Good morning Ms.

Way,

My name is Natasha Dash and I am the Learning Service Teacher at our school. It was brought
to my attention by our colleague, the grade 3 teacher, that you might have some questions
about the referral process to bring a student to the School Based Resource Team (SBRT), and
you might be looking for some strategies to support your student Annie in the classroom. I
know Annie as she likes to participate in the Zentangle sessions I offer at lunch each week. She
is very creative, and really loves the opportunity to draw in a quiet space. Annie and her friends
who come to the Zentangle sessions recently told me that they are putting on a musical play.
They are very excited to sing and dance.

I reviewed Annie’s Student Achievement Record: Supplementary Report. It appears that some
stretches and areas of growth for Annie include:
• Listening
• Focus
• Time Management
• Organization
• Reading Fluency and Speed
• Spelling and Phonics
• Addition and Subtraction facts to 18
o Subtraction with regrouping

Here are some of my suggestions of strategies you could try to use to support Annie in the
classroom.

• Listening
o Pair oral instructions with visual ones (writing or symbols)
o Set up cueing system (ex. when you will be calling on the student- stand beside
them)
o Pre-teach new vocabulary and review previously taught vocabulary
• Attention + Focus
o Provide frequent physical breaks (ex. ask the student to collect/distribute
materials)
o Use preferential seating to reduce distractions
o Consider using music and headphones if it helps the student concentrate
o Provide items like a stress ball, or chewing gum that the student can physically
manipulate.
o Chunk assignments and tests
 o Use a variety of methods on written tests (short answer, matching, fill in the
blank, long answer).
• Self-Management Skills (Time Management + Organization)
o Use a visual timer
o Teach and prompt student to use an agenda
o Use checklists
o Reduce quantity of work
o Provide breaks for each segment of work completed
o Provide alternative work space (quiet spot)
o Provide additional time
o Provide choice of assignments
o Use a colour coding system for notebooks
o Provide additional space for organization (file or magazine holder instead of
desk)
o Post and refer to a daily lesson schedule
o Encourage the use of highlighters
o Have a space communal supplies (extra pencils, erasers, etc.)
• Literacy
o Read passages aloud while the student tracks with their finger what you are
reading.
o Student reads poems, lists of words, phrases, or short passages over and over
again. Practice getting smoother and reading with expression.
o When reading aloud, have the student match their voice to the teachers.
o Model what fluent reading sounds like- use topics of interest
o Give the student books with predictable vocabulary and clear rhythmic patterns
so the student can hear the sound of fluent reading as they read aloud.
o Use audio books and have the student follow along in the print copy.
• Math
o Do math problems on graph paper to keep the numbers in line.
o Support student in visualizing math problems by drawing them.
o Use real-life situations that make problems functional and applicable to everyday
life.
o Use uncluttered worksheets to avoid too much visual information
o Practice concepts using age-appropriate games (in cooperate movement when
possible).
o Teach the following strategies for addition facts
§ Counting on- used when adding 1 or 2 to a given number
 § Facts with 0- used when one of the addends is 0- especially helpful with
story problems.
§ Doubles
§ Doubles +1
§ Combination of Ten
§ Make Ten
§ Doubles +2 (two-apart facts)
§ +9 (add 10 and take 1 away)
§ +4 (add 2 and add 2)

At our school, we use a Response to Intervention model. Response to Intervention or RTI is “a

multi-tier approach to the early identification and support of students with learning and
behaviour needs” (Gorski, n.d.)
I have included a diagram of our school’s RTI model. You will notice it has 4 tiers. Right now, we
are at Tier 1. Once you have tried some of the strategies I have listed above (combination of
universal and targeted), we will fill out a Teaching to Diversity check list and submit the referral
form to the SBRT. The SBRT is Tier 2. The SBRT meets twice a month to discuss the needs of our
students at our school. They help collaborate on classroom strategies and supports, and plan
and coordinate services for a student. Typically, the members of the SBRT are Admin, LST,
Counsellor, SLP, ELL Teacher, School Psychologist, and Family of School Leader. I have attached
the required forms for SBRT for your reference so you know what to expect.

(North Vancouver School District, 2020, p. 19)

 (North Vancouver School District, 2021)

(North Vancouver School District, n.d.) (North Vancouver School District, 2017)
We will need Ms. Wilson’s permission to bring Annie to SBRT. I have worked with Annie’s
brother Mason for the last couple of years, so I have met with Ms. Wilson a few times over the
years for IEP meetings. Mason really enjoys receiving help and coming to the resource room. If
you ever need support communicating with Ms. Wilson and the family, please do not hesitate
to contact me. I know it is a lot of information all at once, but I hope it is helpful. If you would
like to set a meeting sometime next week to discuss any questions, comments or concerns you
might have, please do not hesitate to contact me.

In the meantime, here are 7 articles I thought might interest you. They are about Dyscalculia
and ADHD.

• https://www.additudemag.com/math-learning-disabilities-dyscalculia-adhd/
• https://www.additudemag.com/dyscalculia/
• https://www.understood.org/en/articles/7-common-myths-about-dyscalculia
• https://www.theminiadhdcoach.com/blog/dyscalculia-and-adhd
• https://www.ldexplained.org/learning-disabilities-lp/types-of-learning-
disabilities/dyscalculia-definition-causes/recommended-dyscalculia-treatment/how-
parents-can-support-learning-at-home/
• https://themighty.com/2021/09/adhd-dyscalculia-link-disability/
• https://en.rayhaber.com/2021/11/dyscalculia-is-more-common-in-girls/

Warmest regards,
Natasha Dash
LST
 References

Gorski, D. (n.d.). What is Response to Intervention (RTI)? | RTI Action Network. RTI: Action

Network. Retrieved June 4, 2022, from http://www.rtinetwork.org/learn/what/whatisrti

North Vancouver School District. (n.d.). School Based Resource Team Referral and Record of

Support [Photograph]. In North Vancouver School District.

North Vancouver School District. (2017, December 7). Learning Services Consent Form

[Photograph]. In North Vancouver School District.

North Vancouver School District. (2020). Inclusive Education 44: Learning Services Handbook.

NVSD.

https://www.sd44.ca/ProgramsServices/InclusiveEducation/Documents/NVSD%20Inclus

ive%20Education%20Handbook%202020.pdf

North Vancouver School District. (2021, June 21). Teaching to Diversity Checklist [Photograph].

In North Vancouver School District.

Ontario Teacher Federation. (n.d.-a). Attention Skills | Teach Special Education. Ontario Teacher

Federation: Teaching Strategies and Resources. Retrieved June 3, 2022, from

https://www.teachspeced.ca/?q=node/672
Ontario Teacher Federation. (n.d.-b). Listening Comprehension Skills | Teach Special Education.

Retrieved June 3, 2022, from https://www.teachspeced.ca/?q=node/709

Ontario Teacher Federation. (n.d.-c). Organizational Skills | Teach Special Education. Retrieved

June 3, 2022, from https://www.teachspeced.ca/?q=node/715

Ontario Teacher Federation. (n.d.-d). Time Management Skills | Teach Special Education.

Retrieved June 3, 2022, from https://www.teachspeced.ca/?q=node/727

Reading Rockets. (n.d.). Fluency. Retrieved June 3, 2022, from

https://www.readingrockets.org/helping/target/fluency

University of Washington. (22–05-24). What are strategies for teaching a student with a math-

related learning disability? | DO-IT. DO-IT: Disabilities, Opportunities, Internetworking,

and Technology. Retrieved June 3, 2022, from https://www.washington.edu/doit/what-

are-strategies-teaching-student-math-related-learning-disability

Wichita Public Schools Curriculum and Instructional Design Mathematics. (2014). Addition &

Subtraction Fact Strategies.

https://community.ksde.org/LinkClick.aspx?fileticket=n2ZHaEprrfs%3D&tabid=6036&mi

d=14879