According to Inclusion of Exceptional Learners in Canadian Schools, the In-School Team provides support

through extended consultation on possible classroom strategies and helps to make referrals and resource
decisions. (Hutchison, 2007, p. 40) An In-School team can include the principal, Special Education Resource
Teacher(SERT), classroom teacher, Special Education Consultants, professionals from the community, parents,
and sometimes the student. Usually in-school teams work better when they are small and focussed. (Hutchison,
2007, p.39)

In TLDSB, there is a process in place before students are referred to the In-School Team. The classroom teacher
uses classroom assessments and observations of students learning and tries to directly target those needs. If the
teacher feels that the student is still struggling they might ask the SERT to come in and observe the student and
then collaborate to come up with some strategies that might help. In my school, if a student is still presenting with
needs and struggling then a School Intervention/Student Success Team meeting takes place with the classroom
teacher, SERT, and principal. During these meetings, the classroom teacher who has put forth the students name
will discuss a students strengths, needs, classroom assessments, and any interventions that have already been
tried with the student. Through this meeting the team comes up with a plan, decides who will monitor the plan, and
sets a meeting date to discuss which new interventions have been successful. If at the next check-in, the plan has
not been successful or if the group feels there are more significant needs then a referral is sent forward for an
In-School Team meeting.

The In-School Team, is a collaborative, problem-solving based team that works to help the classroom teacher to
implement strategies (instructional and/or management) and coordinate resources for the student who might have
exceptionalities. The classroom teacher is a key member of the In-School team and usually presents the student
data and pre-referral interventions. The team will then brainstorm and suggest additional assessment and
teaching strategies which will be noted in an Response to Intervention(RTI) Plan. Targets are set, the person
responsible for monitoring the goal(s) is listed, and next steps are noted. (Hutchison, 2007)

At this point, an IEP might be created or implemented, or the team might recommend other more formal
assessments be conducted. If formal testing takes place, the In-School Team meets again and considers the
recommendations. Depending on the results of the testing the students name might be put forward to the System
and an Identification, Placement, and Review Committee (IPRC) might meet to identify whether a student is
exceptional and recommend a class placement (Hutchison, 2007).

The In-School Team, is just one process that shows the field of education shifting from providing isolated services
for students with special needs to collaborating within schools to include all students. (Hollingsworth, pg.4) With
this shift, comes the need for effective practices so that collaboration can be successful between all of the various
support staff in the school.

In order for collaboration to be successful studies have shown that there are many elements that must be in place,
such as:
Shared goals and clear responsibilities for intervening with exceptional students by professionals and
communicating them with families
Classroom teachers and SERTs who build strong relationships, keep in regular contact, and communicate
often
Classroom teachers and educational assistants(EAs) who value and respect each others contribution and
touch base daily
Principals and SERTs who set a positive attitude and tone for inclusion, expect that collaboration will be
effective, and offer support to classroom teachers
Principals who provide leadership to build trusting relationships based on shared norms of safety,
risk-taking, and a positive orientation to change
 Classroom teachers who work together and learn to change their practices and improve teaching for
students with exceptionalities
In-School Team that provides classroom teachers with effective strategies, information, and moral support.

Source: Based on Cranston (2011);Egodate et al. (2011); Ramsay (2007); Villeneuve & Hutchinson (2012); Villeneuve et al. (2013).

Some suggestions to help make collaboration easier in In-School Team meetings involve communicating regularly
with parents, looking at each student as an individual and being prepared to participate the In-School Team
meeting.

Communication with parents can happen in a number of ways. It is important to make a positive contact with
parents before an problems that arise. This can be done early at the School Open House in September or by
making a Sunshine call within the first month of school. Sending out regular newsletters, posting on Twitter or
sharing pictures on Seesaw can also help. It is interesting to note that parents are more likely to read a newsletter
if it is on coloured paper and are more likely to complete reply cards when attached separately than when they
are part of one of the pages of the newsletter (as cited in Dorsheimer, 1994). Also, make sure to respond to
parents notes in agendas and telephone calls right away. (Hutchison, 2007)

Looking at each student as an individual requires that you really get to know your student and use a variety of
sources of information to help you. Make sure to read the OSR and make notes of any reports, IEPs and medical
information. Keep written observations of the student and collect work samples that demonstrate the students
strengths and weaknesses in class. And when meeting with the SERT be sure to keep written records of all
questions asked, resources used and learning strategies tried. (Hutchison, 2007)

Before the In-School Team Meeting be sure to determine your role and responsibilities and bring all necessary
documentation. If you are unsure of what is expected of you as the chair of the meeting (usually the principal) for
clarification. The classroom teacher and SERT should discuss the case thoroughly beforehand and plan what will
be said, making sure to bring supporting documents. (Hutchison, 2007)

Other things to consider and implement during the In-School Team meeting are:
Approach the meeting in a spirit of goodwill
Think about the parents and how stressful the meeting must be for them
Not interrupt; Listen actively to what others have to say; Take notes
Do not become defensive; Answer questions briefly and honestly
Ask questions if you do not understand; Do not agree to anything that you can not keep
Be brief, clear, and to the point; be positive and realistic in saying what you can do to meet the students
needs
Summarize the meeting
Make sure the meeting ends on a positive note; thank the parents and other team members for their
participation
Be sure to set a date for the next meeting and determine what everybodys responsibility is
(Hutchison, 2007, p.42-43)

After the In-School Team meeting it is important to continue to hold frequent, brief, and informal meetings to make
sure everybody is meeting the responsibilities set out in the RTI plan.

It is also important to continue to support the classroom teacher and offer support. Support might include
professional development (individually or school-wide) in the form workshops, newsletters, study groups/[PLCs],
and small-group dialogues. (as cited in Sanacore, 1997) All of which works best if there is expressed need,
teachers leading, and practical strategies that teachers can take back and implement immediately in their
classroom.
References

Dorsheimer, W. (1994). How to produce a successful newsletter. Technical Communication:Journal of the Society

for Technical Communication, 41, 756-759.

Hollingsworth, H. L. (2001). We Need To Talk: Communication Strategies for Effective Collaboration. Teaching

Exceptional Children, 33(5), 6-9.

Hutchinson, N. L. (2007). Inclusion of exceptional learners in Canadian schools: A practical handbook for

teachers.

Toronto: Prentice Hall.

Sanacore, J. (1997). Reaching out to a diversity of learners: Innovative educators need substantial support.

Journal

of Adolescent and Adult Literacy, 41, 224-229.