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Cyndi Tibbs Sarah Pype Marc Baureiss

Building Capacity in Classroom Teachers to Communicate and Collaborate Effectively with Student Support Services to Assess and Plan for Student Diversity. Cyndi Tibbs Sarah Pype Marc Baureiss. INCLUSION. Manitoba Education: a definition. Why Do We Need Change?.

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Cyndi Tibbs Sarah Pype Marc Baureiss

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  1. Building Capacity in Classroom Teachers to Communicate and Collaborate Effectively with Student Support Services to Assess and Plan for Student Diversity Cyndi Tibbs Sarah Pype Marc Baureiss

  2. INCLUSION Manitoba Education: a definition

  3. Why Do We Need Change?

  4. Intention of Instructional Guide Desired Outcomes

  5. Paradigm Shift Benefits of a Collaborative model

  6. Paradigm Shift • Changing Roles and Relationships • Teacher • Student • Parent • Resource Teacher

  7. Continuum of Assessment Approach Introduction to the Model

  8. Step One – Core Team(Pre-resource referral) Developing the student profile

  9. Consult parent, student, previous teachers • Collect student work samples, including classroom based assessments • Cum file review – look for resource, guidance, clinician involvement • Look for common patterns in report cards • Differentiate instruction/Universal design • Consult and/or collaborate with resource teacher as needed

  10. Step two – In-School team(Referral to resource Teacher) Refining the student profile

  11. Meeting to consider factors impacting learning • Review classroom work samples • Review Cum file and student support files • RT observation of the student • RT & CT develop a plan of action to address identified needs • RT may provide further assessment • RT & CT consider new strategies, which may include small groups or individualized instruction

  12. Step Three – School Support Team(pre-clinician referral) Refining the diagnostic questions to develop the student profile

  13. RT brings student profile developed in steps 1 & 2 to an in-school support team meeting • RT brings forward specific questions regarding student’s learning and behaviour • In-school support team reviews data collected • Relevant clinician is consulted • Decision made whether or not to proceed with a referral to Clinical Support Services • Referral is made if so decided

  14. Step Four – School Support Team(Clinician referral) Specialized Assessment

  15. Clinician completes assessment (or observation) and shares results and recommendations with the in-school support team and/or parents • Recommendations and strategies to address student’s needs are discussed within the in-school support team • Programming is revised to reflect new information • Plans are updated and programming is implemented as a result of new info eg. IEP

  16. CONCLUSION Questions & discussion

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