ISM Learning Support Manual

8/2/2019 ISM Learning Support Manual

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INTERNATIONAL SCHOOL MANILALEARNING SUPPORT PROGRAM

POLICY AND PROCEDURES HANDBOOK

Learning Support Program Leaders2012


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Table of Contents

1 OVERVIEW OF LS PROGRAM .................................................................................................................. 3

2 ROLES AND RESPONSIBILITIES .............................................................................................................. 6

3 REFERRAL PROCESS.............................................................................................................................. 11

4 EDUCATIONAL ASSESSMENTS .............................................................................................................. 14

5 TRANSITIONS BETWEEN SCHOOLS ..................................................................................................... 15

6 DELIVERY MODEL .................................................................................................................................. 18

7 DOCUMENTATION AND COMMUNICATION ......................................................................................... 23

8 YEARLY OVERVIEW OF THE LEARNING SUPPORT PROGRAM .......................................................... 25

9 INDEX OF DOCUMENTATION AND COMMUNICATION........................................................................ 30


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3ISM P & P Handbook

1 OVERVIEW OF LS PROGRAM

Introductory Statement

The International School Manila believes in inclusion. We aim to serve the

international community in Manila, and we strive to support and educate all members

of that community regardless of ability. We accept students with learning differences

and mild to moderate learning disabilities as long as we are confident in our ability to

meet their needs.

At International School Manila we take a collaborative approach to meeting the needs

of our learning support students. Our classroom teachers work alongside our learning

support teachers, educational and teaching assistants, specialist teachers, speech and

language pathologists and occupational therapists. These professionals, together with

parents, ensure that we are providing a high quality education and our students have

the support they need.

Each applicant is considered on an individual basis. The decision to admit an

applicant with special educational needs is made by the Learning Support Resource

Team (LSRT).Any student who is applying for admission and has documented learning

needs will receive special consideration by the LSRT. The School reserves the right to

refuse applications where the student appears to have needs that cannot be met by

our current program.

Students accepted into the Learning Support program will have their needs addressed

and documented in a Learning Support Plan (LSP). Learning Support services are

delivered within the regular classroom setting to the greatest extent possible. In

some cases, an Educational Assistant is required to assist in the delivery of services.

There is a supplementary charge for Learning Support Services. Currently the school

offers three levels of support ranging in spectrum and intensity.


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Parents of students with identified learning needs are invited to submit an application

form and any relevant assessment reports or evaluations that clarify their son or

daughters educational needs. Learning support plans (such as IEPs) from the previous

school must also be included. The School may request further assessment

information, may wish to interview the parent and/or the student, and may contact

the previous school.

In cases where there is no formal evaluation but it is suspected that Learning Support

services are needed, the school can require such testing as a condition for admission

or for re-enrollment. The School uses all available information to decide whether the

needs of the student can be accommodated within the current program. Students

currently enrolled at ISM can be referred to the Learning Support Resource Team by

their classroom teacher at any time. Once the referral is reviewed, the LSRT will

make a recommendation that can include formal Learning Support services.

Overview of Levels of Support

The Learning Support Department at International School Manila coordinates programs

and services for students with learning needs. The model is based on the belief that

students vary in their level of ability, achievement, motivation and interest and that

individuals respond best to educational programs that provide appropriate challengesand meet their individual needs.

Learning Support 1

The student is working on the same instructional objectives and the same curriculum

content as his/her peers but requires adaptations to the way the material is

presented and/or to the way in which the student demonstrates learning.

Learning Support 2

The student typically works in the regular classroom with their peers but may require

some modification to the content of the curriculum and/or instructional practices

under the direction of a Learning Support teacher.


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Learning Support 3

The LS 3 student may require explicit instruction in the development of social skills

and/or require significant modifications to the content of the curriculum and

instructional practices. This is done under the direction of a Learning Support

teacher.

Monitor

Students on monitor status do not receive Learning Support services; however,

classroom teachers are periodically required to submit reviews on these students to

the LSRT.


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2 ROLES AND RESPONSIBILITIES

Learning Support Resource Team

The LSRT consists of the divisional Principal, Assistant Principal, Guidance Counselors,LS Program Leader, and relevant LS teachers. Others (such as the ESL Program

Leader, IB coordinator, OT and SLP) may be invited at the discretion of the chair of

the LSRT. The LSRT discusses individual student concerns/issues, new admissions,

change in programs, referrals from classroom teachers and conducts case reviews.

The LSRT convenes fortnightly.

For new admissions, the team examines available documents and recommends the

best placement for the child. The LSRT considers all the information attached to the

referral and comes to a decision about the provision and level of support to be

provided to the student. The LSRT also carries out periodic reviews of students on

the caseload and of students on the monitor register. The LSRT also considers new

admission cases where there is an indicated need for learning support.

The LS Program Leader

The roles and responsibilities of the LS Program Leader include the following. The

Program Leader will:

Support the professional development of team members Ensure the effective integration of new team members Ensure the coordination of systems of reporting on learning to all stakeholders Lead the team in developing and adhering to essential agreements Articulate to the whole school the purpose and procedures of Learning Support Attend and contribute to Program Leaders meetings Develop parent materials related to departmental work Meet regularly with the department to review the program and plan and

implement improvements and changes within the context of the school

curriculum, and monitor their effectiveness


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Familiarize new department members with departmental systems andmethodology

Ensure that an inventory of all departmental resources is correct and up todate.

Prepare and review course descriptions Manage the referral system Prepare materials and information for Learning Support Team meetings Prepare and control department budget Participate and prepare new admission cases for Learning Support Apply departmental policies and procedures established for LS school-wide Manage the allocation of caseloads within the Team

Learning Support Teacher Job Description

The Learning Support teacher understands that students with special educational

needs may require specialized instruction. The teacher is able to deliver specialized

instruction and support within the regular classroom and in other settings. The

Learning Support teacher is able to assist colleagues in understanding the needs of the

students.

The Learning Support teacher will be the case manager of a group of students

identified as needing Learning Support services for level 1, 2, 3, or monitor. The LS

teacher is to communicate these needs to the parents and teachers and maintain

frequent contact with parents regarding their childs learning. The LS teacher is also

responsible for creating an LS Plan with the parents, teachers and student and

updating documentation on a regular basis. Additionally, the LS teacher provides

guidance to the classroom teacher on classroom accommodations and modifications.

The Learning Support teacher may also work directly with an Educational Assistant

(EA) and/or a Teacher Assistant (TA). It is the LS teachers job to assign roles to the

TA/EA, inform them of the students needs, and keep in constant communication.

Each Middle and High School LS teacher will also be responsible for at least one

Strategy Instruction (SI) class. The SI class is designed to provide students with


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strategies to improve their individual organizational, study and self-advocacy skills.

Additionally, it provides students with a range of strategies to use across content

areas to enable them to access the regular curriculum and maximize success. The

class is also used to support the students with the mainstream curriculum.

Responsibility of a LS teacher

Act as case manager for students identified as needing Learning Support Develop and implement the Learning Support Plans for each LS student Know and understand the students profile (academic, social, emotional,

medical)

Advocate for the students needs to teachers, parents, divisional principals,and counselors

Make recommendations for, and coordinate, support services Document and communicate student needs to all stakeholders Monitor student progress Work collaboratively with parents to ensure that they are an informed,

participating part of the support process, goals, and responsibilities

Call team meetings with all relevant people who work with the student(minimum of one time per year).

Communicate and receive feedback on goals with classroom teachers Offer practical differentiation suggestions to teachers based on student profile

Educational Assistant

General Responsibilities

To work as part of a team to support the individual goals of a specific student with

Learning Support needs both within the classroom and the school community.

Educational Assistants may be expected to work with other Learning Support students

when not directly required for support for the named student, for example when the

named child is in a class in which they are able to work independently or when they

are not required to carry out duties directly related to that students support.


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The Learning Support Educational Assistant will:

Read through files and learn about the strengths and weakness of each childand determine how to meet his or her needs

Observe, interact, listen and respond to the student at play and at work Exchange information frequently and regularly with the classroom teacher Work together with the teacher to create and maintain a safe, nurturing and

intellectually engaging classroom

Promote positive integration of students with difficulties into the ISMcommunity

Implement curriculum and LS Plans Supervise student activities in either a small group, one-on-one with a student,

or as an classroom support during specialist classes

Assist in the planning, preparation and care of teaching materials and resources Support the teacher in assessing student learning

Teacher Assistant

General Responsibilities

To work as part of a team to support the individual goals of students with Learning

Support needs both within the classroom and the school community.

The Learning Support Teacher Assistant will:

Read through files and learn about the strengths and weakness of each childand determine how to meet his or her needs

Observe, interact, listen and respond to students at play and at work Exchange information frequently and regularly with the classroom teacher Work together with the teacher to create and maintain a safe, nurturing and

intellectually engaging classroom

Promote positive integration of students with disabilities into the ISMcommunity

Implement curriculum and LS Plans


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Assist in planning, preparation and care of teaching materials and resources Support the teacher in assessing student learning

LS Secretary

The roles and responsibilities of the LS Secretary include the following. The Learning

Support Secretary will:

Maintain secure confidential student files for the LS Team Ensure all material is filed in a timely and organized fashion Update forms, lists and numbers on a regular basis Organize and maintain all LS files in Staff Resources Coordinate meeting and keep accurate notes of items discussed Liaise with the Finance department to ensure billing of participating students


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3 REFERRAL PROCESS

The Referral Process

A student may be referred to the (divisional) Learning Support Resource Team (LSRT)

when educational needs present themselves at Admissions or throughout the school

year. Referrals may be initiated by;

Teacher Learning Support Program Leader Learning Support teacher Counselor Administrator Parent

Any teacher may refer a student independently. One referral form may be completed

by several teachers several teachers collectively.

Prior to referral

When a teacher recognizes that a student is not progressing either academically or

socially as is expected for his/her age and grade level, the teacher is expected tobegin to collect information that will assist in establishing whether the student

requires Learning Support.

Prior to referral, it is expected that the referring teacher will have tried various ways

to differentiate for the students learning needs for an appropriate period of time.

Documentation of this process is important as it will be needed as part of the referral

process. Documentation should include the following:

Observation and anecdotal records Records of attendance and medical concerns Evidence and duration of any differentiation strategies that have already been

explored

Work samples that provide evidence of difficulties


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Evaluation of student record of attainment (marks on assignments, and withinclass tests and quizzes)

Inspection of scores on standardized assessments conducted by the school Previous school records and documentation

It is imperative that the person referring has notified the parent of their concerns

regarding the student. The parent must be notified in writing of the intent to

submit the referral.

Referral Form

The referral form (see appendices) is structured so that all of the pertinent

information is summarized. Teachers are asked to provide as much information as is

available to them. Help in preparing the referral documentation is available from

Guidance or a Learning Support team member.

The referral form and supporting documentation will be submitted electronically to

the appropriate Learning Support case manager or program leader. When the referral

is complete, the case manager will present it at the next LSRT meeting. The referring

teacher(s) may be asked to attend the LSRT meeting to present the students case.

Outcome from the LSRT Referral MeetingIf it is determined that the referred student does not require Learning Support, then

the referring teacher(s) and parents will be notified. The referral documentation will

be kept in the Learning Support folder on the server by the Learning Support

Secretary.

If it is determined that the referred student does require Learning Support and the

parents have agreed to the placement (verbally and in writing), then the LS PL will

notify the following:

Student Guidance Counselors (schedule changes) Referring Teacher All teachers currently teaching the student


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LS Secretary Admissions (in the case of new admission) Accounts and Admissions Director(via the LS secretary)

In the event that the parents do not support the LSRTs recommendation, the school

administration will address the matter on a case-by-case basis.

Admissions Policy

Excerpt from ISM Admissions and Re-enrollment Policy

Learning Support applicants are only accepted into ISM if their special educationalneeds can be accommodated within the current program. Any student who is

applying for admission and has needs in one or more of the following areas willreceive special consideration by the LSRT. The School reserves the right to deny anyapplications where students appear to have needs that cannot be met by our current

program.

o Visual and auditory impairments requiring specialized instruction andequipment

o Mobility impairments requiring specialized equipment.o Augmentative communication impairmentso Intellectual or cognitive impairmentso Serious behavior disorders and/or emotional difficultieso Mental health issues

The acceptance ofALL new students is PROBATIONARY, to be reviewed at the end

of the school year in which the student enters. Students, for whom their

continued enrollment at ISM is not predicted to be successful for either

themselves and/or the School, can be exited and not re-enrolled for the

following year at the discretion of the Principal / Administrative team. The

School can also refuse the re-registration of a student if the students

parent/guardian does not respect the rules and values of the School.


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4 EDUCATIONAL ASSESSMENTS

Guidelines for Educational Psychological Assessment

An Educational Psychological Assessment is designed to assist the LS teacher in making

informed decisions regarding a childs educational needs. Students receiving LS2 and

LS3 services require modifications and accommodations to the mainstream

curriculum; therefore, it is imperative that these students have a current educational

psychological assessment to support the need for services. LS1 and monitor students

may be asked to complete an assessment to provide educational information that

helps to document the services provided.

A complete Educational Psychological Evaluation should include the following:

Vision and hearing screening Parent interview/background information including first language Teacher feedback/classroom observation Tests of cognitive ability and academic achievement (see below for appropriate

tests)

A summative report of findings which includes recommendations to addresslearning needs

A summary of Psychological Educational Evaluation Guidelines is available in the

index.


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5 TRANSITIONS BETWEEN SCHOOLS

Internal Transition

Transitions

Transitions in our learning support program happen when a student moves between

grade levels, between divisions, when a student no longer receives LS services and

when a student leaves ISM. Transition procedures are designed to facilitate the

students move to the next educational environment and to ensure that information

essential to the students educational program moves with him/her ensuring little or

no discontinuity in services to the student.

Transition within divisions

At the end of each school year, Learning Support teachers will present to the LSRT a

Case Review for each LS student detailing progress, continuing areas of need and

recommendations for the following year.

During sectioning for classes for the following school year the LS student needs shall

be represented by the classroom teacher and the LS Program Leader and/or LS

Teachers.

At the beginning of each school year classroom teachers are given the necessary

information and documentation with information on LS and monitor students in their

class.

The LS Program Leader shall meet with all faculty to give an overview of the program

and discuss making referrals. Each LS teacher shall meet individually with classroom

teachers to discuss students on their caseload and provide the classroom teacher with

Learner Profiles for each LS student.


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Transition between divisions

ES to MS/ MS to HS

By March 31 of the school year, the LSPL of each division will identify the students

who will be transitioning from ES to MS and from MS to HS and inform the LSRT of

each division as well as the case manager.

Each ES Learning Support teacher shall present a Case Review to the LSRT for each LS

student detailing progress, continuing areas of need and recommendations for the

following year. MS Administration, MS LS Program Leader and the Grade 5 LS teacher

shall attend.

Each division shall be provided with a breakdown for all LS students transitioning and

information stored online for the beginning of the next school year.

Supporting Transition

The ES and MS Learning Support departments shall host an information session for

parents immediately after the MS Parents meeting (usually held in February) to allow

parents to meet the MS staff and to inform them about the MS LS structure.

In May the ES LS students shall be taken to the MS to meet their LS teacher and have a

familiarization visit led by the 5

th

grade LS teacher.

Prior to transition the students current LS teacher shall meet with the parents to

plan for transition and to answer any questions.

This is replicated from MS to HS (Grade 8 > 9)

External Transition

Transitions to another school:

At the request of the parent, and upon receipt of a release of information form signed

by the parent and given to the divisional guidance secretary, ISM will arrange to

forward relevant documents (assessment reports, LS plan, etc.) from the students

confidential file to the receiving school. Similarly, the receiving school may request


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information from the students confidential file, which will be forwarded upon receipt

of a signed parental consent form.

Exiting from the learning support program:

When the LSRT determines that a student no longer requires Learning Support to

succeed in the classroom, parents will be informed in writing and the student shall be

placed on Monitor (M2) status for up to twelve months (see page 22).

When the LSRT determines that a students needs are greater than what the Learning

Support program can provide, this shall be discussed with parents and a course of

action will be agreed upon. ISM shall endeavor to inform parents of this decision in a

timely manner to allow applications to alternative schools. Every effort shall bemade to continue to support students until the end of the academic year. All

decisions will be presented in writing to parents.


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Require direct instruction and/or specialized instruction Are able to follow the regular/typical curriculum with support May require specialized materials and/or equipment

During the case review process progress of the LS 1 student will be evaluated.

Recommendations may be to:

Continue at the current level of support Investigate the need for an increase in support services Exit student to Monitor level with documented exit strategy

Learning Support Level 2

The student typically works in the regular classroom with his/her peers but mayrequire some modification to the content of the curriculum and/or instructional

practices under the direction of a Learning Support Teacher. Such modifications are

usually required throughout the students education and may be addressed in a

Learning Support Plan 2 (LSP2). The student with Level 2 learning support needs is

assigned to a Learning Support Teacher who acts as case manager. The LSP2 is

developed and coordinated by the LS Teacher.

In judging the level of support required by the student, as well as the definition given

above, the LSRT will consider the following:

Are at least two grade levels behind in an academic area or demonstrateimpaired social functioning that directly affects their ability to access the

curriculum

Have been evaluated and diagnosed with a demonstrated need forinterventions.

Require direct instruction and/or specialized instruction Are able to follow most of the regular/typical curriculum with support Need modifications of standards and/or materials in the areas related to their

difficulties (E.g. Independent Math Program, phonemic awareness training)

Need direct instruction in areas that typical students learn incidentally


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May need instruction in areas not typically covered in regular program (E.g.Strategy Instruction, social skills training, interpersonal skills, life skills)

May require the services of an Educational Assistant May require specialized materials and/or equipment

Learning Support Level 3

The student requires significant modifications to the content of the curriculum and/or

instructional practices under the direction of a Learning Support teacher and requires

instruction in social skills development. Such modifications are usually required

throughout the students education and are contained in a Learning Support Plan 3

(LSP3). The student with Level 3 Learning Support needs is assigned to a Learning

Support Teacher who acts as the case manager. The LSP3 is developed andcoordinated by the LS Teacher. LS Level 3 is available for students in a managed

learning environment (Elementary School and Middle School teaming model) and

therefore is not available in Grade 7 and beyond.

In judging the level of support required by the student, as well as the definition given

above, the LSRT will consider the following:

Are at least two grade levels behind in an academic area and/or demonstrateimpaired social functioning that directly affects their ability to access the

curriculum

Have been evaluated and diagnosed with an exceptionality including social orbehavioral needs and would qualify for special education services

Require daily support from the Learning Support Teacher Require direct instruction and/or specialized instruction Are not able to follow regular/typical curriculum without one-to-one assistance Need major modifications of standards and/or materials in the areas related to

their difficulties

Need direct instruction in areas that typical students learn incidentally Need instruction in areas not typically covered in regular program (E.g. social

skills training, interpersonal skills, life skills)


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Require the services of an Educational Assistant Require specialized materials and/or equipment. Require an alternative learning environment in the form of a resource room for

part of the day.

The Learning Support Level 3 Program is currently not able to support students who

require Level 3 support and also have any of the following specific learning needs:

Require English as a Second Language (ESL) services. This includes students whorequire ESL services and/or students who are not currently fluent in English.

Have been diagnosed with a severe cognitive delay. Have an additional physical impairment that requires specific, specialized

interventions.

Require Speech and Language Therapy incorporated into their academicprogram on a daily basis as an integral part of their academic program.

Require Occupational or Physical Therapy incorporated into their academicprogram on a daily basis as an integral part of their academic program.

Have moderate to severe behavioral needs that require specializedinterventions.

Monitor

The LSRT will use the criteria below to assign each monitor student to a monitor level

based on their specific needs and circumstance. An assigned LSRT member (LSPL,

Guidance Counselor or Case Manager) will also periodically check on the students

progress. At any time, these students may be referred by a teacher for formal

services. Monitoring is normally limited to 12 months.

M1: New Admission: Students are newly enrolled at ISM. Admission file indicates

possible learning support need and students will be monitored to ensure smooth

transition. No accommodations required. Monitor status limited to maximum 1 year.

M2: Exiting LS: Students previously receiving formal Learning Support services and

have been exited from the program based on progress. No accommodations required.

Monitor status limited to maximum 1 year.


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M3: Monitor with Accommodations: Students requiring testing accommodations on

standardized tests (E.g. IB, PSAT, ISA, etc) and/or tests given in the classroom.

Minimal classroom accommodations may be provided. Monitor 3 status has no time

limit. Student must have a Psych-Ed which states the recommended

accommodations.

Students with formal documented needs requiring accommodations only, but no

support, can be placed on the Monitor 3 level. The LS teacher assigned to this student

will create a Learner Profile which states the accommodations for which they have

may receive and distribute it to the mainstream teachers of the student. Monitor 3

status is not time-limited. Students can receive accommodations at this level for as

long as they qualify. The school can require that educational assessments be updated

in order to document the need to continue with the accommodations.

M4: Currently in Referral Process: Students who have been referred to the LSRT

but require additional data collection in order for support to be determined (i.e.

outside assessments, previous records, etc). Interim accommodations will be

created by the Learning Support Program Leader/Case Manager and implemented by

the classroom teacher while waiting for data collection. All LSRT requested

assessments must be completed prior to re-enrollment the following school year.Monitor 4 status limited to 6 months, unless the LSRT determines an exception.


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7 DOCUMENTATION AND COMMUNICATION

Documentation

Documentation of needs, both historical and current, is important in understanding the

learning needs of each child. Program planning is based on information provided by people

working with the student. Information can be in the form of formal testing by a qualified

professional, can be related to program planning such as the Learning Support Plan or can be

anecdotal, including observations and work samples. All documentation for a student is

confidential.

Student Confidential Files

Confidential files provide a record of action taken for the student, services provided, andresources utilized. The contents of the files should be managed by the LS case manager

assigned to the student. Access to the file is limited to the case manager, members of the

LSRT, and the LS secretary. To ensure confidentiality, the files will be securely stored by the

case manager.

When receiving requests from outside agencies for confidential information, documents can

only be released once written permission has been received by parents.

At the end of each school year, the confidential files will be housed in the Learning Supportsecretarys office. The files of students who have withdrawn from ISM will be archived for a

period of 5 years after which time the records will be destroyed. The records of students who

have been exited from the LS program will remain on file for as long as the student is enrolled

at ISM.

Confidentiality

Because of the sensitive nature of Learning Support information, confidentiality is imperative.

It is assumed by the school that Learning Support personnel will treat student documents and

professional conversations with discretion. Information will be shared only with school

personnel who have a need for the information. Documents with identifying information will

be kept in a secure place. Any documents that are no longer needed and contain any

identifying information should be destroyed.


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Communication with Parents

The following items will be provided to parents throughout the school year at theappropriate time:

LS Plan LS Plan Review LSRT recommendation letter Request for Assessment * Changes in program * Optional: Parent meeting notes

*When applicable

Communication with Classroom Teachers

Teachers will have access to or be provided with the following items:

LS Plan LS Plan Semester Review Learner Profile Educational Assistant and Teacher Assistant Appraisal Feedback


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8 YEARLY OVERVIEW OF THE LEARNING SUPPORT PROGRAM

Grade K-12

Before School Starts PL to distribute Caseload information

To distribute the student data base list and each studentsschedule

Collect confidential binders from the LS SecretaryNew Electronic Confidential Student Folder created LS Secretary

LS teacher sends notice of caseload and EA support to grade level

classroom teachers

LS Teacher Alert Information to be added to Powerschool for new LS

students (see form on how to add information, checklist)

LS Department (ES-HS) Orientation- PLs

Establish common language and practices Introduction to LS Secretary & services provided Introduction to on-line files by LS Secretary

LS Department Orientation- PLs

MS/HS- establish SI common objectives Establish clear expectations for August Introduction Guidance Secretaries & services (cum files, schedules,

notes to students-MS only)

Introduction to HS Office Secretaries (HS only)PL to orient ES/MS/HS faculty on LS Program

August Clarifying roles and responsibilities of EA and TA.

LS Teacher and TA create schedules

Parent Notification

LS Teacher introduction (set up meeting within the first four


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weeks of school)

Parent Meeting for New Admissions

Gather relevant data to create Learning Support PlanSave it to Electronic confidential folders

Send notification to teachers that Learner Profile (Page 1 LS Plan) is on

Powerschool

Prepare for Parent Open house

SI course description (slide show?) (Suggest scheduling parent meetings at this time)

Update student database list in server

September

End of September

Meeting to discuss goals for development of Learning Support Plan with

LS Teacher, parents and homeroom/core teachers

Prepare for PSAT (SSD Coordinator HS Only)

Coordinate with guidance / administration

Rooms Schedule for those receiving accommodations

Learning Support Plan complete

This plan should be shared with teachers, parents, educationalassistants and students when appropriate.

Save plan to Electronic Confidential Folders

October

By end of 1st

quarter

PSAT (Grade 10/11 HS only)

Parent contact to review LS Plan

Send parent copy of proposed LS Plan prior to meeting Face to face meetings with parents to discuss the years plan Keep notes for any meeting with parents and log information into

binder


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By end of October

A hard copy with parent signature or confirmation of acceptancemust be filed in the binder and saved in the server.

Review of EA/TA performance

Supervising teacher responsible for collecting feedback fromclassroom teachers. Complete appraisal form. If there areconcerns, include program leader.

November MAP testing

Coordinate with administration and MAP coordinator to schedulespecial accommodations

9th and 10th Final Exam Preparations (Grade 9/10 LS Teachers)

Modified exam schedule for each LS Student, testingaccommodations, room and proctoring, scheduling and testingenvelopes

IB Request for Testing Accommodations (Grade 11 LS Teacher to

complete forms in coordination with IB coordinator)

December Review Semester 1 goals on LS Plan

Complete review form for monitor students.Jan SSD (College Board) requests for testing accommodations for 9th graders

by LS teacher

Update student database list in the server

Prepare for ERB Accommodations (ES PL)

Feb. Course Selections

HS LS teacher & counselor to guide scheduling grades 8- 11 MS LS teacher & counselor to guide scheduling grades 5-7

March Begin Preparing for yearend reviews

EA forms to classroom teachers If a change of service for the following school year is being

considered, notify parents via email (print and place in LS

Confidential Binder)


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EA Classroom teacher form.

April

LSRT end of year reviews by teacher caseload

PL to attend transition LSRT year end case review meetings for

appropriate divisions

(MSPL & Grade 8 LS teacher to attend HS LSRT)

or

(HSPL & Grade 9 LS teacher to attend MS LSRT)

or

(MSPL, Grade 5 & LS3 LS teacher to attend ES LSRT)

11th and 12th Final Exam Preparations (Grade 11/12 LS teachers)

Modified exam schedule for each LS Student, testingaccommodations, room and proctoring, scheduling and testingenvelopes

Formal Review of EA/TA by Supervising Teacher

HS LS teachers & PL to establish placement for LS students for core

classes with Assistant Principal.

MS LS teachers & Counselors to establish placement for LS students for

core classes.

May Start scheduling End of year review meetings with parents.

Review LS Plan

End of year Parent/LS teacher review meetings:

LS Plan Progress ReviewPresent receipt of progress report to be signed by parent, collect


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and put in LS Confidential binder

Principal signed letter for recommended services for next schoolyear

To be signed by parent at the meeting, collect and put in LSConfidential binder

Suggested Participants:Parents, LS teacher, student, EA if deemed appropriate, LS PLwhen deemed necessary

Complete LS Breakdown form

End of May collect the confidential folders from teachers

Give to LS Secretary (Secretary to sign off for teachers)

Update student database list in server

Grade 8 transitioning Session (Grade 8 & 9 LS teachers)

Grade 4 transitioning Session (Grade 4 & 5 LS teachers)

June Confidential Binders to be returned to LS secretary for storage.

Suggestions for the future:

Develop an identification system for LS forms for reference, network LS

folders


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9 INDEX OF DOCUMENTATION AND COMMUNICATION

Elementary School LS Letters (click the link to view the Template)

End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters for LS1 and LS2 New Admission Letter

Middle School LS Letters (click the link to view the Template)

End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters to LS1 and LS2 New Referral Letters to Monitor New Admission Letter

High School LS Letters (click the link to view the Template)

End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters to LS1 and LS2 New Referral Letters to Monitor New Admission Letter

Other Recommendation Letters

Letter addressing Educational Assistant Support Letter for Occupational Therapy Recommendation Letter for Speech and Language Recommendation

Forms

End of Year Case Review Form per Student End-of-Year Case Review Form for the LSRT LS Student breakdown form for the next school year Learning Support Plan Referral Forms


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LS Referral Process and other Documentations

ES Referral Process MS Referral Process HS Referral Process Roles and Responsibilities for TA Roles and Responsibilities for EA Psychological Educational Evaluation Guidelines

Date post:	05-Apr-2018
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