Reflection for Meeting 2

This meeting at my assigned school followed a different format from the previous meeting that I
attended. The meeting began with a review of the minutes from the last meeting, followed by
discussions on several student referrals.
Updates were reported on each child who is supported by the EST-R or the EST-G through direct
or indirect services. Although there was a focus on collaboration and joint problem solving,
homeroom teachers were excluded from the meeting as it was held during the day. It was not
necessary that all homeroom teachers attend. However, I did feel that one particular teacher
should have been in attendance to contribute to the process and to give her input. Connor King
and Cailey Doan were both in the same class and it was evident that these students would require
support for the upcoming year and a plan was not yet in place. The homeroom teacher would
have provided a more detailed description of some of the challenges that these students will face
in grade 5 and could have offered recommendations for support.
The vice principle did inform me that the homeroom teacher would be consulted. However a
specific person was not assigned to that task, leaving it up to chance. At the other school, a
specific member of the ESST would have been assigned to consult with the teacher and this
would have been recorded.
As there were several students being discussed, concrete action plans were not always developed
for each student. Perhaps, it was understood by all what the action plan was. Less student
referrals would allow for a more detailed account of each student with a follow-up plan.
Formalized member reports were not on the agenda but should be an integral part of the meeting
as these reports would ensure that everyone has a voice and that past recommendations have
been followed up on. However, the principle did invite input from everyone and I was given an
opportunity to contribute. I did comment on the need for ongoing in-service for teachers
regarding the co-teaching and coaching models as I find this component of my job to be a great
learning experience for myself and the homeroom teacher.
Data review and analysis are essential components in following the model for the ESST meeting.
As our school had just completed a school wide benchmark demand writing assessment, I would
have liked to have seen the results of this school wide initiative on the agenda.
Although our team demonstrates a genuine concern for the students who were listed in the
minutes and are strong advocates for students with exceptionalities, the ESST meeting should
include other components to ensure that an effective school wide system is in place to promote
success of all students, teachers and EAs. As we move forward with the co-teaching and
coaching model, I am confident that this will be achieved in time.