District CareTeam
School Care-Team with
Outside Agencies
School-Based Teams withDistrict Resources and
Consultation with Outside Agencies
School-Based Teams
Informal School-Based CommunicationTeachers/Administration/Support Staff
Forms/Records/Evidence
Teacher expresses concern – eg. “Kid Talk.” Each student on separate piece of paper/record. Evidence of classroom based strategies/communication with home/research. Record office referrals and interventions. This becomes the foundation for decision-making (chronology. BCesis records (PD)
District School-Based Team form. Consultation with District Resources if anticipated as a need. Beginning of IEP as appropriate. School-based testing – eg. Piat-r, ppvt, evt, ktea, key math, etc. At-risk student interventions, functional consultation. Pre-referal with SLP. Case Manager Assigned by principal.
District referral form completely filled out and parents involved and consulted. Pre-referal OT/PT – MCFD - Key consult/observation. Potential to identify at this level LD, MID, Gifted, Mod to Profound with Psychologist, Mod Behaviour, ESL/ESD. IEP developed for eligible categories
District Care Team Form
Identifications with outside agencies, completed IEP. Chronic Health, Autism, Deaf/Blind, Physically Dependent, Intensive Behaviour/Severe Mental Illness. Care Team Minute Form. SD Standards applied for IEP.
Parent Acknowledgement – Designation
Category Checklists
Guide to Consultation
Student Services Referral
Integrated Case Man. Handbook
Care Team Minutes/Planning
Care Team Minutes/Planning
Intervention Checklist
Pre-referral Form
Adaptations and Modifications
CDC Referral Package
CDC Priorities
Special Education Standards of Practice
Memo re: Ad. and Mod.
District CareTeam
School Care-Team with
Outside Agencies
School-Based Teams withDistrict Resources and
Consultation with Outside Agencies
School-Based Teams
Informal School-Based CommunicationTeachers/Administration/Support Staff
Definition
Meeting with parent, school, outside agencies and district personnel to resolve an issue.
Meeting with parent, school, outside agencies to determine appropriate supports for student program
Meeting with parent, school and student services personnel to determine assessment and program needs.
Meeting with school personnel to discuss student program and learning needs to develop classroom-based strategies.
Informal professional discussions about observed student learning needs.
School District #78 (Fraser-Cascade) Student Service Consultation Model
Process
Integrated Case Man. Teams formed and meeting plan established. If Care-Team unable to agree on educational program – referral to District Care Team.
District mediated meeting with all stakeholders to determine best educational program.
Complete Pre-referral form that includes (problem identification, what has been tried and results, results of parent collaboration, consultation with CCC’s (if behaviour related.)
Referral to district resource requires consult with the resource prior to referral form being sent to parents for signature.
No district referral form signed before this point
Functional Behavioural Assessment, Psych-ed, Standardized Assessment. Referrals to outside agencies following consultations. District resource referral.
Helpful Links• Special Education Awareness of Diverse Needs and Classroom Resources• Special Education - Gifted• Teacher Resource for IEP's• Parent Guide to IEP's• Child Welfare Concerns• 5 W’s of Adapting and Modifying• Autism Planning Sheet• Behaviour Planning Sheet• SD Counseling Program Standards of Practice• Learning Disability Fact Sheet• Student Intervention Manager Program• SD #78 (Fraser-Cascade) Alternate Education Placement Form