Communicating Daily Student Learning – Michelle Lau

What does the shared role look like?

- Shared roles vary between EA, student, and teacher
o Some students may require more support than others
o Some families may want more communication with a specific staff member, while others just want more
space and prefer communication via email
- CT and EA work together to ensure the curricular and core competency goals are met
- Usually a duotang/binder for recording notes is kept for each student
o Both CT, RT, and EA will write in it as they see fit
o Acts as a communication book between staff
- However, most things are shared verbally and our staff is very good at making sure everyone on the team got
the same information

How are IEP goals and objectives carried out and monitored?
- CT, RT, and EA meet around once a month after school to go through the IEP to see what goals have been met
o If not, then how close are we at reaching those goals? Do we need to change and adapt those goals to
more suitable ones?

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

- Yes! Although a few of our EAs are very hands on and would actually prefer to speak to the families directly.
Many of our families have excellent rapport with our staff and feel comfortable talking to anyone who is on their
child’s school support team
- Some parents are still hesitant with speaking to EAs or RT. In this case, CT talks to the family and slowly
introduce the rest of the team to them over the course of the year
- Discussion are usually verbal and most frequently happen during drop off and pick up times

How is evidence of learning being collected?

- Pictures/videos of completed work in class as well as other core competency goals (ex: video of child feeding
themselves)
o uploaded onto ePortfolio for both parents and staff to see at their leisure
o student usually uploads the work themselves, but CT will assist if needed
 EA will also help if CT is busy

How is data being collected on problematic behaviours?

- RT and EA work collaboratively to create the following and relay how/when to use it to CT
o ABC chart
o Tally charts
o Reward charts
- Student (whenever possible), CT, RT, and EA document behaviour and as well as potential triggers
- These are all in a duotang/binder where the child, CT, RT, and EA can access at anytime

How will learning be communicated on the Report Card?

- Report cards are done through the ePortfolio
- Learning is assessed using proficient scale (emerging, developing, proficient, extending)
o Evidence of learning (pictures/videos, comments) are also posted on ePortfolio to back up assessment
- Focus is usually on the goals set in the IEP
- CT writes the report card with input from RT and EA