SUPPORT PLANNING PROCESS

Problem Clarification: Teacher-Parent Communication

 Teacher identifies concerns about student’s achievement and/or social/emotional development. Phase 1
 Teacher reviews student file/assessments if available/discusses concerns with parents/caregivers. School Planning
 Teacher inquires about student health: vision, hearing, diet, sleep patterns, community supports.
 Teacher may suggest updated physical exam with family doctor/paediatrician referral.
 Not resolved with classroom level strategies.

Consultation with School Staff

 Teacher meets with administration, learner support team teacher, counsellor, school-based CCW,
and other school/community professionals/conducts collaborative file review.
 Teacher clarifies concerns; target one or two areas of concern and implement specific strategies.

Yes
Interventions
Continue to No
effective
Intervene & Monitor

School-Based Team (SBT) Referral

 Teacher presents student at SBT; discusses parent’s/caregiver’s contact/file review information,
areas of strength/concern, and current intervention strategies and progress.
 Teacher and SBT brainstorm action plan; develop additional goals and strategies; utilize school-
based supports (CCW, counsellor, EA, School Psychologist etc.) / Case Manager assigned, small
MONITOR AND DOCUMENT

group intervention, PBS plan, ICM, FBA.

Yes
Interventions
Continue to No
effective
Intervene & Monitor
Return to School-Based Team Phase 2
 Review interventions/strategies and student’s response to intervention. Pre-Referral
 Obtain additional information as required: Observations, Assessment, LST screening data. *Students who
 Create/revise IEP. enter or transfer
 Consider community supports/referrals (e.g., ICM). into the school with
documentation
Yes may bypass Phase
Interventions 1 and move to
Continue to No
effective Phase 2.
Intervene & Monitor

Pre-Referral Process
 Review educational support plan; generate and submit a Student Support District Teams
Collaboration Request as required (e.g., FBA, Helping Teacher, visual supports, Early Team, Autism
Team, etc.).
 Consult with district staff regarding appropriate designations, alternate programming, or referral to
other agencies/district programs.
 SBT/case manager begins the referral process, collects documentation and data. Referral to
outside agency as required (e.g., ICM).
 Provide ongoing support for student as per education support plan; review/update plan as required.

Yes
Interventions
Continue to No
effective
Intervene & Monitor

Referral Process Phase 3

 Student Support Referral (e.g., psycho-educational assessment, SLP, etc.) is generated and Referral
submitted.
 Student Support administration will review referral and determine if the student meets the criteria for
designation and/or special program placement/service.

Programming and Ongoing Intervention Phase 4

 School provides ongoing support for student as per behaviour/education support plan. Modify Programming &
behaviour plan as required. Ongoing
 Create/revise IEP. Intervention
 Continue to document interventions and student’s response to interventions and progress.

Yes Interventions
No
Continue to Monitor effective

Alternate Programming Phase 5

 Consultation with District staff regarding alternate programming or referral to outside agencies or Alternate
possible special program placement in one of the district behaviour programs (e.g., ICM). Programming