If there is not enough information, then educators move through the referral process to an in-school team (initial meeting). If there is enough information, then the teacher will plan and implement interventions and if successful, staff and/or student will continue with the use of these interventions. They collect information (history, observations, student performance, confer with parents and student, and develop a growth plan. Instructional Interventions - Participants include Teacher(s) with possible assistance of support staff. These procedures are a part of a continuous assessment and program planning process that should be initiated when a child is first enrolled in school or no later than the beginning of a program of studies immediately following Kindergarten and should continue throughout a child’s school life. The following diagrams outline the In-School Team referral process and a continuum of available Board supports. Should further support be necessary, a follow-up In-School Team may suggest accessing additional support from members of the Interdisciplinary Team (IDT), as appropriate. Information will also be drawn from the students’ All About Me/Individual Pathway Plan portfolios and/or the Transition Plan in the Individual Education Plan (IEP). The students’ social-emotional well-being will also be considered. In this case, discussion will first focus on the results demonstrated as a result of the Student Growth Plan. When intensive intervention is required, students may be recommended to an In School Team. Where a student does not achieve the curriculum expectations in a course or subject the Principal and teaching staff, in consultation with the parents and the student, will determine what interventions or type of program would best enable the student to meet the expectations. The intent of the plan is to focus support according to individual student needs. To ensure that this support is sustained, and that key learning needs are addressed, a Student Growth Plan is developed for students not making the expected progress in one or more areas. In some instances, a student will require ongoing support in one or more subject areas. the roles that others can play to support the student’s needs.resources and alternate strategies to support learning and.student and parent roles/responsibilities.the length of time needed for instruction, for practice, and for assessment.student strengths, needs, abilities and interests.assessment for learning, assessment of learning and assessment as learning.More specifically, the Learning for All K-12 document outlines a Student and Class Profile that facilitates the implementation of assessment based practices with universal design, differentiated instruction and the tiered approach to meet individual student’s strengths and needs.Ī teacher’s plan for intervention considers: The teacher can select from a variety of strategies to support different learning styles, provide alternative approaches to learning, adjust pace or depth, or provide one-on-one or small group instruction. English as a Second Language (ESL) and English Literacy Development (ELD)īy closely monitoring the learning process for each student, the teacher is able to identify the instructional and assessment strategies necessary to support student success.First Nations, Métis and Inuit Education.Online Resources to Support Students with Special Education Needs.5.0 Submission and Availability of School Board Plans.4.0 Coordination of Services with Other Ministries or Agencies.3.0 Special Education Advisory Committee (SEAC).2.10 Provincial and Demonstration Schools in Ontario.
2.8 Special Education Placements Provided by YRDSB.2.7 Categories and Definitions of Exceptionalities.2.6 Specialized Health Support Services in School Settings.2.3 Early Intervention Procedures and Intervention Strategies.2.2 Roles and Responsibilities in Special Education.2.1 The Board’s General Model for Special Education.Special Education Advisory Committee (SEAC).Translations of Special Education Documents.Indigenous Languages and International Languages.
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