Meaningful Collaboration with Parents
21st Century Learning Terms:
All these implementations are designed to support intellectual development and they highlight that ALL students can learn. Students learn in various ways, rates, levels of practice and modifications. These implementations also encourage Inquiry Based Learning, Question Based Learning and multi-subject interdisciplinary lesson plans with one big idea. For futher understanding of the new BC curriculum visit the linked webpage.
RTI –is a cycle of engagement and referral to help all students. Team meetings are in and out of the classroom. Implementation of interventions are the responsibility of the teacher and specialists
Universal Design for Learning (UDL) - promotes teachers to meet the needs of each student by providing students with different options
to engage in learning and express what they know. It highlights that learners have different motivations, ways to stay focused and expression
preferences. It encourages teachers to assess students on what they know and not the specific product.
Differentiated Learning - promotes both individual and group work, different expectations and mini-conferences
RTI in Detail
One of the functions of RTI is to provide a more proactive form of intervention for students. RTI is a three-tiered model that begins with the teacher and all students. Interventions are developed with assistance from school-based team members and the model supports a community of learners approach to education. It is truly a cycle of interventions, referral and assessment.
The first tier is high quality instruction that includes behaviour support for all students, monitoring and identifying low achievement early before stuents fail. The teacher applies interentions.
The second tier identifies students that need assistance, problem solves, finds individual strategies, monitors assesses, informs parents and provides teacher support. In this stage the teacher works with the SBT to create additional interventions written in an Individual Education Plan (IEP). The SBT is an interdisciplinary team of professionals.
The third tier provides eligibility for special education. Parents are consulted in this stage as well. In this stage a request is submitted for consultation to the assistant superintendent support team or the district’s learning services department.
The benefits of RTI include:
For more information about RTI in SD 68 visit: SD68 RTI Common Understanding
Referral to SBT:
School-Based Team (Tier 2 in RTI model)
The function of a SBT:
Questions to ask prior to the SBT meeting:
• Is there a school-based team?
• Who are the members of this team?
• What is their function?
• What types of assistance does each member provide?
• How is a student referred to the school-based team for consultation?
• How will I be involved in the school-based team meetings?
• How will I be informed of planning meetings?
• How often does this team meet?
Tips for parents when attending an interview:
SBT includes the following people (providing direct services):
Supporting Meaningful Consultation with Parents - This resource demonstrates the importance of families providing insights about their child to school based teams. It highlights that parents play an important role in school culture and states that open and ongoing communication is essential. It also shares some basic concerns or apprehensions that parents have when attending meetings with teachers.
It suggests a basic framework for facilitating a meeting:
1. Invite parents,
arrange a time and place for meeting (doesn't have to be in the classroom)
2. Share the purpose and goals of the meeting
3. Identify student's strengths and needs
Share educational/medical history, what measures are currently in place and what the student is working on
Share barriers
4. Brainstorm options together
Make a collaborative decision
5. Clarify action plan
Share future method of communication
Following School Based Team Meeting:
Helpful Interview Hints (from Surrey District PAC):
Before the interview:
During the interview:
After the interview:
Individual Learning Plan (IEP)
An IEP is:
The IEP Describes:
All these implementations are designed to support intellectual development and they highlight that ALL students can learn. Students learn in various ways, rates, levels of practice and modifications. These implementations also encourage Inquiry Based Learning, Question Based Learning and multi-subject interdisciplinary lesson plans with one big idea. For futher understanding of the new BC curriculum visit the linked webpage.
RTI –is a cycle of engagement and referral to help all students. Team meetings are in and out of the classroom. Implementation of interventions are the responsibility of the teacher and specialists
Universal Design for Learning (UDL) - promotes teachers to meet the needs of each student by providing students with different options
to engage in learning and express what they know. It highlights that learners have different motivations, ways to stay focused and expression
preferences. It encourages teachers to assess students on what they know and not the specific product.
Differentiated Learning - promotes both individual and group work, different expectations and mini-conferences
RTI in Detail
One of the functions of RTI is to provide a more proactive form of intervention for students. RTI is a three-tiered model that begins with the teacher and all students. Interventions are developed with assistance from school-based team members and the model supports a community of learners approach to education. It is truly a cycle of interventions, referral and assessment.
The first tier is high quality instruction that includes behaviour support for all students, monitoring and identifying low achievement early before stuents fail. The teacher applies interentions.
The second tier identifies students that need assistance, problem solves, finds individual strategies, monitors assesses, informs parents and provides teacher support. In this stage the teacher works with the SBT to create additional interventions written in an Individual Education Plan (IEP). The SBT is an interdisciplinary team of professionals.
The third tier provides eligibility for special education. Parents are consulted in this stage as well. In this stage a request is submitted for consultation to the assistant superintendent support team or the district’s learning services department.
The benefits of RTI include:
- Early intervention
- Reduced referrals to special education
- Increased accountability due to a focus on student outcomes
- Shared responsibility
For more information about RTI in SD 68 visit: SD68 RTI Common Understanding
Referral to SBT:
- teacher notices that a students is struggling with expected learning outcomes and plans an adaption to support that student
- if the adaption that the teacher implemented does not succeed, the teacher seeks informal assistance
- If there continues to be concerns, the SBT is involved
School-Based Team (Tier 2 in RTI model)
The function of a SBT:
- Problem-solves with a classroom teacher
- Supports teachers and their student
- Allows education professionals and family members to discuss a students needs
- May lead to learning support for a student
- Assists in developing/implementing instruction and/or management strategies
- Coordinates support resources
- Leads to implementation of an Individual Education Plan (IEP)
- The team consults, plans and facilitates access to additional services within the school, district and community
Questions to ask prior to the SBT meeting:
• Is there a school-based team?
• Who are the members of this team?
• What is their function?
• What types of assistance does each member provide?
• How is a student referred to the school-based team for consultation?
• How will I be involved in the school-based team meetings?
• How will I be informed of planning meetings?
• How often does this team meet?
Tips for parents when attending an interview:
- converse honestly rather than defensively
- listen
- take notes
- ask questions
- set high exceptions for your child and focus on performance potential because students will feel more inclined that they can meet expectations if they are supported by their parents and teachers
SBT includes the following people (providing direct services):
- principal
- classroom teacher
- Education Assistance (EA) or resource teacher
- School Support Teacher (SST)
- Speech and Language Pathologist (SLP)
- School Counsellor
- psychologist
- Occupational Therapist (OT)
- Physiotherapist (PT)
- Inclusion Support Coordinator (ISC)
- Teacher of the Visually Impaired (TVI)
- Teacher of the Deaf and Hard of Hearing (TDHH)
- administrative officer
- school district personnel such as specialists and teachers to provide assessments, support, and consultation
- professionals from other ministries
- support staff from community services student
Supporting Meaningful Consultation with Parents - This resource demonstrates the importance of families providing insights about their child to school based teams. It highlights that parents play an important role in school culture and states that open and ongoing communication is essential. It also shares some basic concerns or apprehensions that parents have when attending meetings with teachers.
It suggests a basic framework for facilitating a meeting:
1. Invite parents,
arrange a time and place for meeting (doesn't have to be in the classroom)
2. Share the purpose and goals of the meeting
3. Identify student's strengths and needs
Share educational/medical history, what measures are currently in place and what the student is working on
Share barriers
4. Brainstorm options together
Make a collaborative decision
5. Clarify action plan
Share future method of communication
Following School Based Team Meeting:
Helpful Interview Hints (from Surrey District PAC):
Before the interview:
- Be positive! Remember, both of you are working towards the same goals. Work together on ideas for implementing changes that will help your child succeed.
- Determine what you need from the interview to support your child. Talk about one issue at a time. Focus the conference on the student.
- We care about our children very much and may be emotional, but try to stay calm and focused on what will help the child the most.
During the interview:
- Be clear about what you want out of the interview at the beginning. For example: “Thank you for meeting with me. I would like to discuss my daughter’s progress in math.”
- Refer to your list of questions to make sure you haven't left anything out.
- Don't hesitate to make notes while the teacher is talking so that you will remember what he
or she said once you get home. - Ask the teacher about the classroom rules and discipline, homework procedures, and overall
expectations for students. - Ask about your child's work habits, behaviour, participation, and learning style.
- Highlight your child’s strengths. We all have weaknesses, but we build from our strengths.
Share knowledge and experience about your child. - Listen carefully and be open to other points of view. It is difficult to stay focused on your
child, the student, if either of you is defensive. - If the conversation veers off in a direction that is not about your child, be prepared to re-focus
it.
”I know that this may be important for you, but I would like to talk about [insert your student’s name].”
”I would like to hear about that another time, but can we discuss my [son or daughter]”
After the interview:
- End the interview on a positive note and keep in regular contact with the teacher to follow up on the mutually agreed plan.
- Talk with your child about what was discussed and how you and the teacher will work together at improving the child’s learning.
- Stay involved in the life of the school and classroom to better support both your child and others in the school.
Individual Learning Plan (IEP)
- IEP is implemented for special education students
- No more than three to four goals are selected except in unusual circumstances
- Goals will focus on what the student will learn opposed to what they student will be taught
- Requires further assessment after implementations have been in place for a period of time
- Feedback provided to a family member or caregiver
An IEP is:
- For one student
- Based on strengths and needs
- Written report developed by SBT
- Contains essential information inregards to a student’s medical, social and education background
- Ability to participate in regular program
- Modification requirements
- Goals
- Next steps in learning
- Instruction plans
- Scheduled reassessment plans
The IEP Describes:
- Current strengths and needs;
- Goals and measurable objectives;
- Strategies, resources and measures for tracking student achievement of the goals;
- Persons responsible (including parents);
- Specific areas of the curriculum which are adapted or modified;
- Where the plan will be carried out;
- Transition plans
Suggested Timeframe for IEP: September /Oct.– IEP developed in consultation with parent October/ Nov. – IEP completed November – Brief report on IEP goals (if needed) and Parent Teacher meeting (if needed) March – Review IEP goals, report on IEP goals, and Parent Teacher meeting (if needed) June – Final report on IEP goals May or June - Transition Meeting -Transition to Kindergarten meeting -School Support Teacher organizes the meeting -Opportunity for parent to voice concerns -Transition to another class |
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Student Designation
Some students in BC qualify for additional funding based on designation. Once designated in a Low Incident category, students require additional assessment and an IEP. Refer to the Ministry of Education website for more information.
Low Incident Categories include:
If your child does not qualify for additional funding, a SBT will help build a Student Support Plan (SSP) and provide additional resources.
Some students in BC qualify for additional funding based on designation. Once designated in a Low Incident category, students require additional assessment and an IEP. Refer to the Ministry of Education website for more information.
Low Incident Categories include:
- Physically Dependent with Multiple Needs
- Multiple Disabilities Deaf/Blind
- Moderate to Profound Intellectual Disabilities
- Physical Disability/Chronic Health Impairment
- Visual Impairments
- Deaf/Hard of Hearing
- Autism Spectrum Disorder
If your child does not qualify for additional funding, a SBT will help build a Student Support Plan (SSP) and provide additional resources.
Volunteering within the school
Parents volunteering within the school is strongly appreciated. If you have any interest in volunteering in the school please contact your child's teacher or principal. Volunteer opportunities may include:
-helping in the library
-participating in a literacy program
-helping students complete seasonal crafts
-Organizing Scholastic events
-Helping out during school wide events (sports days, Terry Fox Fun, hot lunch day)
PAC Meetings Allow parents to have a say in school programs
BC Confederation of Parents Advisory Council is a useful resource
http://bccpac.bc.ca
Our Voice Spring 2017 published by BC Confederation of PAC
Attached is a resource that shares the benefit of parent involvement:
Michigan Department of Education. “What Research Says about Parent Involvement in Children’s Education in Relation to Academic Achievement.”
Parents volunteering within the school is strongly appreciated. If you have any interest in volunteering in the school please contact your child's teacher or principal. Volunteer opportunities may include:
-helping in the library
-participating in a literacy program
-helping students complete seasonal crafts
-Organizing Scholastic events
-Helping out during school wide events (sports days, Terry Fox Fun, hot lunch day)
PAC Meetings Allow parents to have a say in school programs
BC Confederation of Parents Advisory Council is a useful resource
http://bccpac.bc.ca
Our Voice Spring 2017 published by BC Confederation of PAC
Attached is a resource that shares the benefit of parent involvement:
Michigan Department of Education. “What Research Says about Parent Involvement in Children’s Education in Relation to Academic Achievement.”
Language Barriers:
There are many resources that can enhance communication and several Ministry of Education documents can be provided to you in other languages.
If English is not your first language, notify the school and teacher. There are easy solutions to improve communication.
One suggested resource is Google Translate. It can be added to your smart phone as an app or added to your computer as and extension. The program allows the user to translate images, audio or text. It can be used to quickly translate weekly school news letters, translate an entire webpage and improve communication during meetings.
*Remember this program is not perfect. If you question any of the translations, seek additional assistance.
Other Resources:
BCTF Guide for Parents on Home and School Communications
Getting the Best For Your Child From Parent-Teacher Interviews -from BC Surry School District PAC
Parent's Guide to IEP: Step-by-Step Roles in Planning Marking it Work
Foundation Skills Assessment (FSA) 2013
Special Education Technology BC SET BC -Provides resources and strategies for students with special needs
Guide to Special Education - produced in 2002 by BC School Superintendent' Association and BC Ministry of Education
Special Education Resource -Ministry of Education (Current webpage)