What does the shared role look like?

Often the EA in my school works with the student for more than a year.
So, when a student comes to me, I get a lot of insight from the EA about
how to plan for that student. We discuss the student’s strengths and
stretches and discuss how they did certain activities in the previous class.
What was successful and what was not? What can we change this year to
move this student forward in their goals? I get a lot of information from
the EA because they are the ones who work more closely with this
student. In the mornings, I often discuss how the day will look with my EA
and she/he might let me know of anything that might be different in their
schedule (i.e. an EA is away and another class needs coverage). If there
was an incident the day before or something that we could do better we
reflect and put forth some ideas that could work. For example, I noticed
how my student with ASD would throw a fit if it were time to clean up the
toys he loved to play with, so I told my EA that we would try a timer to let
him know that when it rang, it would be time clean up. It worked! In
meetings, we share observations about the student’s progress and discuss
how they are progressing with their IEP goals

How are IEP goals and objectives carried out and monitored?
I keep a copy of the student’s IEP and my EA has a copy as well. We work
together to help the student with the IEP carry out their goals. I keep a
bnder with all students’ information and I will make notes about how
student’s do with tasks. If there is a particular incident, I will take notes of
the incident and put it in the binder. I have never really experienced an EA
carrying around documentation to note down how a student is doing with
their IEP goals. The Resource Teacher will often work closely with the
student with the IEP and collects evidence of learning through observation
during tasks. However, my EAs have been present during meetings to
share their thoughts and observations on the student.

Is the EA aware that it is the teacher’s role to communicate with families?

No, I don’t think so. In my experience, there is a lot of communication with
the EA and the family. Often being with the child longer than the
classroom teacher, the family builds a close relationship with the EA. The
EA always informs me, however, before they talk to the family and lets me
know what was communicated. This happened last year when my EA
wanted to let the father know of an incident that happened. She let me
know that she would speak to the father and after she told me what he
said.

How is evidence of learning being collected?

Most of the work that students complete is kept at school. They keep
pages in duotangs or journal-type books. I also take picture and video
samples of their work. Often during playtime, I pull students one at a time
to get them to perform a task and take notes. This is a great time for me to
help a student one-on-one and to see if I can confidently move on to the
next topic. I have a sheet of paper with all students’ names inside a table.
The table is expanding so that each name is inside a box. At the top, I have
the task I look at and the date. If a student fully meets I just put a
checkmark and if a student has difficulty I write down what they had
difficulty with.

How is data being collected on problematic behaviours?

If there is a problematic behaviour, I will let the parent know right away
after school. I find that if I wait until the report card, parents wonder why I
didn’t tell them sooner. If I let the behaviour continue, then parents don’t
know and aren’t able to help me talk to their child. I also will keep
anecdotal notes about a student’s behaviour. I will date at the top and
make points about what is happening. I will talk to the EA and Resource
Teacher to see if they notice the same thing.

How will learning be communicated on the Report Card?

Student’s with an IEP will have a note in their report that states “X has an
Individual Education Plan in the areas of Personal Awareness, Social
Responsibility and English Language Arts. Proficiency scales and
comments for these subject areas reflect work completed within the
adapted program. Please see attachment.” The resource teacher will attach
a learning report about how a student is doing with their IEP objectives in
term 3. It can be “gradual, satisfactory, good, or excellent”.