function:

Working under the direction of the Principal, the educational associate is a valuable member of the school team. The primary function of an
educational associate is to work with students who have diverse academic, behavioural, and/or physical needs.

Detail of Function:

The individual in this position is expected to:

         Provide support for students with diverse needs.
         Work under the supervision of the classroom teacher and/or the Diversity Education Teacher, as designated by the principal.
         Assist students in understanding and following the instructions of the teacher.
         Provide one-on-one instruction to students.
         Provide instructional support to small groups of children.
         Modify materials for students with diverse needs.
         Implement behaviour management plans.
         Attend team meetings when possible.
         Collect data on students.
         May need to provide personal care to individual students.
         Perform additional duties that may be assigned by the designated supervisor,

Qualifications:

     1.      A post-secondary certificate in a related course, such as Teacher Associate Course, Early Childhood Education, or a Special Care
             Course, will be beneficial, although not required.
     2.      As teacher associates may have varying levels of training and expertise, emphasis should be placed on personality and human
             relationships, the ability to organize and communicate with students, flexibility, and a willingness to learn.




                                                                                                                                                35
                              PERFORMANCE APPRAISAL EVALUATION RUBRIC
                                         LIAISON SERVICES
                               (OUTREACH/COMMUNITY SCHOOL ASSOCIATES/SUCCESS COACH)



  Name: ______________________________                        Position: ____________________________

  Evaluator: ___________________________                      Date: ______________            Year: __________


INDICATOR            EXCEEDS                  MEETS                  NEEDS            UNSATISFACTORY                COMMENTS
                  EXPECTATIONS             EXPECTATIONS            ASSISTANCE
                                                                   Lacks skills in
                  Ability to research      Demonstrates            required areas.    Does not display an
                  for additional           adequate skills to do   Needs more         understanding of the
Job Knowledge     knowledge and            the required job.       training. Lacks    requirements of the job.
                  keeps abreast of         Takes advantage of      understanding of   Insufficient skill level to
                  advancement in           professional            how his/her job    complete required job
                  innovative               development             interconnects      tasks.
                  techniques/service       opportunities when      with school        Does not keep informed
                  delivery.                available.              and/or division    on job requirements.
                                                                   goals.
                                           Work is generally       Does not meet
                  Work is consistently     complete and            the required       Consistently unable to
Quality of work   complete and             accurate. Can be        level of           meet acceptable
                  accurate. Excellent      relied upon to use      performance.       standards of the job.
                  problem-solving          good judgement in       Frequently
                  skills.                  both simple and         unable to use
                                           complex situations.     good judgement.
                                                                   Has some
                  Excellent                Completes               problems           Unable to complete
Work              organizational skills.   assignments within      completing         work assigned within
Management        Plans work in            expected time           assignments.       expected time frame.
Skills            advance.                 frame. Work is well-    Requires           Requires excessive
                                           planned and meets       assistance to      assistance to plan and
                                           expected results.       plan and           organize workload.
                                                                   organize work.

                                                                                                                           36
INDICATOR            EXCEEDS                  MEETS                  NEEDS               UNSATISFACTORY             COMMENTS
                  EXPECTATIONS             EXPECTATIONS            ASSISTANCE

                  Conveys detailed         Shares knowledge        Does not always       Does not follow
Communication     information in a         and ideas. Reporting    seek clarification.   verbal/written
skills            clear and                is clear, concise and   Oral/written          instruction.
                  professional manner.     complete. Clarifies     reporting is not      Interpersonal skills do
                  Follows appropriate      instruction when        always clear or       not meet the
                  division protocol.       necessary.              complete.             expectation of the job.


Adaptability      Learns new tasks         Willing/able to learn   Requires              Unwilling/unable to
Flexibility       easily. Responds         new tasks.              assistance to         learn new tasks. Resists
                  well to changing         Willing/able to adapt   learn new tasks.      change.
                  needs/procedures.        to changing             Some resistance
                                           circumstances.          to change.

Attitude/Public   Demonstrates a           Cooperative             Uncooperative at      Projects a negative
Relations         positive attitude                                times                 attitude about the
                  toward others, work                                                    school/division to the
                  and school/division.                                                   public.


                  Is extremely             Handles confidential    Concerns have         Has not met
Confidentiality   professional in          information well.       been raised and       expectations of
                  handling all sensitive                           a plan to address     confidentiality. Plan to
                  issues.                                          these concerns        address concerns has
                                                                   has been              not been followed
                                                                   discussed with        through on.
                                                                   supervisor.

                                           Considerate of
                  Students feel valued     student needs.          Has difficulty        Projects a negative
Rapport with      by worker. Provides      Provides a safe and     working               attitude to students.
students          students with            caring learning         effectively with      Unreasonable
                  opportunities for        environment.            students.             expectations of student
                  continuous               Promotes a positive     Environment is        needs.
                  improvement.             self-concept in         not conducive to
                                           students.               learning.

                                                                   37
INDICATOR          EXCEEDS                 MEETS                   NEEDS            UNSATISFACTORY             COMMENTS
                EXPECTATIONS            EXPECTATIONS             ASSISTANCE
                Demonstrates
                effective skills as a   Works well as part       Has difficulty     Unwilling to work with
Rapport with    team player.            of a team. Responds      working with       or assist others.
school staff    Responds with           appropriately to staff   others.            Resistant to supporting
                creative and            needs. Cooperates        Uncooperative at   team goals.
                innovative ideas        with staff in school     times.
                when supporting         and/or division.
                staff.
                Demonstrates            Good interpersonal       Has difficulty     Unwilling to work with
Rapport with    excellent               skills with various      establishing       or assist families.
families/       interpersonal skills    stakeholders.            rapport with       Unable to establish
community/      with families,          Partnerships are         various            meaningful relationships
outside         community               supported and            stakeholders.      with a variety of
agencies        members and             initiated.                                  stakeholders.
                outside agencies.




  ___________________________________________________                                 _______________
  Signature of Individual Providing Liaison Services                                  Date



  ________________________________________                                            ____________
  Signature of Principal                                                              Date



  ________________________________________                                            ____________
  Signature of Superintendent of Schools                                              Date


                                                                                                                    38
                                FILE MANAGEMENT

Cumulative files should be located in the school office. The cumulative file should contain
all information, reports, assessment, and personal program plans (PPPs/GSP’s) on a
student. Professionals involved in working with the student should have access to the
files. Classroom teachers can consult with the Diversity Education Teacher (DET), the
Diversity Consultant (DC), the Educational Psychologist, the Speech and Language
Pathologist, etc., if there are questions about the contents of the file. Cumulative files,
as well as all other files that relate to students should be maintained in such a way as to
meet confidentiality requirements.

In addition, the following information is important to file management:

      The DET and/or the classroom teacher may need to copy key data about a specific
       child for diversity needs programming. The original material is kept in the
       cumulative file.
      Information and reports that are usually kept in a separate location from the
       cumulative file must be relocated to the cumulative file folder by June, 2007. An
       extension may be granted in exceptional circumstances.
      General Support Plan’s (GSP’s) and Personal Pupil Plan’s (PPP’s) must go into the
       cumulative file.
      Information and reports from other agencies (ie third party reports) that have
       been obtained by the school division may be considered part of the student’s
       cumulative file. This information may be forwarded with the cumulative file to
       schools within the division.
      If there is a request for a copy of a report contained in the student’s cumulative
       record generated by an outside agency, the school cannot respond to this request.
       This is considered a third party report and requests for copies must be made to
       the originator of the report. For example, if the report came from ABCD, the
       request should be directed to them.
      The school principal is responsible for the collection, maintenance and release of
       student records. The principal may delegate this responsibility to the appropriate
       staff.
      Reports and notes containing confidential information that are culled from the file
       should be destroyed. Disposal can take place at the school. If available, use a
       shredder to ensure that no identifying information remains and confidentiality is
       maintained.




                                            39
      When forwarding cumulative files between schools within the North East School
       Division, parental consent is not required. When a student moves to another
       school, whether from elementary to elementary school, elementary to high school,
       or high school to high school, within the division, the principal of the receiving
       school simply requests the student’s cumulative file.
      A cumulative file folder can be forwarded to another school division once a request
       has been made by the receiving school.
The following should not be in a student’s cumulative file:
      Student records created or obtained under the Youth Criminal Justice Act - These
       reports are to be stored in the office of the school principal, separate from other
       student records.
      Anecdotal notes and subjective notes/reports regarding behaviour - These
       notes/reports are to be stored in the office of the school principal, separate from
       other student records.
      Notes and/or reports which refer to abuse - These notes/reports are to be stored
       in the office of the school principal, separate from other student records.
      Test protocols – The scoring page of any division-wide testing could be kept in the
       cumulative file folder if necessary. Test protocols from assessments done by the
       educational psychologist, the speech and language pathologist, and the Diversity
       Education Teacher should not be kept in the cumulative file folder.
      When separate files are kept in the principal’s office, a coloured dot should be
       placed on the cumulative file folder beside the student’s name. This will indicate
       that confidential information for the student is filed in the principal’s office.
       Confidential information refers to the first three bullets in this section.




                                                                                        40
         EXCLUSION OF STUDENTS FROM CURRICULUM AREAS

The North East School Division promotes the policy and practice of inclusion for all
students. The North East School Division promotes teaching strategies that allows for
all students from Pre-Kindergarten to grade nine to participate in all classes whenever
possible. The practice of excusing certain students from grade-level classes (e.g.
French) is not a best practice for the students of the North East School Division.
Therefore, it is expected that all students will participate in all grade-level classes
whenever possible.

When it is felt by teachers, parents and possibly the student, that it is not in the best
interest of the student to participate in a grade-level class, the following protocol will be
followed:

   1.     The student will go through an in-school assessment process that may include
          the Woodcock-Johnson Tests of Cognitive Abilities and Tests of Achievement.
          Current assessments from other agencies may also be consulted.
   2.     Exclusion from a class will only be considered upon a written recommendation
          from an “expert” not based in the school. This may include Speech and
          Language Pathologist, Occupational Therapist, or Educational Psychologist.
   3.     A team meeting that includes the assessment personnel mentioned in #2, the
          Diversity Consultant, Diversity Education Teacher, parents, classroom
          teacher(s) and student (if appropriate) will be convened in order to discuss the
          assessment results. Whenever possible, strategies and options will be
          discussed that will allow the student to remain in his/her grade level class(es).
          The team may find that it would be in the best interest of the student to be
          removed from a class. In this case, a General Support Plan (GSP) or Personal
          Program Plan (PPP) will be developed for the student before removal from the
          class takes place.
   4.     If the team decides that it would be in the best interest of the student to be
          removed from a class, the written plan (ie PPP or GSP) will outline the length of
          the pull-out. It is expected that a pull-out instruction period will be temporary
          and a time will be outlined in the plan indicating when the student will return to
          the regular classroom program. The PPP or GSP will also contain specific goals
          that will be worked on during the pull-out sessions.
   5.     Some examples of appropriate goals for pull-out during regular class time would
          include occupational therapy exercises prescribed by an occupational therapist


                                             41
     or to teach keyboarding skills in response to an occupational therapist’s or
     speech pathologist’s recommendation. A team may also decide that it would be
     in the student’s best interests to receive specific instruction in a pull-out
     situation when a student’s educational program varies from the regular
     curriculum more than 50%.
6.   The principal will send a letter of intent, along with the PPP/GSP to the
     Superintendent of Curriculum and Instruction for their school, with a copy to
     the Superintendent of Student Support Services. The Superintendent of
     Curriculum and Instruction and the Superintendent of Student Support
     Services will approve the pull-out program prior to it beginning.




                                                                                     42
                                  REFERRAL PROCESS
     1.     All referrals (educational psychologist, speech/language pathologist, and
            counseling consultant) go to the diversity consultant upon completion of the
            form. Please check off a referral to the diversity consultant if there is a
            need for the involvement of the diversity consultant or if it is a referral to
            the educational psychologist.
     2.     The diversity consultant will collect the Request for Services Form. The
            diversity consultant will document and record the referrals and pass on the
            form to the appropriate consultants in a timely manner.
     3.     If there is a large number of referrals to the educational psychologist, the
            diversity consultant will consult with the schools and the educational
            psychologist in order to prioritize the referrals.
     4.     New referrals must be completed each year, even if the student in question
            will continue to be on the consultant’s caseload.
     5.     Regarding a referral to an educational psychologist:
            a. In-school testing by the DET is required prior to a student being
               assessed by an educational psychologist. For students in Grade One and
               up, the Woodcock Johnson Tests of Achievement and Tests of Cognitive
               Abilities, Third Edition (WJIII) will be used for this purpose. For
               students aged three or four, The Diversity Consultant will make the
               necessary arrangements for school-based testing to take place in
               consultation with the speech language pathologist, and/or other early
               childhood professionals.
     6.     The referral process has different periods of time that the consent is valid.
            The Counseling Consultants will require a new referral form at the beginning
            of each school year. Diversity Consultants will require a new referral form
            every two years. However, a specific student-centered consultation would
            require a new referral. Educational Psychologists will require a new referral
            form every two years. However, if, for some reason, another ability
            assessment was required within the two-year period, a new referral form
            would be required. Speech and Language Pathologists will require a new
            referral form once a student’s file has been closed and that student is being
            considered for a new referral reason.
Please note: In an emergency situation, a counseling consultant can see a student once before a
referral form is completed.




                                                                                                  43
                                                            Submit to Diversity Consultant



                                 NORTH EAST SCHOOL DIVISION NO. 200

                         REQUEST FOR STUDENT SERVICES FORM

Student’s Name:
Age: ___________ Birth date: _________________________         If Kindergarten, ½ days, or alternate days?
Grade: _________________      Teacher(s):
School: ________________ Principal: _______________ Case Manager
Parent(s)/Guardian(s):
Address:
Phone: Home ________________        Work __________________
Who does child live with?

SERVICES REQUESTED:  Diversity Consultant
                             Educational Psychologist*
                             Speech Language Pathologist
                             Counseling Consultant
        *Please ensure that the Diversity Consultant is involved first.

REASON FOR REQUEST FOR SERVICES (please be specific):




FOR SPEECH/LANGUAGE SERVICES check area/s of concern:
speech:      speech sounds    voice             stuttering
language:    understanding    producing         social

WHAT PREREFERRAL STRATEGIES/INTERVENTIONS/SERVICES have been tried with this student?


DESCRIBE THE STUDENT’S STRENGTHS:


OTHER SUPPORT SERVICES/AGENCIES INVOLVED WITH STUDENT:


PERTINENT BACKGROUND INFORMATION:


Please attach reports (e.g. edpsych, speech/language, Woodcock-Johnson, BASC, etc.) Referral to
educational psychologist will not proceed until all reports are attached.

___________________________                     ___________________________________
SIGNATURE OF DET                                SIGNATURE OF(OTHER)
___________________                             ___________________________
DATE                                            SIGNATURE OF PRINCIPAL




                                                      44
 Attention: This referral form and consent form must be printed on a single page (double-sided), and
 photocopied on yellow paper.


                         NORTH EAST SCHOOL DIVISION NO. 200
                                         CONSENT FORM

I (We),_________________________________________________, (parent/guardian) of

________________________(student) hereby give permission for him/her to participate

in assessment and/or programming, and I understand I will be involved in follow-up from

this referral. The results may be shared with school personnel in the delivery of services

to my child. Confidential counseling information will not be shared. Information will be retained according

to NESD Administration Policy Number 708. My child is being referred to:



                      Diversity Consultant


                      Speech/Language Path.

                      Counseling

                      Educational Psychologist


       __________________                     __________________________________
             DATE                             SIGNATURE OF PARENT/GUARDIAN

What, if any, concerns do you have regarding your child and the reason for this referral? For example, if
this is a referral for ability testing, what learning problems have you noticed? If this is a referral for
behavioural issues, do you have concerns that have arisen in your home?




*Note: School staff-please send the completed request for services and
consent form to your Diversity Consultant.*


                                                     45
PERSONAL PROGRAM PLAN (PPP) AND GENERAL SUPPORT PLAN (GSP)

                                        PREAMBLE

a)    What is it?

       A personal program plan (PPP) is a global term referring to a written document
developed and implemented by a collaborative team, outlining a plan to address the
individual learning needs of a student. The PPP guides the day-to-day work of all the
teachers and resource personnel involved with the students, but it is not intended to be a
daily instructional plan. The PPP provides parents with information regarding the learning
objectives and adaptations to support their child’s learning. The PPP is a dynamic process
requiring periodic evaluation and revision.

b)    Who needs a PPP?

       Saskatchewan Learning policy requires that a PPP be developed for students who
require continuing special education interventions and individualized supports to
participate in and benefit from the education program.

c)    Recommended Practices:

      Students who have objectives that differ significantly from the provincially
approved curriculum for their grade level should have a PPP.
      PPP’s must be developed by a collaborative team that includes the in-school
personnel, the diversity consultant, the counseling consultant (if appropriate), the
speech/language pathologist (if applicable), the family, and the student if appropriate.
      The PPP must be reviewed periodically throughout the school year and revised as
student needs evolve. It is recommended that the team, which includes school staff,
family, and student, meet mid-way during the school year to formally evaluate and revise
the PPP goals, strategies, and resources.
      When a student needs are not so intense as to require a formal PPP, but require
some substantial supports in order to be successful with the learning outcomes of
curricula, a general support plan (GSP) should be developed. The purpose of the GSP is to
provide clarity of programming. Diagram I will assist staff when deciding who needs a
PPP or a general support plan.



                                                                                           46
      Each PPP and GSP developed will be completed by October 15 of each school year.
A copy of the completed PPP and GSP will be submitted to the Diversity Consultant.

d)       The PPP Process

       There are steps and procedures to follow when developing a PPP. Diagram II
outlines an appropriate process that should be utilized. The most important element in
this process is collaboration between all team members. Saskatchewan Learning’s
document called Creating Opportunities (2001) provides a detailed explanation of
collaboration and team building. Please see Diagram II for a summary of the PPP process.



     A GSP:
        may include a checklist, profile or inventory
        identifies learning strategies, assessment strategies, self-advocacy skills, use of
         technology and equipment
        should be updated annually
        should be included in cumulative file
        should involve parents or guardian, and student

   A GSP may be developed for students who struggle with the curriculum or for
students who need greater challenges. Typically, students who would benefit from having
a GSP developed have diverse needs that do not require the development of a complete
PPP and are not registered in an alternative education program.



e)       MAPS/COACH

       MAPS (see attached) and COACH documents provide a framework for team
meetings. Full-scale MAPS and COACH meetings should occur at times of major change
for the student, or at least once every three to four years. For example, MAPS/COACH
meetings could be held in grade one or two, grade four or five, grade eight or nine, and
grade eleven or twelve. It is anticipated that team meetings will be scheduled at least
annually in addition to these full-scale meetings. The purpose of the MAPS/COACH
meetings is to promote collaboration and to gather insights from all team members. It is
at this meeting that the action plan and goals for the student are started and there is
some agreement about priorities of goals. The notes from the MAPS/COACH meeting




                                                                                               47
form the framework from which the PPP is developed. The Diversity Consultant should be
invited to the full-scale MAPS/COACH meeting.

f)    Accountability

       The PPP and GSP are legal documents and help to “ensure every student has the
opportunity to succeed”, which is the mission statement of the North East School
Division and shows division accountability to students. In addition, the PPP will form part
of the accountability process between the North East School Division and the province of
Saskatchewan.

       The Student Outcome Rubrics (SORs) provides a measure of growth for specific
learning objectives that are contained in a PPP or GSP. These objectives have been taken
from the holistic goals established by the collaborative team and are only one indicator
of the student’s growth. SORs are a sample of the learning goals that can be measured
and do not form the entire PPP.




**Information for this document was gathered through a variety of sources, including
Manitoba Education, Training and Youth, and Saskatchewan Learning documents.




                                                                                         48
Diagram I
      How do we decide if a student needs a PPP or GSP?


                                      Team Information Gathering
                                         (formal & informal)



                                                                                     Student’s needs
    Does the student                      Does the student                            are being met
     have intensive             No         require specific             No
                                                                                       through the
     needs? (usually                      support in one or                              Adaptive
    funded categories) *                     more areas?                                Dimension
                                                                                       (Differentiated
                                                                                    Instruction, Multiple
                                                                                         Intelligence,
                                                                                      Accommodating
                                                                                      Learning Styles)


       Yes                                    Yes




                                          Develop a
                                            GSP
    Develop a
      PPP




Note: all students categorized as Intensive Level 1 or 2, or those students with technical aides assigned,
must have a PPP. Other students for whom Intensive supports are in place may have a PPP. A GSP is
appropriate for ESL students, students who need extensive changes to curriculum in one area, students
with extreme behaviors, and/or students within alternative education environments. P lease contact your
Diversity Consultant for further clarification.



*Funded categories include: Visual Impairment; Deaf or Hard of Hearing; Intellectual Disability;
Orthopedic Disability; Physical Health Impairment; Pervasive Development Disorder; Multiple Disability;
Mental Health Impairment; Prenatal Substance Exposure; Substance-related Disorders; Other – with
documentation from a duly qualified practitioner.



                                                                                                            49
Diagram II                                       1. Setting Direction

                                                  Establish the collaborative
                                                   team
                                                  Clarify responsibilities




                                                          The Personal
 5. Implementing and
                                                           Program                                     2. Gathering and Sharing
   Evaluating the PPP                                      Planning                                      Information

  Put the plan into practice                               Process                                     Review records and
  Review and revise                                                                                     reports
   regularly                                                                                            Consult parents, student,
  Update CLP at year end                                                                                previous teachers
  Evaluate student progress                                                                            Conduct further
   based on SMART                                                                                        assessment as necessary
   outcomes/rubrics                                                                                     Share information
  Plan for transition on an
   ongoing basis




                    4. Writing the PPP                                           3. The PPP Planning Meeting
                     Essential components
                     Categorize by area of development                           Share information
                      & target skill                                              Develop personal curriculum: the
                     Define current level of                                      desired outcomes, skills to be
                      performance                                                  learned, how and where instruction
                     Identify SMART annual outcomes                               will take place
                      & short term objectives                                     Ensure a holistic program
                     Develop student outcome rubrics                             Prioritize
                      on sampling                                                 Plan for transition
                     Parents review & approve




                                                                                                                                     50
                    MULTI-ACTION PLANNING SYSTEM
                               (MAPS)

Child’s Name:

Date:


Present:

  1.       Background and History:
           _____________________________________________________________________
  2.       What are your dreams?

  3.       What are your nightmares?




                                                                                   51
4.   Who is ___________?


5.   What are __________’s strengths?


6.   What are __________’s needs?



7.   Where do we go from here? (Action Plan)




                                               52
53
     CRITERIA FOR INTENSIVE SUPPORTS FUNDING RECOGNITION
     (Requires assessment and documentation by a qualified practitioner, that the student’s
                       educational performance is adversely affected)


Blind or Visual Impairment: Has a measured loss of central visual acuity that is 20/70 or less in the
student’s better eye with proper correction; or that the student’s field of vision is not greater than 20
degrees at the widest diameter
Deaf or Hard of Hearing: Has a hearing loss greater than 34 decibels in the better ear; or has a
unilateral hearing loss which is 50 decibels or more and there is a significant delay in speech and
language
Intellectual Disability: Student scores below 50 plus 5 on an individualized standard assessment
and demonstrates a significant deficit in adaptive behaviour on an individual assessment
Mental Health Impairment: Requires a diagnosis of mood disorder, anxiety disorder or personality
disorder
Multiple Disability: Student meets criteria for two (2) or more of the following – VI, D/HH, ID, OD,
PDD, and PHI
Orthopaedic Disability: Mobility is seriously restricted; student is limited in self help, requires
specialized transportation, or requires technological aids to access the curriculum
Pervasive Developmental Disorder: Requires a diagnosis of Autism, Asperger’s Disorder, Rett’s
Disorder, Childhood Disintegrative Disorder or Pervasive Developmental Disorder – Not Otherwise
Specified
Physical Health Impairment: The student’s physical health limits or doesn’t permit school
attendance for at least three months, or may require personal care/supervision to ensure health and
safety
Prenatal Substance Exposure: Requires a diagnosis of FAS, pFAS, ARND or ARBD or that the
student has prenatal exposure to drugs
Substance-related Disorders: Students must have a diagnosis of substance use or a substance
induced disorder.
Other: Diagnosed/undiagnosed condition


1)     IDENTIFICATION FOR INTENSIVE SUPPORTS LEVEL I AND II

 Level I                                                               Level II

 □ Occasional School Team Support                                      □ Frequent School Team Support
 □ Occasional School Division Team Support                             □ Frequent School Division Team
 □ Occasional Other Agency Support                                     □ Frequent Other Agency Support




                                                                                                            54
Please note that the North East School Division uses two other terms in addition to “Level I” and “Level
II” when identifying students for funding recognition. “Level 0” refers to students who meet one of the
handicapping conditions listed above but the only extra service they receive is a technical aide or other
assistive technology. “Diversity Plus” students are those who may have many intense needs, but do
not meet the criteria for any of the above-listed handicapping conditions. “Diversity Plus” students may
be receiving extra support and services because of their intense needs.
                       ASSISTIVE TECHNOLOGY PROCEDURE

    When a technical aid or other device is needed for a student with diverse needs, the
following procedure will be used to request the needed item:

        The Diversity Education Teacher or the speech/language pathologist (in
         consultation with the Diversity Education Teacher), will complete the Prior
         Approval Form (see next page).
        The Diversity Education Teacher or the speech/language pathologist will submit
         the completed Prior Approval Form, along with the student’s personal program plan
         and other supporting documents, to the diversity consultant.
        The diversity consultant will review the documents.
        The diversity consultant will submit the documents to the Coordinator of Student
         Support Services, who will, in turn, approve or decline the request.
        Accounts Payable will send the bill to the Coordinator of Student Support Services
         for approval for payment.
        Assistive Technology that costs $10,000 or more must be approved by the
         Ministry of Education.
        An assistive technology application must be for equipment in excess of $100.00.
         Equipment, technology and other items valued under $100.00 must be managed by
         each school’s decentralized budget.



1)       ASSISTIVE TECHNOLOGY REPAIR

      Technical aid equipment that is in need of repair can be sent to the appropriate
service depot by school personnel such as the principal, the Diversity Education Teacher
or the speech and language pathologist. School personnel must indicate on the bill the
name of the student that uses the equipment. Bills for repair of technical aid equipment
should be directed to the Coordinator of Student Support Services.




                                                                                                      55
                                North East School Division
                                  Assistive Technology

                                 PRIOR APPROVAL FORM

It is recommended that this request form be completed by the school-based team in conjunction with
the agency/school division personnel conducting the assistive technology (AT)/specialized equipment
assessment.

Name of Student ______________________ D.O.B. ________ Category__________________
                                                    (D-M-Y)
Etiology__________________

School ___________________________________

School-based Team Members _____________________________________________________

_____________________________________________________             _______________________
Assistive Technology Requested                                         Estimated Cost

Previous Assistive Technology Approved: ___________________________________________

______________________________________________________________________________

AUTHORIZATION TO PURCHASE:

___________________________________________________              ________________________
Director of Education or Designated Superintendent                     Date




Comments: ___________________________________________________________________

____________________________________________________________________________


Identify the individuals who provided professional expertise to guide the decision:

__________________________________________               ______________________________
Name                                                     Position
__________________________________________               ______________________________
Name                                                     Position
__________________________________________               ______________________________
Name                                                     Position


                                                                                                  56
ASSISTIVE TECHNOLOGY COST RECOGNITION CRITERIA:

   Student must qualify within criteria as outlined by the Ministry of Education.
   Assistive technology must assist the student in accessing the educational program in a way that is not
    otherwise available.
   Augmentative Communication devices must be ability appropriate and school level staff must be
    trained in the use of the technology.
   The use of the assistive technology must be reflected in the student’s Personal Program Plan
    identifying the student’s current level of performance along with a specific expected outcome for the
    use of the assistive device written in SMART goal format.
   Request must be submitted to the Diversity Consultant.
   Service contracts, insurance, costs of assessments, inservice, and staff training costs are not covered
    by this grant.

REQUESTED ASSISTIVE TECHNOLOGY CONSIDERATIONS:

1. Strategies currently used to increase student access to his/her educational program:




2. Current Level of Performance without requested assistive technology:




3. How will the requested assistive technology impact the student’s access to the educational
   program?




4. Attach a copy of the appropriate portion(s) of the Personal Program Plan (PPP) which outlines
   the areas within the PPP indicating;

    a)   How & where this assistive technology will be used;
    b)   How its use will be supported &/or monitored;
    c)   How its use & effectiveness will be evaluated;
    d)   Plan for training staff &/or student in use of AT. (Are there any instructional &/or physical
         arrangements required to support the use of the assistive device?)




                                                                                                         57
5. Overall Comparison of Student’s PPP objectives and regular classroom curriculum
   objectives/outcomes:
   Select one area.


    Significant variation in   Moderate variation in   Minor variation in      Regular
    objectives                 objectives              objectives             Curriculum
              50%                      50%                     25%




6. List of school environments assistive technology will be used.




7. Feedback (if appropriate) about trials & tasks involving the use of requested assistive
   technology:




8. List (if appropriate) what has been used with regards to low/mid/high technological supports.




                                                                                               58
         MODIFIED, ALTERNATIVE, AND FUNCTIONAL INTEGRATED
                             COURSES

1)       LOCALLY MODIFIED COURSE OF STUDY

   The decision to register a student in a Locally Modified Course of Study is based on
an assessment of the student's academic functioning and the agreement of both the
student and his/her parents or guardians. Locally Modified Courses of Study may meet
the credit requirements in the Required Areas of Study.

        Locally Modified Courses of Study may be either:
             Advanced (designated 10A, 20A, 30A)
                These courses are enriched and provide additional academic challenges.
             Basic (designated 11, 21, 31)
                These courses have been reduced in level of difficulty.

      A Locally Modified Course of Study refers to a course that has been changed at
the school or school division level and contains fifty percent of the Foundational
Objectives of the provincially-developed course and fifty percent of locally-developed
Foundational Objectives.

       Upon successful completion of a Modified Course of Study, a student may register
in a provincially-developed course of study at the next grade level with permission of the
principal. For example, a student who has successfully completed English A11 may be
enrolled in English A20 without having completed English A10.

      A Modified Course of Study is recommended to students only after a professional
judgement has been made that the needs of these students cannot be accommodated
through the application of the Adaptive Dimension within the provincially-developed
course.

      Please note: you must consult with the Superintendent of Curriculum and
Instruction regarding Locally Developed Courses of Study.

      Please refer to Saskatchewan Learning’s document entitled Policy and Procedures
for Locally Developed Courses of Study October 2004 (Interim) for more detailed
description of this course.




                                                                                          59
2)       ALTERNATIVE EDUCATION PROGRAM

      The alternative education program (AEP) course levels 18, 28, 38 have been
developed for students who are between the ages of 14 and 18 who have experienced
moderate to severe learning difficulties in past grades. They are at risk of failure in the
regular education program and may be at risk for leaving school early.

   Students being considered for this alternative education program will be selected
using careful analysis of:

        Educational history, including teacher reports, standardized testing results, and
         teacher observations,
        Ability assessments completed within the past two years,
        Family information, such as personal goals and aspirations of the student and
         parents.

     An Alternative Education Program should be considered for a student who:
      Is at least 14 years, 8 months old
      Has below average cognitive functioning
      Is significantly behind peers academically
      Has not experienced success in a Regular Education Program
      May have significant problems with attendance/motivation/work habits
      May be at risk for dropping out of school
      May require life skills and vocational training.

    The referral process for admittance into an Alternative Education Program will
include the following:
     The Diversity Education Teacher will recommend a student for an Alternative
       Education Program, after discussing it with the in-school team.
     Cognitive and achievement assessments will be completed to assist with the final
       placement decision.
     The student and parents/guardians will be informed about the program goals and
       program content of the Alternative Education Program. It is very important that
       school personnel make it clear to the student and parents/guardians that
       Alternative Education Programs are not the equivalent of Regular Education
       Programs and do not meet admission requirements for post-secondary education
       programs.



                                                                                             60
      If the decision is made to place the student in an Alternative Education Program,
       the parents/guardians and the student must sign a form indicating their agreement
       to this placement.
      A general support plan (GSP) should be developed for every student on an
       Alternative Education Program.

   Please note: you must consult with the Coordinator of Student Support Services
regarding the development of an Alternative Education Program.

   Please refer to Saskatchewan Learning’s document entitled Policy, Guidelines, and
Procedures for Alternative Education Programs: Alternative Grade 10, 11, and 12,, 2006
for more detailed information regarding Alternative Education Programs.




                                                                                         61
3) CREDIT REQUIREMENTS                                                    Name:
FOR THE ALTERNATE EDUCATION PROGRAM

Alternate Education Program                        Grade 10                           Grade 11                               Grade 12
Minimum Credits Required:                8: Minimum 8 total in 18 or 10   16:Minimum 8 total in 28, 10, 11, 12   24: Minimum 8, 5 at Grade 12 level
Required Courses:                      Reg. Comp.    %                    Reg.   Comp. %                         Reg.   Comp. %

Language Arts/Communication            A18 _______ _______ _____          A28 _______ _______ _____              A38 _______ _______ _____

Language Arts/Communication            B18 _______ _______ _____          B28 _______ _______ _____              B38 _______ _______ _____

Career and Work Exploration            18   _______ _______ _____         28   _______ _______ _____             38   _______ _______ _____

Applied Mathematics                    18   _______ _______ _____         28   _______ _______ _____

Science                                18   _______ _______ _____

History, Native Studies, or Social     18   _______ _______ _____
Studies

Specified Areas of Study: a
minimum of one credit at the 18, 28,
or 38 level
Health Education/Phys. Ed.             18 _______ _______ _____           Or 28 _______ _______ _____            Or 38 _______ _______ ____

Arts Education/Practical and Applied   18 _______ _______ _____
Arts                                                                      Or 28 _______ _______ _____            Or 38 _______ _______ _____

Elective Courses:                      Class      Reg.     Comp. %        Class      Reg.     Comp. %            Class      Reg.     Comp. %
Regular Education Programs:            ________   ______   _____ ___      ________   ______   _____ ___          ________   ______   _____ ___
                                       ________   ______   _____ ___      ________   ______   _____ ___          ________   ______   _____ ___
                                       ________   ______   _____ ___      ________   ______   _____ ___          ________   ______   _____ ___
                                       ________   ______   _____ ___      ________   ______   _____ ___          ________   ______   _____ ___




                                                                                                                                                 62
4)      FUNCTIONAL INTEGRATED PROGRAMS

        Functional Integrated Programs are designed for students with severe multiple or
     intellectual disabilities who require individual programs. When the unique needs of
     these students cannot be met through the Regular Education Program or an
     Alternative Grade 10, 11, 12 Program, with the application of the Adaptive Dimension,
     a Functional Integrated Program should be developed.

        Students do not receive credits for individual courses; they receive recognition for
     completing a Functional Integrated Program, which is made up of domains selected by
     the school division.

        All students have the potential to benefit from effective instruction. The abilities
     of students with severe disabilities will vary but there should be an expectation for
     participation, partially or independently, in activities at school, in the home, in the
     community, and at work.

         Students with multiple and intellectual disabilities must experience the patterns of
     life they will find in their homes and communities as they work and play. It is
     important for educators to establish goals that will prepare students for life beyond
     school.

        Students with challenging needs require the skills, knowledge and abilities that will
     enable them to be included in their communities. Social interaction is essential for
     growth, for communication development, and for successful community adjustment.

        Students with severe intellectual disabilities and multiple disabilities must be
     enrolled in a Functional Integrated Program by the age of 14 years, 8 months. The
     enrollment information is included in the Student Demographic/ Enrollment Form
     completed by the principal and forwarded to the Registrar's Unit.

        Each student in a Functional Integrated Program will have a Personal Program Plan
     that articulates program specifics.

         The Personal Program Plan of students enrolled in Functional Integrated Programs
     must include plans for the transition of the student to the community. This transition
     planning must be done in consultation with the parents and the professionals involved
     in the program development and delivery.




                                                                                           63
       When the school personnel, the professional personnel involved with program
   delivery, and the parents agree that a student has achieved the goals of the
   Functional Integrated Program and is ready to complete the transition to the
   community, the principal of the school will send a letter to the Registrar's Unit
   stating that the student has completed the goals of his/her Personal Program Plan and
   is to be awarded recognition for the completion of a Functional Integrated Program.

   The decision to place a student into a Functional Integrated Program is based on:

         o   an assessment of the student's current functioning
         o   the input of both student and parents/caregivers
         o   an analysis of the student's past performance.

      Written, informed parental/guardian permission should be obtained before a
student is placed in a Functional Integrated Program.

      Students with challenging needs require effective programs that:

         o   focus on the student
         o   reflect collaboration with the parents
         o   provide education with age-appropriate peers who are not disabled
         o   allow for systematic programming designed to meet the individual student's
             needs, presented in an individualized education plan
         o   include functional longitudinal goals
         o   address future functioning in the community
         o   utilize age-appropriate materials and furnishings
         o   link instruction in the home and community in the classroom/school
         o   facilitate integrated related services.

      The philosophy articulated in Meeting Challenging Needs (Ministry of Education,
1989) will form the basis for approval of Functional Integrated Programs.

      Schools are encouraged to include students registered in Functional Integrated
Programs in courses in the Regular Education Program and Alternate Grade 10, 11, or 12
Programs that facilitate one or more of the objectives outlined in the student's Personal
Program Plan.

        The Functional Integrated Program must reflect the plan for transition into adult
life. It is expected that the focus of instruction will move from the school to the


                                                                                        64
community and adult placement as the student moves through the program. Community-
based instruction must be included to facilitate a student's transition into the
community. This instruction occurs through activities that are structured, planned, and
evaluated.

      Schools are expected to include the following elements when planning a Functional
Integrated Program:

         o   knowledge and use of available community resources
         o   inventory of the community settings the student has used and the
             tasks/activities the student can perform within those settings that enhance
             independence
         o   record of observations of the student in community environments, noting
             student strengths, challenges and environmental conditions that may
             influence the student's ability to perform.

       Continuous assessment, including the use of Student Outcome Rubrics, must occur
throughout the Functional Integrated Program. Such assessment determines what needs
to be taught when considering the students' requirements in current and future
environments.

       School divisions must make clear to students and their parents/guardians that
completion of a Functional Integrated Program is based on the achievement of specific
goals set out in an individual's Personal Program Plan.

      Enrollment in a Functional Integrated Program is typically for an extended period
of time. Students have the right to attend school up to their 22nd birthday. Students
with severe disabilities learn more slowly and require a greater number of opportunities
to acquire a skill than most other students. The length of a program and its components
must be based on specific needs of the individual student.

      Please note: you must consult with the Coordinator of Student Support Services
regarding the development of a Functional Integrated Program.

      Please refer to Saskatchewan Learning’s document entitled Policy and Procedures
for Locally Developed Courses of Study October 2004 (Interim) for more detailed
description of this course.




                                                                                           65
                                     RETENTION

      The North East School Division No. 200 recognizes that every year there are
students who struggle to succeed academically and behaviourally in their classrooms. The
North East School Division No. 200 also recognizes that although retention is sometimes
offered as an option for students who struggle, there are often many alternatives to
retention.

        A review of the literature in area of retention indicates that it is not generally
beneficial to retain students in the same grade. Research clearly shows that retention
has a negative effect on students, despite the belief by many teachers and parents that
it is beneficial. 54 out of 63 controlled studies showed overall negative effects from
retention – students that have been retained generally do worse academically than if
they had gone on without repeating.

       The remaining 9 out of 63 studies that did not show negative effects of retention
did show that the benefits of retention diminished over time so that the difference
between the retained students and the control students disappeared in later grades. A
large 1989 study found that students who were retained were 20 – 30 % more likely to
drop out of school. A 1980 study looked at the emotional effects of retention and found
that students held a common view that repeating a grade is the punishment for not
learning or for being bad in class.

      Repeating a grade actually lowers achievement levels in subsequent years. There
are no proven benefits to repeating students in the Kindergarten year. In fact, children
who repeat Kindergarten do no better academically than children who did not and are
more likely to have lower self-concepts.

       Merely repeating the same instruction and curriculum is not a solution for students
who have failed to achieve grade-level standards. Students have been repeating grades
for a long time and the achievement/performance of graduates have not noticeably
improved.

       In another meta-analysis of the research, 61 out of 70 studies found a negative
relationship between retention and academic achievement, self-concept, school
attendance, school dropout, and student attitude toward school. A student who is
retained once, as was mentioned already, is more likely to drop out of school. A student
who is retained twice, has almost a 100% chance of dropping out of school.

      In the 9 out of 70 studies that did find a positive relationship between retention
and achievement, flaws in how the studies were conducted were noted. For example,


                                                                                           66
these studies only included high socio-economic students, did not include students who
had changed schools, and only looked at classrooms with very low teacher/pupil ratios
(1:5).

       One study compared teacher and student attitudes towards retention. It was
found that teachers often underestimated the effects that retention had on students
and felt that the effects would only be short-term. Student data revealed that there is
a lot feeling of personal failure, disappointment, and confusion about retention.

       Some absolute “do nots” regarding retention include – do not retain students who
have a learning disability, have low self-esteem, who have been repeated before or who
are older than grade three. Possible factors to consider in favour of retention include
chronic attendance issues.

       A review of the retention literature offers alternatives to retention, such as:
remedial services, and individual tutoring; a home assistance program; before and after
school programs; adapt the curriculum; provide assessment to diagnose strengths and
weaknesses; develop an individual educational program plan; vary the materials used; vary
the instructional practices; provide experiences that enhance learning; effective use of
teacher associate time; peer tutors; and lastly, send work home with the parents and
have the parents work with the student over the summer.

   Additional alternatives to retaining students include:

   1. Accept and recognize the fact that all children come to the classroom with a
   variety of strengths and gifts. Not every child learns in the same way or will meet the
   same standard. “If you treat everyone the same, you don’t treat anyone fairly.”
   2. Know your students. At the beginning of the school year, read the information in
   the cumulative file folders. Read the information the Diversity Education Teacher has
   put together. Talk to the previous teacher. Get a good idea of what the learner’s
   strengths and weaknesses are.
   3. Know the foundational objectives of the curriculum. Each student is expected to
   meet these foundational objectives. If they cannot, then the student needs further
   modification, for example, alternate education classes.
   4. Examine carefully the learning objectives for each curriculum. These can be
   reduced in number if a student is unable to be successful with the complete set of
   objectives.
   5. Plan how to use the adaptive dimension for students with strengths or weaknesses
   in specific areas. Teachers can change three areas; adjustments can be made to the
   curriculum content, instructional practices, and the learning environment. The


                                                                                          67
foundational objectives are not changed. For example, the adaptive dimension is being
used in the curriculum content area when you omit, substitute, or add a specific
objective without changing any foundational objectives.

The adaptive dimension is being used in the instructional area when you do things such
as: decide to use a whole group instruction method; when you decide to teach concepts
to a small group of students based on similar needs and abilities; when you decide that
1-1 instruction is necessary. Other examples of adjusting instructional practices
include cooperative teaching, peer tutoring, and changing the pace of instruction.
Teachers may need to slow down for some students and speed up for others.

The adaptive dimension is being used in the learning environment when you consider
such things as: physical setting (seating arrangements, use of space), and grouping
students and having the groups change as topics change.
6. Team teaching with the Diversity Education Teacher is another concrete
alternative to retention.
7. Alternate assessment methods is part of the adaptive dimension and generally
helps all students to be as successful as possible. The purpose of assessment is to see
if the student has learned the concepts. Assessment tools should clearly explain what
is being tested. Employing a variety of methods ensures that all students have a
chance to display his or her knowledge in a form other than in the written form. Some
examples of outcomes that can be marked include: oral reports, tape recorded
reports, debates, research papers, daily work, poems, stories, plays, diorama,
inventions, clothing designs, models, murals, maps, games, role plays, music
productions, pantomimes, radio reports, puzzles, riddles, photo essay, a statistical
report, journals, and raps.
8. Take into account learning styles and the multiple intelligences theory. The Feb.
19/03 STF Bulletin has a good article called How I Am Smart: Teaching and Learning
with Multiple Intelligences. Not every student learns the same way or demonstrates
their knowledge in the same way. By using information such as multiple intelligences,
students be more successful.
9. Specialized computer programs, if available, can help some students to be more
successful with daily classroom work.
10. Be sure to indicate on the report card when adaptations have been made to a
student’s program. For example, include an * on the report card to indicate that
alternate assessments have been used. This reminds the parents that the marks may
have been gathered in a way that differs from other students, and it also alerts the



                                                                                      68
   next year’s teacher that adapted assessments were used. Include an “Adaptive
   Dimension” sheet that is stapled to the report card and also put in the cumulative file
   folder. An adaptive dimension sheet lists some standard classroom adaptations, with
   room to check off the ones used with a particular student. A space is left at the
   bottom of the sheet for the teacher to list any other modifications used that are not
   included on the list

   The North East School Division No. 200 has adopted the following practices based on
the extensive research in the area of retention, some of which appears above:

            Except in very exceptional circumstances, students will not be retained in
             Kindergarten as there is no benefit to be gained from this action.
            Retention for students in grades one to nine will only occur in exceptional
             circumstances.
            Teachers will identify students of concern as soon as concerns about the
             student’s progress are identified. The expectation is that these students
             will likely be identified prior to Christmas. The exception to this would be
             students who arrive later than school start-up. Teachers will identify these
             students by submitting the names to the Diversity Consultant. The
             classroom teacher, along with the Diversity Education Teacher, will develop a
             student support team.
            The student support team will meet to discuss the student’s strengths and
             weaknesses and will develop strategies and options that will support the
             student in the classroom.
            Students of continuing concern will be referred to NESD specialists such as
             the speech and language pathologist, the educational psychologist and/or a
             counselor, if necessary. Referrals to other agencies may be considered as
             well.
            Principals will submit to the Diversity Consultant a list of students that are
             continuing to struggle with their current grade placement no later than April
             or May of each school year. A Continuous Progress Meeting Dialogue Form
             will be completed for each student on the list and a meeting time will be
             arranged. Please see the Continuous Progress Meeting Form for further
             details.
            Teachers and principals will not make retention recommendations to parents
             prior to the Continuous Progress Meeting.
            If a student in grades one to nine is to be retained, a personal program plan
             (PPP) or general support plan (GSP) will be developed for the student. The


                                                                                        69
             PPP/GSP will be developed by a team consisting of school staff, parent, and
             the student if possible.
            If the team recommends that a student in grades one to nine should be
             retained, the Diversity Consultant will inform the Superintendent of
             Student Support Services of this recommendation via a formal letter on
             behalf of the school.



1)    CONTINUOUS PROGRESS MEETING

                                       PREAMBLE

       In the spring of each year the principal (or designate) will submit to the Diversity
Consultant a list of students that are struggling with their current placement level. The
Diversity Consultant will distribute the following Continuous Progress Meeting Dialogue
forms to the school. The form is to be completed by the classroom teacher prior to the
meeting. Everyone invited to the meeting will get a copy of the completed form prior to
the meeting date. The Diversity Consultant, along with the principal, will arrange suitable
times for the Continuous Progress Meetings to take place. The meeting will involve the
principal, the classroom teacher, and the resource room teacher, along with the Diversity
Consultant. The Superintendent of Student Support Services or the Coordinator of
Student Services will be invited and may attend this meeting, should they deem it
necessary. This meeting is not intended for parents to attend. Parents will be included
at subsequent placement meetings if necessary. The purpose of the meeting is to discuss
what strategies, services, and programs have been implemented with the student and to
brainstorm further activities that will help the student to be as successful as possible
with his same-age peers. The Continuous Progress Meeting dialogue is a good time to
outline strategies and options that will support the student in the classroom with same-
age peers.

2)    QUESTIONS TO ASK WHEN CONSIDERING THE RETENTION OF A STUDENT:

             1.   Why is this student not succeeding? What adaptations have been put in
                  place to help this student to be as successful as possible?

             2.   Has the student been assessed for a learning disability?




                                                                                        70
3.   Does this student have a learning disability? If so, have appropriate
     accommodations been put in place to help this student cope with the
     LD?

4.   Do behaviours interfere with learning? If so, has this student been
     assessed for any behavioural disorders such as ADHD or ODD?




                                                                             71
                    NORTH EAST SCHOOL DIVISION No.200
                  CONTINUOUS PROGRESS MEETING DIALOGUE

Student Name: _____________________________________________

Date of Birth: _____________ Chronological Age: _________ Grade: ___

School: __________________ Classroom Teacher: _________________

Discussion attended by:



Background Information:
      Parents ______________________________________________
      Family _______________________________________________
      Siblings ______________________________________________
Other Agencies/Services Involved (e.g. Speech & Language Pathologist, Diversity
Consultant, Educational Psychologist, Counselor, DCRE)
__________________________________________________________________
________________________________________________
      Test Results __________________________________________
_________________________________________________________
Education:
      Schools attended _______________________________________
      Previous Retentions _____________________________________
School Performance:
      Classroom – academic ____________________________________
__________________________________________________________________
________________________________________________
                  behavioural (e.g. social relationships, self-esteem, attendance,
motivation, attitude towards school, typical behaviour during unstructured times of the
school day)




                                                                                      72
Classroom Programming: (identify programming interventions utilized e.g. small group,
individual assistance, resource room, paraprofessional support, modified programming,
counseling, parental support, etc.)




Parental Involvement: (including parent involvement in the school and attitude towards
retention)




Other Pertinent Information:




Follow-up Activity:




                                                                                         73
Sources:

Smith, Mary Lee, and Shepard, Lorrie A. “What doesn’t work: explaining policies of
retention in the early grades.” Phi Delta Kappan, Oct. 1987.

Smith, Mary Lee, and Shepard, Lorrie A. “Synthesis of research on grade retention.”
Educational Leadership, May, 1990.

Madak, Paul R. “Grade retention.” The Canadian School Executive, May, 1994.




                                                                                      74
     VISITATION SUMMARY AND MONTHLY CONSULTANT REPORT:

1)       E-FORMS

        The purpose of the Visitation Form is to assist with record-keeping, and to use as a
         communication tool for the principal and the in-school personnel.
        A copy of the electronic Visitation Summary will automatically go the school
         principal when the principal’s name is inserted in the form.
        Each consultant will receive a monthly report that outlines each daily visit to
         schools during the previous month. These monthly reports may be kept by the
         consultants, either electronically or in paper form.
        Consultants will complete an electronic monthly Consultant Report in addition to
         the Visitation Summary




                                                                                            75
      EDUCATIONAL ASSOCIATE EVALUATION & PROFESSIONAL
                       GROWTH PLAN



 Teacher Associate:     _____________________________________________________

 School:    _______________________________________________________________

 Class/Grade: __________________________________________________________

 Teacher:
            ______________________________________________________________

 School Based Team Members: ____________________________________________

 Principal: ______________________________________________________________




A.  Specific Responsibilities:
    (Note: The specific job assignment may change from year to year or from term to term,
    and therefore should be rewritten appropriately.)
________________________________________________________________
____________________________________________________________
________________________________________________________________
________________________________________________________________

B.   I feel that my greatest strengths are:
     (1) ________________________________________________________
     (2) ________________________________________________________
     (3) ________________________________________________________

C.   During the Course of the ______________ school year, I plan to focus on following areas
     as growth plan.
     (1) ________________________________________________________
          ________________________________________________________
     (2) ________________________________________________________
          ________________________________________________________
     (3) ________________________________________________________


                                                                                            76
D.   Strategies and support materials needed to achieve the above stated goals include:

     (1) ________________________________________________________
         ________________________________________________________
     (2) ________________________________________________________
         ________________________________________________________
     (3) ________________________________________________________
         ________________________________________________________

E.   Interim Report – outline progress and review with supervisor by January.
          _________________________________________________________

F.   Teacher and or Administrator’s Year End Reflection:
     _______________________________________________________________________
     _______________________________________________________________________
     ______________________________________

G.   Outcomes of discussion of final team meeting:
     _______________________________________________________________________
     _______________________________________________________________________
     _______________________________________________________________________
     _______________________________________________________________________
     _______________________________________________________________________
     _________________________________________________________________



____________________________               ____________________________
Educational Associate Signature            Educational Associate Team Member

____________________________               ___________________________
Date                                       Date



____________________________               ___________________________
Principal Signature                        Date




                                                                                          77
The Educational Associate is to be evaluated using the following seven categories. A three-
point rating scale is given for each job function. For each job function, indicate which most
appropriately rates the Educational Associate’s job function. Criteria are given at the beginning of each
category to assist in rating the job functions in that category.


         A. Professional Behaviour
            Weak                           Average                               Above Average

Requires constant supervision   Requires little supervision to   Is aware of and carries out assigned tasks in an
to complete tasks. Depends on   complete assigned tasks.         independent fashion. Demonstrates behaviour
others to identify needs and    Engages in activities with       that requires minimal supervision. Actively
solutions. Low interest in      students. Accepts constructive   seeks and obtains appropriate resources and
training. Does not follow       advice and directions. Willing   training. Follows policies and procedures set by
procedures and policies.        to participate in training       school or division. Dependable attendance and
                                sessions.                        provides as much notice as possible in the event
                                                                 of illness.


                                                                                              Above
A. Professional Growth                                               Weak       Average      Average       N/A

1. Promotes an atmosphere of respect for children and
adults.
2. Demonstrates ethical and confidential behavior.
3. Demonstrates an appropriate and independent use of
time.
4. Demonstrates responsible behavior towards attendance,
punctuality and work schedule.
5. Demonstrates responsible behavior towards self-
grooming attire.
6. Addresses conflicts with teachers and other school
personnel at the classroom level first, the school level
second, and the school division level third.
7. Participates in school, division, and provincial inservice
activities as requested.
8. Participates in school, division, and provincial inservice
activities on own.




                                                                                                             78
B.            Rapport with Students
                 Weak                                     Average                              Above Average
Lacks interest in students. Appears         Is as responsive to students at the     Exhibits an established rapport with
bored. Does not listen to students.         end of the day as at the beginning.     children and keeps communication
Becomes irritated when students are         Facilitates opportunities for           open and active. When working with
off-task. Demonstrates dominant             success. Communicates                   students, shows enthusiasm,
behaviour over students. Does not           encouragement, not frustration or       patience, respect, understanding,
allow students to attempt activities        impatience.                             and humour. Facilitates appropriate
with independence.                                                                  behaviour in students.


                                                                                                       Above
B. Rapport with Students                                                    Weak        Average        Average        N/A


1. Shows enthusiasm when working with students.
2. Shows patience and understanding towards students.
3. Demonstrates an understanding of fostering
independence within students with special needs.
4. Treats students in a respectful, responsible, and fair
manner with due consideration to the student’s physical,
social, and psychological development.
5. Maintains effective and co-operative relationships with
students.
6. Demonstrates appropriate responses to student-initiated
interactions.


              C Team Support
               Weak                                Average                                   Above Average
A negative or non-professional       A relationship exists, but may be   Effectively exhibits positive interactions with team
relationship exists. Avoids other    tenuous due to inadequate           members, other students, staff, and administration.
staff. Responds defensively to       communication. In general, the      Uses effective and appropriate communication
new ideas. Critical of other staff   quality of the professional         skills. Is available for meetings and makes a
or administration. Does not use      relationship is positive. Uses      positive contribution to the school team.
the established communication        established communication
system.                              system.


                                                                               Weak        Average         Above         N/A
C. Team Support                                                                                           Average

1. Participates co-operatively and collaboratively when acting
as a member of the school-based team.
2. Demonstrates effective communication skills with
teachers, other support personnel, and school administrators.
3. Shares relevant information at team meetings and parent-
teacher interviews.
4. Uses established communication systems with the
classroom teacher (e.g. log book, meetings, discussion).
5. Communicates with parents as directed by the classroom
teacher and the Diversity Education Teacher.


                                                                                                                            79
           D. Instructional Support
               Weak                                    Average                                     Above Average
Focuses on one student. Not           Is aware of group needs but may require     Demonstrates skills in anticipating needs of a
aware of other students in the        some direction from classroom teacher       group. Requires minimal direction from
group. Little or no reinforcement     for group management. Provides some         classroom teacher in group management.
given to students.                    opportunity to practice learned skills      Spontaneously provides attention where
                                      outside classroom. Is able to attend to     needed. Looks for opportunities for transfer of
                                      group or student requiring assistance,      skills learned throughout the day. Easily
                                      but only able to deal with one situation    adapts to situation at hand.
                                      at a time.


                                                                                 Weak       Average        Above          N/A
D. Instructional Support                                                                                   Average

1. Helps students with assigned tasks and class work,
reinforcing concepts presented by the teacher
2. Monitors independent or small-group work.
3. Demonstrates a sense of when either the teacher or a
student needs assistance.
4. Adapts materials as planned and directed by the teacher.
5. Assists students in meeting their assigned goals.
6. Records required information on student activities as
directed by the teacher.
7. Provides for a safe and comfortable environment.

           E. Implementation of Special Education Plans

                 Weak                                  Average                                     Above Average
Does not follow planned activities.   Assists in planning of activities when      Assists teachers in presenting appropriate
Little follow-through in carrying     appropriate. Organizes materials in         materials and the assignment. Assists
out recommendations of                advance. Follows the teacher’s plans        teachers in adapting to meet the needs of the
consultants. Little or no             including objectives, materials, and        students. Adapts quickly to changes. Uses
reinforcement is provided.            procedures. Usually responds co-            materials as directed by the teacher to meet
                                      operatively to requests by consultants,     instructional objectives. Co-operates fully with
                                      but may need to be reminded or              implementation of recommendations of
                                      assisted. Positive reinforcement is         consultants. Student independence is
                                      evident.                                    promoted and Educational Associate’s
                                                                                  expectations are appropriate.


                                                                                 Weak        Average         Above         N/A
E. Implementation of Special Education Plans                                                                Average

1. Carries out teacher-directed activities to reach the
student’s established goals on an individual basis or within a
group.
2. Assists with the preparation of specialized teaching aids
and materials as planned by the teacher.
3. Carries out the recommendations provided by consultants
(e.g. speech/language pathologist, educational psychologist).




                                                                                                                              80
           F. Social/Behavioural Support

                 Weak                                 Average                                        Above Average
Does not follow planned activities.   Assists in planning of activities when       Assists teachers in presenting appropriate
Little follow-through in carrying     appropriate. Organizes materials in          materials and the assignment. Assists teachers
out recommendations of                advance. Follows the teacher’s plans         in adapting to meet the needs of the students.
consultants. Little or no             including objectives, materials, and         Adapts quickly to changes. Uses materials as
reinforcement given.                  procedures. Usually responds co-             directed by the teacher to meet instructional
                                      operatively to requests by                   objectives. Co-operates fully with
                                      consultants, but may need to be              implementation of recommendations of
                                      reminded or assisted. Positive               consultants. Student independence is promoted
                                      reinforcement is evident.                    and Educational Associate’s expectations are
                                                                                   appropriate.

                                                                                   Weak       Average       Above         N/A
F. Social/Behavioural Support                                                                               Average

1. Uses a consistent behavioural support system when
working with students.
2. Provides students with feedback and reinforcement on the
student’s performance consistent with the teacher’s
behaviour management plan.
3. Redirects inappropriate and detrimental behaviours in a
positive manner.
4. Reinforces and encourages appropriate behaviour in a
group and among individuals.
5. Monitors students within and outside the classroom, as
directed by the classroom teacher.
6. Monitors time out periods, as directed by the classroom
teacher.
7. Provides opportunities and activities for students to
participate with peers.
8. Demonstrates skill in providing group management
strategies during classroom instruction and transition periods.

           G. Non-Instructional Support

                  Weak                                    Average                                   Above Average
Requires constant supervision to carry     Follows teacher’s directions in           Is eager and creative in making instructional
out preparation of materials, clerical     making, locating, and displaying          materials – quickly understanding their use
duties, or supervision. Does not           instructional materials. Assists with     and appropriateness. Performs any clerical
consider assisting students with           supervision, physical, and medical        duties and is able to anticipate this request.
physical needs and/or medical              needs of students.                        Assists students with physical and medical
procedures as a job function or is                                                   needs with care, understanding, and dignity.
reluctant and complains about carrying
out these duties.

                                                                                   Weak       Average        Above          N/A
G. Non-Instructional Support                                                                                Average

1. Locates and displays instructional materials, if required.
2. May assist with school supervision duties, as initiated by


                                                                                                                                  81
                                                                 Weak   Average    Above    N/A
G. Non-Instructional Support                                                      Average

the school principal, with flexible timetables and hour
exchanges.
3. Assists individual students with physical needs such as
feeding, lifting, mobility, exercising, cleaning, dressing,
toileting, etc.
4. After appropriate training, performs specific medical
procedures (e.g. catheterization, taking blood pressure,
administering medication using hypodermic needles, etc.)
5. Assists with student’s daily hygiene as requested by the
teacher.


General Comments:

My recommendation is:            maintain current position

                                 to recommend a personal improvement plan

                                 to discontinue this position

Comments related to the above recommendation:




Principal’s Signature: _____________________________Date: _____________

Educational Associate’s Comments:




The signature below indicates that I have received and read a copy of the evaluation of
my job performance and does not necessarily indicate agreement.

Educational Associate Signature: _________________________Date: _______________




                                                                                                  82
                         THE APPEAL/REVIEW PROCESS

      In order to ensure a fair process for review of special education decisions, the
North East School Division has established a process of resolution of disagreements
between the school/school division and pupils and/or parents/guardians. This resolution
process involves four steps.

Step 1:      The School Level

       If parents question the team decision/recommendations made regarding their
child, they may request a meeting with the principal of the school their child attends.
The parents and/or an advocate can present their concerns to the principal and engage in
a discussion regarding the team decision. The principal may invite school personnel
involved in the decision to this meeting, if appropriate. It is hoped that a mutual decision
and educational program can be agreed upon at this time.

Step 2:      The Coordinator of Student Support Services

       If the parents are unsatisfied with the outcome of the school level meeting, they
may request a meeting with the Coordinator of Student Support Services. The
Coordinator of Student Support Services will gather information regarding the team
decision prior to the scheduled meeting. The parents and/or an advocate can present
their concerns to the Coordinator of Student Support Services and engage in a discussion
regarding the team decision. It is hoped that a mutual decision and educational program
can be agreed upon at this time.

Step 3:      The Superintendent of Student Support Services

       If the parents are unsatisfied with the outcome of the decision made at Step 2,
they may request a meeting with the Superintendent of Student Support Services. The
Superintendent of Student Support Services will gather information regarding the team
decision prior to the scheduled meeting. The parents and/or an advocate can present
their concerns to the Superintendent of Student Support Services and engage in a
discussion regarding the team decision. It is hoped that a mutual decision and
educational program can be agreed upon at this time.




                                                                                         83
Step 4:     The Formal Appeal/Review

       If parents are still unsatisfied with the decisions/recommendations (as submitted
by the school team), they can initiate a formal appeal/review of the program decision(s)
relative to their child with diverse needs. The process is as follows:

     parents and/or advocate will submit to the Director of Education (in writing) their
      intent to initiate the appeal/review process in regard to the program decision
      relative to the child with diverse needs,
     the Director of Education will initiate the appeal/review process,
     the Director of Education will inform parents and/or advocate and the Board that
      the appeal/review process has been initiated and provide documentation that
      explains and timetables the process,
     the Appeal/Review Committee will progress through the appeal/review process and
      submit their recommendations to the parents and/or advocate and the Division
      Board.

1)    THE APPEAL/REVIEW COMMITTEE:

       The Appeal/Review Committee will be composed of three persons. These
representatives cannot be the parents and/or advocate, an employee of the school
division or trustee of the school division. They can be:
             a representative of the parents and/or advocate,
             a representative of the School Division,
             a representative mutually agreed upon by the parents and/or advocate and
                the Director of Education and who will act as spokesperson for the
                committee.

      The School Division will assume costs related to the committee meeting including
per diems and expenses at the current board rate.

   The appointment of these representatives will be made within 3 weeks of the
formal initiation by the parents and/or advocate of an appeal/review. The committee will
have their initial meeting within 5 weeks of the formal appeal/review initiation. At this
meeting, the Superintendent of Student Support Services will submit to the committee a
document indicating the decision in question.




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   As part of the committee’s deliberations, they may call upon any person who has
participated in the educational planning/decision-making process to clarify the issues
that surround the appeal. The committee may also call upon other outside persons
experienced in program planning for students with diverse needs.

   The committee will form their recommendations within 7 weeks and submit these
recommendations in writing to the parents and/or advocate and the Division Board.

      The recommendations of the Appeal/Review Committee will be forwarded to the
Director of Education so the Division Board may respond in a final decision format. That
is:

     the Director of Education will submit to the Board the recommendations of the
      Appeal/Review Committee,
     the Board will consider the recommendations of the Appeal/Review Committee and
      they may accept or reject any or all of the Committee’s recommendations,
     when the final decision (s) are made by the Board, the Director of Education will
      inform the parents and/or advocate in writing.




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             GLOSSARY OF DIVERSITY EDUCATION TERMINOLOGY


The following glossary contains terms and abbreviations that are commonly used in
the field of diversity education. The purpose of the glossary is to provide a
reference for staff of the NESD to use when encountering terms that may be
unfamiliar. The NESD Student Support Services Leadership Team developed the
glossary of terms that follows in this document. Many of the terms have more than
one definition. The definitions provided here reflect how the Student Support
Services Leadership Team uses and defines the terms.

                                                        

ACCOMMODATIONS: Specialized support and services that are provided to enable students with diverse needs
to achieve learning expectations. This may include technological equipment, support staff & informal supports.
Accommodations enable students with a disability to participate in educational programming.

ACHIEVEMENT TEST: Measures of what had been taught to and learned by students.
ACTING OUT: Behavioral discharge of tension in response to a present situation or stimulus, as if it were the
situation or stimulus which was originally associated with the tension. Often a chronic and habitual pattern of
response to frustration and conflict.
ADAPTATIONS: Adjustments to curriculum content, instructional practices, materials or technology, assessment
strategies, and the learning environment made in accordance with the strength, needs, and interests of the
learner.
ADAPTIVE DIMENSION: The concept of making adjustments in approved educational programs to
accommodate diversity in student learning needs. It includes those practices that teacher undertakes to make
curriculum, instruction, and the learning environment meaningful and appropriate for each student. Adaptations
are made to help students achieve objectives of the course or program.
ADAPTIVE PHYSICAL EDUCATION: In Adaptive Physical Education, an individual program of developmental
activities, games and sports suited to the interests, capacities and limitations of students with disabilities who may
not safely or successfully engage in unrestricted participation in the vigorous activities of a general physical
education class are developed. For example, adaptations for visual impairments may include: using balls that are
larger, softer, yellow and white for visibility; using balls that have noise makers within to assist with localization;
and always storing equipment in the same location. Adaptations for students having hearing impairments may
include: using flashing lights to indicate when a foul or goal is made, and using flashing lights, hand signals and
flags to indicate when to begin or stop an activity.
AGE NORMS: Numerical values representing typical or average performance for persons of various age groups.




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ALTERNATE EDUCATION PROGRAM: The alternative education program (AEP) course levels 18, 28, 38 have
been developed for students who are between the ages of 14 and 18 who have experienced moderate to severe
learning difficulties in past grades. They are at risk of failure in the regular education program and may be at risk
for leaving school early.
ALTERNATIVE ASSIGNMENTS: When adaptations cannot be made to tasks assigned to other students in a
classroom, alternative tasks related to the learner’s needs and abilities might have to be assigned. For example,
if a student in a chemistry class cannot actively participate in chemical experiments, perhaps he/she can practice
colour discrimination by identifying the colours of various chemicals. In addition, having the learner pick up and
pass equipment may enhance motor control. Because students having disabilities are often behind their
chronological age peers in development and because their rate of learning is often slower than average,
alternative tasks should not be selected simply because they permit the individual to participate in an activity;
alternative assignments should be selected because they are high priority objectives in a student’s personal
program plan.
AREAS OF IMPACT: Areas of impact have been identified by Saskatchewan Learning as seven (7) areas that
may be affected by a student’s disability. The student’s personal program plan should reflect the areas of impact
that are affected for each student. The seven areas of impact are:
       Learning and Academics – the essential focus is on attainment of skills in reading for leisure and attaining
        information, writing and mathematics. This area can also include career/work exploration skills.
       Communication – Communication focuses on expressive and receptive competence. It is the ability to
        effectively convey a message to another person and the ability to effectively receive, understand and
        react to a message from another person. Communication includes, but is not limited to, speech. For
        those who are unable to use speech there are several methods of augmentative communication that can
        be examined.
       Self-Care and Personal Management – The ability to take care of oneself. It includes such skills as
        toileting, grooming, food preparation, money management, shopping and transportation.
       Motor Skills – Motor skills are actions that involve the movement of muscles in the body. They are divided
        into two groups: gross motor skills, which include the larger movement of arms, legs, feet or entire body;
        and fine motor skills, which are smaller actions.
       Personal/Social Wellbeing – Includes having the skills necessary for initiating and maintaining social
        interaction and friendships. This area can include consideration to the student’s physical health,
        emotional health, spiritual values, and family concerns.
       Work Habits – Includes skills necessary for beginning a task and bringing it to completion. This could
        include such skills as listening to directions, preparing, following directions, maintaining concentration,
        persevering with a task, time management, tempo management, and problem-solving.
       Safety – Safety of self and others.
ASSESSMENT: Assessment is a systematic process of gathering information from many people in order to make
appropriate educational decisions for a student.



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ASSISTIVE TECHNOLOGY DEVICE: Any item, piece of equipment, or product system, whether acquired
commercially, modified or customized, that is used to increase, maintain, ort improve functional capabilities of
individuals with disabilities.
AUGMENTATIVE COMMUNICATION: Methods and equipment designed to support, enhance or augment the
communication of individuals having limited verbal communication.
AUTHENTIC TASKS: These are tasks that most closely match the form, conditions and standards of real life. For
example, applying math skills by simulating grocery shopping and applying computation skills by
adding/subtracting in a checkbook are authentic tasks. Authentic tasks are tasks individuals will be required to
perform to function effectively in their current or future school, community, home and/or vocational environments.
Authentic tasks usually integrate knowledge, skills and attitudes from various domains such as communication,
motor, cognitive, social, self-help and/or vocational.
BASELINE: Beginning observations prior to intervention; level of functioning established or measured without any
active intervention from the observer.
BEHAVIOR INTERVENTION PLAN: Integrating strategies for teaching and maintaining adaptive behavior and
reducing or eliminating problem behaviors.
BEHAVIOUR MANAGEMENT: This involves the use of a variety of techniques designed to increase, decrease,
maintain, and/or generalize behaviour. Behaviour management techniques employed in any situation should be
based on: a) detailed observations and analysis of the relationship between the performer, the behaviour, and the
conditions that precede and follow the behaviour, b) selection of management methods that are least intrusive,
least restrictive, most efficient, non-aversive and that seek to teach socially acceptable, functional behaviours
rather than simply remove inappropriate behaviours, c) continued observations and analyses of the effectiveness
of the intervention, and d) data-based adjustments are made to improve the effectiveness and efficiency of the
methods.
BEST PRACTICES: Best practices describes the most effective and efficient methods for achieving outcomes for
a variety of learners. Usually best practices have been subjected to controlled experimental analysis, the results
of which have been published in reputable scientific journals.
CASE MANAGEMENT: The coordinating services for a child or family to facilitate effective and efficient service
delivery.
CHRONOLOGICALLY AGE-APPROPRIATE: These are activities, behaviours and settings used with persons
having disabilities that are as similar as possible to those used by non-disabled individuals of the same age.
COLLABORATION: Voluntary interaction between professionals having a parity of knowledge and skills. The
interactions are directed by a mutual philosophy, respect and goals with stated roles/responsibilities for a mutually
agreed upon plan. The two professionals contribute to the assessment-intervention-evaluation process as their
strengths and abilities allow. The team shares mutual responsibility for the intervention programs and look to each
other for feedback and support.
CONSULTATION: Interaction between professional workers in which one assists the other to solve a problem
within the professional's usual functioning, and thus enhance professional skills for future effectiveness.



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CONTINUUM SERVICES MODEL: A range of educational placements, programs, and supports provided to
students with diverse needs to maximize integration.
CRITERION: A standard by which a test may be judged or evaluated; a set of scores, ratings, etc., that a test is
designed to predict or to correlate with. See validity.
DEFICIT: Inadequacy in functioning due to general immaturity and developmental lag. Also, malfunctioning due to
irregularities, such as specific lesions
DIAGNOSTIC TEST: A test used to locate specific areas of weakness or strength, and to determine the nature of
weaknesses or deficiencies; it yields measures of the components or sub-parts of some larger body of information
or skill. Diagnostic achievement tests are most commonly prepared for the skill subjects -- reading, arithmetic,
spelling.
DIVERSITY EDUCATION TEACHER: An in-school specialist who works with children with special learning needs
and acts as a consultant to other teachers, providing materials and methods to help children who are having
difficulty within the regular classroom. The DET should work collaboratively with teachers, parents, administration
and diversity consultants to ensure that needs of students are being addressed.
ENRICHMENT: Providing a child with extra and more complex learning experiences that those normally
presented in the curriculum.
FUNCTIONAL ANALYSIS: This is an evaluation tool, which involves observing the conditions under which
problem behaviours, for instance screaming, occurs, so as to hypothesize a possible communicative function the
problem behaviour may be serving for the individual. For example, screaming may provide escape, avoidance,
attention, or self-stimulation. Environmental conditions are then modified to test the validity of the hypothesis. If
the hypothesis is validated, a program is developed to teach the individual to communicate his/her desires in a
more acceptable manner.
FUNCTIONAL INTEGRATED PROGRAM: Functional Integrated Programs are designed for students with severe
multiple or intellectual disabilities who require individual programs. When the unique needs of these students
cannot be met through the Regular Education Program or an Alternative Grade 10, 11, 12 Program, with the
application of the Adaptive Dimension, a Functional Integrated Program should be developed. Students do not
receive credits for individual courses; they receive recognition for completing a Functional Integrated Program,
which is made up of domains selected by the school division.
GENERALIZATION: This refers to the ability of a learner to perform a task under conditions that differ from initial
instructional conditions. For example, if students are taught to solve mathematics problems in a classroom and
they later use the same problem-solving skills while shopping at a grocery store, the problem-solving skills are
said to have generalized from the instructional to the natural environment. The greater the number of differences
between instructional and natural environments, and the lower the level of functioning of students, the less likely it
is that generalization will occur. Instead, specific instructional methods must be employed to increase the
likelihood of generalization.




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INCLUSION: Inclusion is the value system, which holds that all students are entitled to equitable access to
learning, achievement and the pursuit of excellence in all aspects of their education. The practice of inclusion
transcends the idea of physical location, and incorporates basic values that promote participation, friendship and
interaction. Inclusion involves bringing the support services to the child (rather than moving the child to the
services) and requires only that the child will benefit from being in the class (rather than having to keep up with
the other students).
INCLUSIVE SCHOOLS: Schools that embody effective principles and practices that coordinate and unify
educational programs and supports in order that all children, including those with diverse needs, belong and can
learn effectively.
INFORMAL ASSESSMENTS: Anecdotal records, personality inventories, skill inventories, interviews,
observations, teacher-made tests and other non-standardized methods used to learn about a student’s needs.
INTEGRATION: A major strategy used to achieve an inclusive philosophy. Integration involves the practice of
including special needs students in regular classrooms for part or all of the day. Integration is one of the major
strategies used to achieve an inclusive philosophy. Integration sees students with special needs included in
educational settings with their peers who do not have special needs, and provided with the necessary
accommodations and adaptations, determined on an individual basis, to enable them to be successful there. The
principle of "placement in the most enabling environment" applies when decisions are made about the extent to
which an individual student is places in regular education classrooms, or assigned to an alternative placement.
INTERAGENCY: A comprehensive model of service coordination involving departments and agencies from
education, health, social services, justice, and other community based organizations.
LEARNING DISABILITY: Disorder of one or more of the basic psychological processes involved in understanding
or using language, spoken or written, which may manifest itself in imperfect ability to listen, think, speak, read,
write, spell or do math. Inability is not due to mental retardation, emotional disturbance, or environmental
disadvantage. There is a notable difference between his apparent capacity for achievement and his actual
achievement.
LEAST RESTRICTIVE ENVIRONMENT: The setting as similar as possible to that for students without
exceptionalities in which a student with exceptionality can be educated with appropriate supports provided. For
most students, the least restrictive environment is a regular education classroom.
MAINSTREAMING: Mainstreaming is a term which was in use during the early years of the movement toward
integration of students with special needs, but which has been replaced by the term "integration."
MAPS MEETING- The Multi-Action Planning System is typically used for severely handicapped students as a way
to develop program goals and an action plan. MAPS meetings generally include the student (if appropriate), the
student’s family and/or advocate, the school principal, the classroom teacher, the DET, and the Diversity
Consultant.
MODIFIED PROGRAM: A Locally Modified Course of Study refers to a course that has been changed at the
school or school division level and contains fifty percent of the Foundational Objectives of the provincially
developed course and fifty percent of locally developed Foundational Objectives. Upon successful completion of



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a Modified Course of Study, a student may register in a provincially developed course of study at the next grade
level with permission of the principal. For example, a student who has successfully completed English A11 may
be enrolled in English A20 without having completed English A10. A Modified Course of Study is recommended
to students only after a professional judgment has been made that the needs of these students cannot be
accommodated through the application of the Adaptive Dimension within the provincially developed course.
OCCUPATIONAL THERAPY (OT): This is therapy provided by an occupational therapist that helps individual
development of physical skills that aid in daily living. The therapy focuses on sensory integration, on balance and
coordination of movement and on fine motor and self-help skills, such as dressing, and eating with a fork.
ORIENTATION AND MOBILITY: Orientation refers to one’s ability to determine his/her location in space. For
example, a person who is blind and who has been mingling in conversation with people in various parts of an
unfamiliar room, may know her orientation to the entrance of the room because, a) she remembers all of the
many steps and turns she had taken during several conversations, b) she can feel the draft from an open window
and she know its spatial relationship to the door, or c) she can smell the fragrance of cooking coming through the
open door she had initially entered. Mobility refers to an individual’s ability to move across space to a desired
destination. Mobility may be aided by the use of a white cane.
PEER TUTORING: Students who are competent in performing particular tasks may be used to tutor peers who
are less able to perform them. Peer tutors are of the same age and level of functioning as the students they
assist. Cross-age tutors may be older and at a higher-level of functioning. Ripple tutoring occurs when a few
students are taught a task and learn to tutor each other. These tutors then teach other students the task and
methods of tutoring. Tutoring is usually done on a one-on-one basis. Effective tutoring requires: a) a suitable
match between the tutor and the students being tutored, b) a tutor who knows how to tutor, for example, how to
gain attention, model, prompt, test and reinforce responses and, c) supervision by a teacher to quickly identify
and correct inappropriate procedures and relationships.
PERSONAL PROGRAM PLAN (PPP): A PPP is a written plan developed for a student with diverse needs which
describes the educational program modifications and/or adaptation for the student, and the services that are to be
provided.
PHYSICAL THERAPY: The treatment of physical disabilities given by a trained physical therapist that includes the
use of massage, exercise, etc. to improve mobility and gait, and to modify strength, balance, muscle tone, and
posture while improving the use of bones, muscles, joints and nerves.
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.
SENSORY MOTOR TRAINING: Training of this nature may take many forms and may make claims about the
academic benefits derived from this type of therapy. Some of these claims may not be supported by objective,




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controlled, experimental analyses. Generally, the training involves coordination of auditory, visual, tactile,
kinesthetic and/or proprioceptive senses with fine- and gross-motor skills.
STUDENT SUPPORT SERVICES: The NESD Student Support Services department consists of the following
personnel: Superintendent of Student Support Services, Coordinator of Student Support Services, Coordinator of
Integrated School Services, Counseling Consultants, Educational Psychologists,         Speech and Language
Pathologists, and Diversity Consultants. The Student Support Services department will provide leadership,
guidance, and support in a collaborative manner to those who work on behalf of and provide services for students
in the NESD. The Student Support Services department believes that every student can and should learn.
TEAM - TEACHING: A direct service to students. Team-teaching occurs when two or more professionals
cooperate to execute a lesson plan or unit plan to a class of students.
TOKEN REINFORCEMENT: This is a behaviour management system in which students are rewarded token (e.g.
checkmarks, poker chips, stars) for performing appropriate behaviours. The tokens are accumulated like cash
and when a sufficient number of tokens have been saved, they may be used to purchase items from a token
store. The token store is stocked with a variety of items that have been carefully selected to appeal to the
individual and thereby motivate him/her to perform more appropriate social, academic and other behaviours.
Each item in the store has been assigned a price in terms of number of tokens required to purchase the item.
The relationship between the average number of tokens awarded to each student and the cost of each item in the
store is always carefully managed to ensure that students can purchase items at a reasonable cost, after a
reasonable period of time, and in proportion to the level and type of their efforts and achievements. When
students have too many or too few tokens, and when items in the token store are too expensive or too
inexpensive, a token economy will not function effectively as it will not motivate students to perform in the manner
desired by the teacher.
TRANSITION: Transition is the passage of a student from one environment to another at key points in his or her
development from childhood to adulthood. This may include entering primary education, moving from grade to
grade, moving from one school to another, and leaving school to move into environments that may include post-
secondary education options, or community-based programs and activities.
TRANSITION TIMES: These are the periods between one classroom activity and another. Since transition times
are often when behaviour management problems occur, it is most desirable to plan for brief, rapid and efficient
transitions.
TRANSITIONAL PLANNING-THE INDIVIDUAL TRANSITION PLAN (ITP): The ITP is an educational plan
designed to facilitate a student’s move from one setting to another, e.g. from one classroom or school to another,
or from school to work. Transition planning for school to post-school settings may include community experiences
provided by the family, school to work internships, apprenticeships, experience in independent living situations,
career planning, as well as daily living skills and social/personal training.




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ABBREVIATIONS:

WISC: Wechsler Intelligence Scale for Children.


WJ3: Woodcock-Johnson Tests of Cognitive Abilities and Tests of Achievement, Third Edition


DET- Diversity Education Teacher


PPP- Personal Program Plan


GSP- General Support Plan


FIP- Functional Integrated Program


DC- Diversity Consultant


DI- Differentiated Instruction


NEECIP- North East Early Childhood Intervention Program


ACCESS- Assistance, Collaboration, Consultations & Evaluation Support Services


I-WRAP- Integrated Wraparound


MAPS-Multi-Action Planning System




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NESD Diversity Education Teacher Calendar

                                      AUGUST/SEPTEMBER

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □ Assessment (formal or informal), report writing and recommendations
  □ Submit all orders for materials; tech aide requests

Review priorities with administrators:
  □ Consultation/collaboration
  □ Inclusive education (discuss possibilities and arrange with teachers)
  □ Review role of DET
  □ Check placements and programming for accuracy
  □ Review clientele to receive direct service
  □ Consult with administrator to organize timetables and schedules for EAs so they can create
  □ Set up schedule for formalized regular admin/ DET meetings- minimum monthly

Review priorities with staff:

 □     Review/establish process for students with intense needs & communicate to all staff members
 □     Transition information to teachers
 □     Review Caseload- get student timetables
 □     Classroom observations (this should be in each month as observations take place each
       month….not necessarily for the same students)
 □     Meetings with teachers
 □     Establish, discuss, and review adaptation forms with staff
 □     Share school priorities
 □     Discuss timetable
 □     Discuss referral process for student services
 □     Be prepared to share information at each staff meeting



                                                                                                  94
  □    Identify known modified students 11, 21, 31 and alternate 18, 28, 38
  □    Ensure parents understand and are in agreement with Modified placement(s)

  □    Read Supporting Diversity Procedural Manual
  □    Develop Timetable – Timetable should include time for collaborating/consulting.
  □    Assessments arising from end of previous year, or for new students requiring assessment.
  □    Begin assessments; achievement and cognitive testing if necessary.
  □    Schedule for MAPs, PPP, and team meetings
  □    Develop “intervention/support” programs in conjunction with team (MAPS).
  □    Review caseload and programs with Student Services personnel: Diversity Consultant, Youth
       Counsellor, and Speech Language Pathologist.
  □    Begin to develop PPP for students from meetings (MAPS or PPP planning meetings).
  □    Review student numbers and needs with DC for funding purposes
  □    Set up a system to organize (ex. PPP binder)
  □    Check to ensure Alternative Education Program students who are graduating have correct
       courses



                                             OCTOBER

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □ Assessment (formal or informal), report writing and recommendations
  □ Submit all orders for materials; tech aide requests


  □    Continue completion of PPP’s and planning sessions with parents, team manager, teacher(s),
       and invested partners- DCR, SLP
  □    Prepare Student Outcome Rubrics
  □    Team (administrator, parents, and teachers) should sign PPP.




                                                                                                    95
  □    PPP’s should be submitted as a total school package. Cover letter should be included listing all
       student names with intensive needs.
  □    Complete classroom observations.
  □    Distribute completed paperwork to teachers, administrators, NESD consultants, and outside
       invested partners
  □    Submit copies of PPP’s and GSP’s to Division Office of all recognized students by the required
       date


                                             NOVEMBER

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □ Assessment (formal or informal), report writing and recommendations


  □    Submit all orders for materials; tech aide requests
  □    Consult with teachers following report cards and parent-teacher interviews for “new students”
       (possible assessments, adaptations).
  □    Consult with administration re budget requests.
  □    Request Division office staff to attend interviews (if needed).
  □    Identify (informally with checklist) any student in grade 10-12 whom you may suspect has a
       learning disability. Put school-based interventions in place. Refer for formal assessment if
       necessary. Make note if the student will be graduating.
  □    Identify any student leaving school system for transition to life/community.
  □    Complete report card inserts

                                             DECEMBER

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).


                                                                                                       96
  □    Maintain on-going files
  □    Review/create Program Plans (and Student Outcome Rubrics).
  □    Review and act on interim reports for possible new students for caseload and for monitored
       students
  □    Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □    Be prepared to share diversity education information at each staff meeting
  □    Consult or prepare monthly Student Services Summary
  □    Have formalized regular and consistent meeting with administration
  □    Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □    Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □    Continue to informally review and identify students for identification of special needs.
  □    Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □    Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □    Assessment (formal or informal), report writing and recommendations
  □    Submit all orders for materials; tech aide requests


  □    Begin system to organize (ex. Binder) GSP’s for all students having diverse needs indicating
       goals of and service being provided. (example- behavioural)
  □    Identify students who may need formal assessment for placement into grade 10.


                                             JANUARY

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).


                                                                                                      97
  □    Assessment (formal or informal), report writing and recommendations
  □    Submit all orders for materials; tech aide requests


  □    Formally identify any student who may be moving into a modified (11, 21, 31) high school
       program.
  □    Evaluate goals from first semester.
  □    Collaborate with grade 9 teachers to develop student portfolios for at-risk students and those
       students you are recommending for modified courses (11, 21, 31). Identify those students
       receiving significant adaptations.
  □    Review special needs and intensive supports programs. Discuss emerging needs with
       administration and Diversity Consultant
  □    Review/monitor adaptations, GSPs
  □    Begin scheduling and having PPP review meetings- continue into February/March
  □    Start thinking about transition needs for students with intensive needs entering the school
       system, transitioning from grade to grade, school to school, school to community
  □    Complete report card inserts
  □    Evaluate progress on rubrics (SORS)


                                         FEBRUARY/MARCH

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □ Assessment (formal or informal), report writing and recommendations
  □ Submit all orders for materials; tech aide requests


  □    Identify with associate schools which students will need transition plans developed. Begin
       dialogue with parents and school.
  □    Restart the PPP/GSP process with new teachers for second semester
  □    Assessments as needed for new students or students for who concerns have arisen.


                                                                                                        98
  □    Identify Early Entrance Pre-Kindergarten students and involve division office.
  □    Transition meetings should be organized for “kids and families” who need time to prepare for
       change. Discuss dates with Diversity Consultant.
  □    Consult about students who may be moving into modified and/or AEP10 program.
  □    Start thinking about student needs and EA placement for next school year.
  □    Complete report card inserts
  □    Evaluate progress on rubrics (SORS)
  □    Contact NEECIP, Public Health, and Kids First regarding Kindergarten and early entrance
       needs.

                                                  APRIL

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).
  □ Review and act on interim reports for possible new students for caseload and for monitored
       students
  □ Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
       management teams as needed
  □ Be prepared to share diversity education information at each staff meeting
  □ Consult or prepare monthly Student Services Summary
  □ Have formalized regular and consistent meeting with administration
  □ Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
       needed; daily/ weekly/ monthly contacts as needs arise
  □ Monitor at risk students, students with lots of adaptations, those in modified courses and those
       in alternate education programs.
  □ Continue to informally review and identify students for identification of special needs.
  □ Prepare/develop materials and strategies appropriate for diversity education students: visuals
       and social stories, checklists, visual organizers, recommendations for behavioural management,
       reward systems, etc.
  □ Provide requested research and needed resources to classroom teachers appropriate for
       specific etiologies (ex. autism, FAS).
  □ Assessment (formal or informal), report writing and recommendations
  □ Submit all orders for materials; tech aide requests

  □    Arrange Continuous Progress meetings.
  □    Transition meetings to be finalized.
  □    Continue to develop portfolio for students moving into modified AEP10 program.
  □    Identify students that will continue to receive additional learning needs support in the fall.
  □    Consultations with outside agencies; DCR, OT, KCC, RUH


                                               MAY/JUNE

On-going Every Month:
  □ Review new student files/share pertinent information (yearlong, whenever new students arrive).
  □ Maintain on-going files
  □ Review/create Program Plans (and Student Outcome Rubrics).



                                                                                                        99
□   Review and act on interim reports for possible new students for caseload and for monitored
    students
□   Consult with outside agencies; DCR, OT, KCC, RUH and school-based integrated case
    management teams as needed
□   Be prepared to share diversity education information at each staff meeting
□   Consult or prepare monthly Student Services Summary
□   Have formalized regular and consistent meeting with administration
□   Regular and consistent contacts regarding students, with teachers/EAs on an individual basis as
    needed; daily/ weekly/ monthly contacts as needs arise
□   Monitor at risk students, students with lots of adaptations, those in modified courses and those
    in alternate education programs.
□   Continue to informally review and identify students for identification of special needs.
□   Prepare/develop materials and strategies appropriate for diversity education students: visuals
    and social stories, checklists, visual organizers, recommendations for behavioural management,
    reward systems, etc.
□   Provide requested research and needed resources to classroom teachers appropriate for
    specific etiologies (ex. autism, FAS).
□   Assessment (formal or informal), report writing and recommendations
□   Submit all orders for materials; tech aide requests

□   Set up year-end parent/transition/MAPS meetings for high needs students.
□   Evaluate Goals in June
□   Assessments as needed from students of concern
□   Update adaptation forms for student transitions.
□   Ensure transition meetings are scheduled.
□   Complete and place in cum file year-end reports for all students with adaptations or extra
    assistance.
□   Ensure the cumulative folders are up to date, having all relevant student information from the
    past year
□   Prepare summer packages, in consultation with teachers, for students if necessary or requested
    by parents.
□   As a Diversity Education School Team evaluate the pros and cons of the year.
□   Develop an action plan to use in the fall to promote the role of Diversity Education teacher and
    classroom teacher to work together.
□   Complete report card inserts
□   Evaluate progress on PPP (or GSP) goals, rubrics (SORS)
□   Celebrate your hard work!




                                                                                                100
                SUPERVISION RUBRICS – DIVERSITY EDUCATION TEACHER

      Teacher_______________ Date _______________ Time _______________
      Subject ___________Grade ______Number of Students _______________

Category –          Unsatisfactory                   Basic            Proficient          Exceptional            Not
Instruction                                                                                                      Rated
Evidence of       Instructional resources     Instructional           Instructional       Instructional
Planning          and materials are           material and            material and        material and
                  unsuitable to the           resources may           resources are       resources are well
                  instructional goals and     connect partly to       suitable to the     suited to
                  does not engage             the instructional       instructional       instructional goals
                  students mentally. One      goals. Students’        goals and engage    and engage all
                  size fits all.              level of mental         students            students mentally.
                                              engagement is           mentally.           Students initiate
                                              moderate.                                   the choice,
                                                                                          adaptation, or
                                                                                          creation of
                                                                                          materials to
                                                                                          enhance their own
                                                                                          purposes.
Grouping of       Instructional groups are    Instructional           Instructional       Instructional
Students          inappropriate to the        groups are only         groups are          groups are
                  students or                 partially               productive and      productive and fully
                  instructional goals.        appropriate to the      fully appropriate   appropriate to the
                  Students are a part of      students and            to the students     students or to the
                  fixed groupings.            advance                 or to the           instructional goals
                                              instructional goals     instructional       to the lesson.
                                              minimally.              goals to the        Students take the
                                              Students are            lesson. Flexible    initiative to
                                              generally in one        grouping occurs     influence
                                              group, but              occasionally.       instructional groups
                                              flexibility is rarely                       to advance their
                                              seen.                                       understanding.
                                                                                          Flexible groups are
                                                                                          evident in this
                                                                                          classroom
Structure and     The lesson has no           The lesson has a        The lesson has a    The lesson
Pacing            clearly defined             recognizable            clearly defined     structure is highly
                  structure, or the pacing    structure although      structure, of       coherent allowing
                  of the lesson is too slow   it is unusually not     which the           for the reflection
                  or rushed, or both.         maintained              activities are      and closure is
                                              throughout the          organized.          appropriate. Pacing
                                              lesson. Pacing of       Pacing of the       of the lesson is
                                              the lesson is           lesson is           appropriate for all
                                              inconsistent.           consistent.         students.




                                                                                                                         101
Variety of           Representation of          Representation of       Representation      Representation of
Instructional        content is inappropriate   content is              of content is       content is
Strategies:          and unclear or uses poor   inconsistent in         appropriate and     appropriate and
(Motivation,         examples and analogies.    quality. Some is        links well to       links well to
Integrating          Activities and             done skillfully, with   students            students’
Technology,          assignments are            good examples,          knowledge and       knowledge and
Questioning,         inappropriate for          other portions are      experience.         experience.
Clarity,             students. Students are     difficult to follow.    Most activities     Students’
Explanations and     not engaged mentally.      Some activities and     and assignments     interaction is
examples)                                       assignments are         are appropriate     evident. Students
                                                appropriate to          to students.        are engaged in the
                                                students and            Almost all          activities and
                                                engage them             students are        assignments in
                                                mentally, but           engaged.            their exploration of
                                                others do not.                              content. Students
                                                                                            initiate and or
                                                                                            adapt activities or
                                                                                            projects to enhance
                                                                                            understanding.
Assessment of        Assessment does not        Assessment              Assessment          Assessment
Instruction          match instructional        matches some            matches most        matches
                     goals. Varied styles of    instructional goals.    instructional       instructional goals.
                     assessment are not         Varied styles of        goals.              Varied styles of
                     evident. Assessment        assessment are          Occasionally        assessment are
                     does not show what         evident only            varied styles of    evident.
                     learning needs to happen   periodically.           assessment are      Assessment clearly
                     next.                      Assessment shows        evident.            shows what learning
                                                some learning           Assessment          needs to happen
                                                needs that need to      shows what          next.
                                                happen next.            learning needs to
                                                                        happen next.

     Category –DET          Unsatisfactory                Basic             Proficient             Exceptional        Not
     MANAGEMENT                                                                                                       Rated
1. Data Management        DET does not          DET adheres to              DET adheres to         DET adheres to
(Tracking, Student        adhere to division    division practices          division practices     division
Files, Updates)           practices             regarding managing of       regarding              practices
                          regarding             in-school diverse           managing of in-        regarding
                          managing of in-       education data in a         school diverse         managing of in-
                          school diverse        timely manner. Meets        education data         school diverse
                          education data.       deadlines. (i.e. in-        accurately and in a    education data
                          Has difficulty        school, monthly             timely manner.         accurately and
                          meeting deadlines.    tracking, SORs, ePPP,       Usually meets          in a timely
                          (i.e. in-school,      ROA, MAPS, CPM)             deadlines. (i.e. in-   manner.
                          monthly tracking,                                 school, monthly        Consistently
                          SORs, ePPP, ROA,                                  tracking, SORs,        meets
                          MAPS, CPM)                                        ePPP, ROA, MAPS,       deadlines. (i.e.
                                                                            CPM)                   in-school,
                                                                                                   monthly
                                                                                                   tracking, SORs,
                                                                                                   ePPP, ROA,
                                                                                                   MAPS, CPM)




                                                                                                                              102
2. ePPP, ROA, and         Does not use a        Uses a team approach       Uses a team           Consistently
SORS                      team approach in      in developing these        approach in           uses a team
                          developing these      documents., sometimes      developing these      approach in
                          documents. Does       including school,          documents.,           developing
                          not review during     parents and division       including school,     these
                          the school year at    personnel. Does not        parents and           documents.,
                          all.                  review regularly.          division personnel.   including school,
                                                                           Regards these as      parents and
                                                                           working               division
                                                                           documents to be       personnel.
                                                                           reviewed              Regards these
                                                                           regularly.            as working
                                                                                                 documents to
                                                                                                 be reviewed
                                                                                                 regularly.
3. Organization of Time   Does not make         Makes time for both        Prioritizes time to   Prioritizes time
                          time for both         collaboration and time     meet school and       to meet school
                          collaboration and     in classrooms but not in   division              and division
                          time in classrooms.   a balanced manner.         expectations.         expectations.
                                                                           Tries to balance      Balances time
                                                                           time to ensure        to ensure that
                                                                           that quality          quality
                                                                           collaboration and     collaboration
                                                                           consultation is       and consultation
                                                                           evident, including    is evident,
                                                                           time in               including time in
                                                                           classrooms.           classrooms.
4. Transitions            Does not recognize    Recognizes the value of    Recognizes the        Recognizes the
                          the value of          transitioning. Develops    value of              value of
                          transitioning.        and implements             transitioning.        transitioning.
                          Does not              appropriate transition     Develops and          Develops and
                          developsand           plans at some levels.      implements            implements
                          implement                                        appropriate           appropriate
                          appropriate                                      transition plans at   transition plans
                          transition plans at                              most levels.          at all levels.
                          any level.
5. Pre-Referral Process   Does not follow       Tries to follow the        Usually follows       Consistently
                          the pre-referral      pre-referral process       the pre-referral      follows the pre-
                          process In-school     In-school resources        process In-school     referral
                          resources are         are sometimes utilized.    resources are         process In-
                          seldom utilized.      Provides diagnostic and    effectively           school
                          Provides diagnostic   prescriptive services      utilized. Provides    resources are
                          and prescriptive      to students sometimes.     diagnostic and        effectively
                          services to           Tries to facilitate the    prescriptive          utilized.
                          students.             school team, which may     services to           Provides
                          occasionally. Does    include parents,           students as           diagnostic and
                          not facilitates the   student, and other         needed. Tries to      prescriptive
                          school team.          personnel.                 facilitate the        services to
                                                                           school team, which    students.as
                                                                           may include           needed.
                                                                           parents, student,     Facilitates the
                                                                           and other             school team,
                                                                           personnel.            which may
                                                                                                 include parents,
                                                                                                 student, and
                                                                                                 other personnel.




                                                                                                                     103
6. Referral Process     Does not follow        Sometimes follows          Usually follows        Consistently
                        the referral           referral process as        referral process       follows referral
                        process as outlined    outlined in manual. The    as outlined in         process as
                        in the manual.         completed referral is      manual. The            outlined in
                                               sometimes sent to the      completed              manual. The
                                               Diversity Consultant in    referral is usually    completed
                                               a timely manner.           sent to the            referral is sent
                                                                          Diversity              to the Diversity
                                                                          Consultant in a        Consultant in a
                                                                          timely manner.         timely manner.
7. Behavioral Support   Does not complete      Sometimes completes        Usually completes      Consistently
                        the referral           the referral process       the referral           completes the
                        process before         before requesting          process before         referral
                        requesting             behavioral                 requesting             process before
                        behavioral             assessments. In            behavioral             requesting
                        assessments.           addition,                  assessments. In        behavioral
                        Communication and      communication and          addition,              assessments.
                        collaboration          collaboration              communication and      In addition,
                        doesn not occur        sometimes occurs           collaboration          communication
                        between the            between the school         usually occurs         and
                        school team and        team and home to           between the            collaboration
                        home to prioritize     prioritize the             school team and        always occurs
                        the behavioral         behavioral needs.          home to prioritize     between the
                        needs.                                            the behavioral         school team and
                                                                          needs.                 home to
                                                                                                 prioritize the
                                                                                                 behavioral
                                                                                                 needs.


Category –                Unsatisfactory                Basic             Proficient             Exceptional        Not
                                                                                                                    Rated
Consultation and
Collaboration

    1.   Problem        Has much               Tries to find creative     Usually finds          Consistently
         Solving        difficulty finding     and practical solutions,   creative and           finds creative
                        creative and           only sometimes             practical solutions,   and practical
                        practical solutions.   utilizing the school and   utilizing the          solutions,
                                               home team.                 school and home        utilizing the
                                                                          team when              school and home
                                                                          possible.              team when
                                                                                                 possible.
    2.   Team           Only facilitates a     Sometimes initiates a      Usually initiates a    Consistently
         Meetings       team meeting upon      purposeful team            purposeful team        initiates a
                        the suggestion of      meeting with the           meeting with the       purposeful team
                        another team           necessary participants.    necessary              meeting with
                        member. Does not       Sometimes utilizes a       participants.          the necessary
                        use a focused          focused agenda and         Usually utilizes a     participants.
                        agenda. Does not       facilitates the meeting.   focused agenda         Consistently
                        develop follow-up      Action plans for follow    and facilitates the    utilizes a
                        action plans.          up are sometimes           meeting. Action        focused agenda
                                               considered.                plans for follow up    and facilitates
                                                                          are usually            the meeting in a
                                                                          considered.            timely fashion.
                                                                                                 Action plans for
                                                                                                 follow up are
                                                                                                 always
                                                                                                 considered.



                                                                                                                            104
    3.   Communication    Does not consult,     Sometimes consults,       Usually consults,    Consistently
         with             collaborate or co-    collaborates and co-      collaborates and     consults,
         colleagues       teach with peers.     teaches to ensure that    co-teaches to        collaborates and
                                                students’ needs are       ensure that          co-teaches to
                                                being met. Sometimes      students’ needs      ensure that
                                                encourages trusting,      are being met.       students’ needs
                                                respectful                Usually              are being met.
                                                relationships with two-   encourages           Consistently
                                                way dialogue.             trusting,            encourages
                                                                          respectful           trusting,
                                                                          relationships with   respectful
                                                                          two-way dialogue.    relationships
                                                                                               with two-way
                                                                                               dialogue.
    4.   Communication    Does not consult,     Sometimes consults,       Usually consults,    Consistently
         with             collaborate or co-    collaborates and co-      collaborates and     consults,
         administration   teach with            teaches to ensure that    co-teaches to        collaborates and
                          administration.       students’ needs are       ensure that          co-teaches to
                                                being met. Sometimes      students’ needs      ensure that
                                                encourages trusting,      are being met.       students’ needs
                                                respectful                Usually              are being met.
                                                relationships with two-   encourages           Consistently
                                                way dialogue              trusting,            encourages
                                                                          respectful           trusting,
                                                                          relationships with   respectful
                                                                          two-way dialogue.    relationships
                                                                                               with two-way
                                                                                               dialogue.
    5.   Communication    Does not consult,     Sometimes consults,       Usually consults,    Consistently
         with division    collaborate or co-    collaborates and co-      collaborates and     consults,
         personnel.       teach with division   teaches to ensure that    co-teaches to        collaborates and
                          personnel.            students’ needs are       ensure that          co-teaches to
                                                being met. Sometimes      students’ needs      ensure that
                                                encourages trusting,      are being met.       students’ needs
                                                respectful                Usually              are being met.
                                                relationships with two-   encourages           Consistently
                                                way dialogue              trusting,            encourages
                                                                          respectful           trusting,
                                                                          relationships with   respectful
                                                                          two-way dialogue.    relationships
                                                                                               with two-way
                                                                                               dialogue.
    6.   Etiology         Does not use          Understands a few of      Understands most     Thoroughly
                          knowledge of          the etiologies of         of the various       understands the
                          etiologies as part    diverse students.         etiologies of        various
                          of program            Sometimes translates      diverse students.    etiologies of
                          planning.             knowledge to practical    Usually translates   diverse
                                                suggestions for school    knowledge to         students.
                                                success.                  practical            Consistently
                                                                          suggestions for      translates
                                                                          school success.      knowledge to
                                                                                               practical
                                                                                               suggestions for
                                                                                               school success.


Category – Best             Unsatisfactory               Basic            Proficient           Exceptional        Not
Practices                                                                                                         Rated



                                                                                                                          105
1. Program Planning   Does not consult     Sometimes consults        Usually consults       Consistently
                      others regarding     with classroom            with classroom         consults with
                      programming.         teachers, parents,        teachers, parents,     classroom
                      Develops programs    administrators and        administrators         teachers,
                      on own.              others regarding          and others             parents,
                                           programming. Other        regarding              administrators
                                           times, develops           programming.           and others
                                           program on own.                                  regarding
                                                                                            programming.
2. Philosophy of      Does not             Tries to understand       Understands the        Thoroughly
Inclusion             understand the       the philosophy of         philosophy of          understands the
                      philosophy of        inclusion. The practice   inclusion. The         philosophy of
                      inclusion. The       of inclusion is           practice of            inclusion. The
                      practice of          sometimes evident and     inclusion is usually   practice of
                      inclusion is not     endorsed.                 evident and            inclusion is
                      evident.                                       endorsed.              evident and
                                                                                            endorsed.
3. Professional       Rarely researches    Sometimes researches      Researches             Consistently
Development           education-related    education-related         education-related      researches
                      topics or attends    topics and attends        topics and attends     education-
                      relevant             relevant professional     relevant               related topics
                      professional         development               professional           and attends
                      development          opportunities. Best       development            relevant
                      opportunities.       practice based on         opportunities.         professional
                      Best practice        current research and      Best practice          development
                      based on current     professional              based on current       opportunities.
                      research and         development is            research and           Best practice
                      professional         sometimes evident.        professional           based on
                      development is not                             development is         current
                      evident.                                       usually evident.       research and
                                                                                            professional
                                                                                            development is
                                                                                            evident.
4. Decision Making    Decisions are not    Some decisions are        Some decisions         Consistent
                      made based on        based on research and     are based on data      research driven,
                      data and research.   data . A few things are   and research.          data based
                      No consideration     changed for a few         Consideration is       decision making
                      for Adaptive         students, however,        given to the           for student
                      Dimension or         rarely is the Adaptive    adaptive dimension     learning.
                      Differentiated       Dimension/Differentia     and DI in many         Adaptive
                      Instruction.         ted Instruction used or   situations.            Dimension/Diff
                                           recommended.                                     erentiated
                                                                                            Instruction (DI)
                                                                                            is applied to all
                                                                                            students



Comments:




Copy given to Teacher__________Yes _____________ No

Date ______________ Signature of Observer _____________________________



                                                                                                                106
                                FORMS


1.    Ministry of Social Services Interview request form
2.    Ministry of Social Services Referral Form
3.    Mental Health and Addictions Referral Form
4.    Public Health Nurse Referral Form
5.    Request for Student Services
6.    Consent Form
7.    Release of Information
7.    Assistive Technology Prior Approval Form
8.    Continuous Progress Meeting Form
9.    Monthly Reports
      - Counseling Consultant
      - Diversity Consultant
      - School Psychologist
      - Speech Language
10.   Transportation form for Community Travel Involving Students with Special
      Needs
11.   Consent for Performing Medical Services




                                                                            107
                               MINISTRY OF SOCIAL SERVICES
                              INTERVIEW REQUEST FORM
As an authorized investigating official, under the provisions of the Child and Family Services Act, 1989,
this form provides written confirmation of my request to interview the following child/children in the
school named below.

SCHOOL INFORMATION

DATE: _________ SCHOOL: __________________ PRINCIPAL: ________________

CHILD                          DOB                            PARENT/GUARDIAN




STUDENT INFORMATION
In addition to myself and the child/children names above, the following people will be present during
the interview:
NAME                           POSITION                       AGENCY




The child’s parents/guardians  Do  Do not       have prior knowledge of this interview

PERSON REQUESTING INTERVIEW
Date: __________________ Name: _________________________________________
                         Position: _______________________________________
                         Agency: ________________________________________
                         Telephone: ______________________________________
                         Fax: ___________________________________________

Signature: ______________________________
ACTION PLAN (Please check  applicable items):
1. Investigation is ongoing. Student(s) will return home.                         _____
2. Parents will be contacted as soon as possible.                                 _____
3. Student(s) has been apprehended.                                               _____
4. Student(s) will be returning to current school.                                _____
5. Outcome unknown. Information to follow.                                        _____
6. Follow-up contact will be made with the Principal or designate.                _____
7. Follow-up contact with the student                                             _____


      A COPY OF THIS FORM SHOULD BE KEPT IN A SEPARATE FILE IN THE
                             PRINCIPAL’S OFFICE
                                      AND
               A COPY SHOULD BE GIVEN TO THE INVESTIGATING OFFICIAL

                                                  108
                            Province of Saskatchewan
                            Ministry of Social Services

Melfort Fax: 752-6200             REFERRAL FORM
Nipawin Fax: 862-1731              to be used by
                                 Ministry of Education




        NAME: _______________________________________

        DATE OF BIRTH: ________________________________

        MAILING ADDRESS: _____________________________

        LOCATION OF HOME IF KNOWN: ___________________

        PHONE: ______________________________________

        FAMILY CONTACT: ______________________________

                        Relationship: ______________________

        PRESENTING PROBLEM:




        Referred by: _____________________        Position: ______________________

        School: ______________________________

        Phone: _______________                    Date: ___________



        Received by: __________________________________________________ Date: _______________

                                                                                          109
                             Kelsey Trail Health Region
                   Community Services – Mental Health & Addictions

        REFERRAL FORM FOR MINISTRY OF EDUCATION


NAME: _______________________________________
                                                                            □     Mental Health
MAILING ADDRESS: _____________________________                              □     Addictions
PHONE: ______________________________________

PERSONAL HEALTH NUMBER: _____________________                               □     Assessment
                                                                            □     Consultation
DATE OF BIRTH: ________________________________
                                                                            □     Counseling
FAMILY CONTACT: ______________________________

                 Relationship: ______________________

PRESENTING PROBLEM:




CONSENT:__________________________________ Phone: ________________
        (Signed by legal guardian or both parents when there is joint custody)

Referred by: _____________________ Phone: ____________ Date:
___________



Received by: __________________________________________________ Date: _______________

Accepted by: __________________________________________________ Date: _______________

Method of client contact: ________________________________________ Date: _______________

Appointment:
__________________________________________________________________________
                                                             H:\Mental Health\MH.Referral.doc Oct 2006


                                          110
                            Kelsey Trail Health Region
                       Community Services – Public Health Nurse

                            REFERRAL FORM                              CONFIDENTIAL
                             to be used by
                        MINISTRY OF EDUCATION



NAME: _______________________________________

DATE OF BIRTH: ________________________________

MAILING ADDRESS: _____________________________

PHONE: ______________________________________

PERSONAL HEALTH NUMBER: _____________________

FAMILY CONTACT: ______________________________

                  Relationship: ______________________


PRESENTING HEALTH ISSUE:




      Referred by: _____________________                  Date: ___________


      __________________________                     ______________________________
          Signature of teacher                            Signature of Principal


***********************************************************************************

Received by Public Health Nurse on: __________________
                                          (Date)

Appointment:
__________________________________________________________________________
                                                                                      111
                                                              Submit to Diversity Consultant



                                 NORTH EAST SCHOOL DIVISION NO. 200

                            REQUEST FOR STUDENT SERVICES

Student’s Name:
Age: ___________ Birth date: ___________________________ If Kindergarten, ½ days daily, or alternate days?
Grade: _________________      Teacher(s):
School: ________________ Principal: _______________ Case Manager
Parent(s)/Guardian(s):
Address:
Phone: Home ________________        Work __________________
Who does child live with?

SERVICES REQUESTED:  Diversity Consultant
                             Educational Psychologist*
                             Speech Language Pathologist
                             Counseling Consultant
        *Please ensure that the Diversity Consultant is involved first.

REASON FOR REQUEST FOR SERVICES (please be specific):




FOR SPEECH/LANGUAGE SERVICES check area/s of concern:
speech:      speech sounds    voice             stuttering
language:    understanding    producing         social

WHAT PREREFERRAL STRATEGIES/INTERVENTIONS/SERVICES have been tried with this student?


DESCRIBE THE STUDENT’S STRENGTHS:


OTHER SUPPORT SERVICES/AGENCIES INVOLVED WITH STUDENT:


PERTINENT BACKGROUND INFORMATION:


Please attach reports (e.g. edpsych, speech/language, Woodcock-Johnson, BASC, etc.) Referral to
educational psychologist will not proceed until all reports are attached.

___________________________________             ___________________________________
SIGNATURE OF DET                                SIGNATURE OF TEACHER

___________________________________             ___________________________
SIGNATURE OF PRINCIPAL                          DATE


                                                                                                      112
     Attention: This referral form and consent form must be printed on a single page (double-
                              sided), and photocopied on yellow paper.


                           NORTH EAST SCHOOL DIVISION NO. 200
                                          CONSENT FORM

I (We),_________________________________________________, (parent/guardian) of

________________________(student) hereby give permission for him/her to participate

in assessment and/or programming, and I understand I will be involved in follow-up from

this referral. The results may be shared with school personnel in the delivery of services

to my child. Confidential counseling information will not be shared. Information will be retained according

to NESD Administration Policy Number 708. My child is being referred to:



                      Diversity Consultant


                      Speech/Language Path.

                      Counseling

                      Educational Psychologist


       __________________                     __________________________________
             DATE                             SIGNATURE OF PARENT/GUARDIAN

What, if any, concerns do you have regarding your child and the reason for this referral? For example, if
this is a referral for ability testing, what learning problems have you noticed? If this is a referral for
behavioural issues, do you have concerns that have arisen in your home?




*Note: School staff-please send the completed request for services and
consent form to your Diversity Consultant.*

                                                                                                         113
                              North East School Division

                            RELEASE OF INFORMATION



NAME OF STUDENT

DATE OF BIRTH ________________________          AGE ___________
                 dd mm yy
PARENT(S)/GUARDIANS

ADDRESS

SCHOOL

GRADE __________    CLASSROOM TEACHER(S)



As a parent or guardian of this child, I (we) hereby authorize the school personnel to
provide and/or exchange information with the following agencies or persons:

Name of Person:

Agency:


Name of Person:

Agency:


Name of Person:

Agency:


This release form expires                                                                 .



_________________                     __________________________________
     DATE                             SIGNATURE OF PARENT/GUARDIAN


                                      __________________________________
                                      SIGNATURE OF PARENT/GUARDIAN


                                                                                         114
                                  North East School Division

                                ASSISTIVE TECHNOLOGY
                                   Prior Approval Form

It is recommended that this request form be completed by the school-based team in conjunction with
the agency/school division personnel conducting the assistive technology (AT)/specialized equipment
assessment.

Name of Student ______________________ D.O.B. ________ Category__________________
                                                    (D-M-Y)

Etiology__________________

School ___________________________________

School-based Team Members _____________________________________________________

_____________________________________________________             _______________________
Assistive Technology Requested                                         Estimated Cost

Previous Assistive Technology Approved: ___________________________________________

______________________________________________________________________________

Authorization to Purchase:

___________________________________________________              ________________________
Director of Education or Designated Superintendent                     Date



Comments: ___________________________________________________________________

____________________________________________________________________________




Identify the individuals who provided professional expertise to guide the decision:

__________________________________________               ______________________________
Name                                                     Position

__________________________________________               ______________________________
Name                                                     Position

__________________________________________               ______________________________
Name                                                     Position

                                                                                                 115
Assistive Technology Cost Recognition Criteria:

   Student must qualify within criteria as outlined by the Ministry of Education.
   Assistive technology must assist the student in accessing the educational program in a way that is not
    otherwise available.
   Augmentative Communication devices must be ability appropriate and school level staff must be
    trained in the use of the technology.
   The use of the assistive technology must be reflected in the student’s Personal Program Plan
    identifying the student’s current level of performance along with a specific expected outcome for the
    use of the assistive device written in SMART goal format.
   Request must be submitted to the Diversity Consultant.
   Service contracts, insurance, costs of assessments, inservice, and staff training costs are not covered
    by this grant.

REQUESTED ASSISTIVE TECHNOLOGY CONSIDERATIONS:

9. Strategies currently used to increase student access to his/her educational program:




10. Current Level of Performance without requested assistive technology:




11. How will the requested assistive technology impact the student’s access to the educational
    program?




12. Attach a copy of the appropriate portion(s) of the Personal Program Plan (PPP) which outlines
    the areas within the PPP indicating;

    a)   How & where this assistive technology will be used;
    b)   How its use will be supported &/or monitored;
    c)   How its use & effectiveness will be evaluated;
    d)   Plan for training staff &/or student in use of AT. (Are there any instructional &/or physical
         arrangements required to support the use of the assistive device?)




                                                                                                         116
13. Overall Comparison of Student’s PPP objectives and regular classroom curriculum
    objectives/outcomes:
    Select one area.


     Significant variation in   Moderate variation in   Minor variation in      Regular
     objectives                 objectives              objectives             Curriculum
               50%                      50%                     25%




14. List of school environments assistive technology will be used.




15. Feedback (if appropriate) about trials & tasks involving the use of requested assistive
    technology:




16. List (if appropriate) what has been used with regards to low/mid/high technological supports.




                                                                                               117
                     NORTH EAST SCHOOL DIVISION NO. 200
                   CONTINUOUS PROGRESS MEETING DIALOGUE

Student Name: _____________________________________________

Date of Birth: _____________ Chronological Age: _________ Grade: ___

School: __________________ Classroom Teacher: _________________

Discussion attended by:



Background Information:
      Parents ______________________________________________
      Family _______________________________________________
      Siblings ______________________________________________
Other Agencies/Services Involved (e.g. Speech & Language Pathologist, Diversity
      Consultant, Educational Psychologist, Counselor, DCRE)
__________________________________________________________________
      Test Results __________________________________________
_________________________________________________________
Education:
      Schools attended _______________________________________
      Previous Retentions _____________________________________
School Performance:
      Classroom – academic ____________________________________



                  behavioural (e.g. social relationships, self-esteem, attendance,
motivation, attitude towards school, typical behaviour during unstructured times of the
school day)




Classroom Programming: (identify programming interventions utilized e.g. small group,
individual assistance, resource room, paraprofessional support, modified programming,
counseling, parental support, etc.)
                                                                                        118
Parental Involvement: (including parent involvement in the school and attitude towards
retention)




Other Pertinent Information:




Follow-up Activity:




                                                                                         119
                                                                                                 SUBMIT TO COORDINATOR OF
                                                                                                 STUDENT SUPPORT SERVICES


                                           NORTH EAST SCHOOL DIVISION

   TRANSPORTATION FORM FOR TRAVEL INVOLVING STUDENTS WITH SPECIAL NEEDS
Please complete a form once a month if travel has occurred in the past month. Fill out a new form every month. Hand in
completed form to your school principal at the end of every month.
STUDENT NAME: ____________________ SCHOOL: _________________________
DRIVER NAME: ______________________ ADDRESS: ________________________
MONTH:_______________, 20___

         HIGHWAY TRAVEL                                     IN-TOWN TRAVEL

                           DATE      KILO-        PER KM                           DATE           PER DAY
                                    METRES         RATE                                            RATE



            Week 1                                              Week 1

            Week 2                                              Week 2

            Week 3                                              Week 3

            Week 4                                              Week 4

            Week 5                                              Week 5

                                   TOTAL        TOTAL $                         TOTAL            TOTAL $
                                   KM’S                                         DAYS




Driver Signature                                                     School Signature (I have confirmed that this student was in attendance at
                                                                                                  school on the above-listed dates)
-------------------------------------------------------------------------------------------------------
For Central Office use only:                                GL code: 1-2-14-175-530-809_____________-000(Intense I/II)

________________________________________________                     ______________________
Coordinator of Student Support Services                                     Date




                                                                                                                                           120
                           North East School Division
                                   No. 200
                               Consent for Performing
                               Medical Services


I, _________________ give consent to _________________
_____________________ to perform the medical procedure
of _______________________ for my child,
________________.
The administration procedure is as follows:
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Potential risks:
_________________________________________________
_________________________________________________
_________________________________________________


_____________________________            _______________
Parent Signature                         Date


_____________________________            _______________
Educational Assistant                    Date


_____________________________            _______________
Principal Signature                      Date



                                                         121

				
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