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INTERNATIONAL SCHOOL MANILA LEARNING SUPPORT PROGRAM

POLICY AND PROCEDURES HANDBOOK

Learning Support Program Leaders 2012

Table of Contents
1 OVERVIEW OF LS PROGRAM..................................................................................................................3 2 ROLES AND RESPONSIBILITIES..............................................................................................................6 3 REFERRAL PROCESS .............................................................................................................................11 . 4 EDUCATIONAL ASSESSMENTS..............................................................................................................14 5 TRANSITIONS BETWEEN SCHOOLS.....................................................................................................15 6 DELIVERY MODEL..................................................................................................................................18 7 DOCUMENTATION AND COMMUNICATION.........................................................................................23 8 YEARLY OVERVIEW OF THE LEARNING SUPPORT PROGRAM..........................................................25 9 INDEX OF DOCUMENTATION AND COMMUNICATION........................................................................30

1 OVERVIEW OF LS PROGRAM
Introductory Statement
The International School Manila believes in inclusion. We aim to serve the international community in Manila, and we strive to support and educate all members of that community regardless of ability. We accept students with learning differences and mild to moderate learning disabilities as long as we are confident in our ability to meet their needs. At International School Manila we take a collaborative approach to meeting the needs of our learning support students. Our classroom teachers work alongside our learning support teachers, educational and teaching assistants, specialist teachers, speech and language pathologists and occupational therapists. These professionals, together with parents, ensure that we are providing a high quality education and our students have the support they need. Each applicant is considered on an individual basis. The decision to admit an applicant with special educational needs is made by the Learning Support Resource Team (LSRT).Any student who is applying for admission and has documented learning needs will receive special consideration by the LSRT. The School reserves the right to refuse applications where the student appears to have needs that cannot be met by our current program. Students accepted into the Learning Support program will have their needs addressed and documented in a Learning Support Plan (LSP). Learning Support services are delivered within the regular classroom setting to the greatest extent possible. In some cases, an Educational Assistant is required to assist in the delivery of services. There is a supplementary charge for Learning Support Services. Currently the school offers three levels of support ranging in spectrum and intensity.

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Parents of students with identified learning needs are invited to submit an application form and any relevant assessment reports or evaluations that clarify their son or daughters educational needs. Learning support plans (such as IEPs) from the previous school must also be included. The School may request further assessment information, may wish to interview the parent and/or the student, and may contact the previous school. In cases where there is no formal evaluation but it is suspected that Learning Support services are needed, the school can require such testing as a condition for admission or for re-enrollment. The School uses all available information to decide whether the needs of the student can be accommodated within the current program. Students currently enrolled at ISM can be referred to the Learning Support Resource Team by their classroom teacher at any time. Once the referral is reviewed, the LSRT will make a recommendation that can include formal Learning Support services.

Overview of Levels of Support


The Learning Support Department at International School Manila coordinates programs and services for students with learning needs. The model is based on the belief that students vary in their level of ability, achievement, motivation and interest and that individuals respond best to educational programs that provide appropriate challenges and meet their individual needs.

Learning Support 1
The student is working on the same instructional objectives and the same curriculum content as his/her peers but requires adaptations to the way the material is presented and/or to the way in which the student demonstrates learning.

Learning Support 2
The student typically works in the regular classroom with their peers but may require some modification to the content of the curriculum and/or instructional practices under the direction of a Learning Support teacher.
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Learning Support 3
The LS 3 student may require explicit instruction in the development of social skills and/or require significant modifications to the content of the curriculum and instructional practices. This is done under the direction of a Learning Support teacher.

Monitor
Students on monitor status do not receive Learning Support services; however, classroom teachers are periodically required to submit reviews on these students to the LSRT.

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2 ROLES AND RESPONSIBILITIES


Learning Support Resource Team
The LSRT consists of the divisional Principal, Assistant Principal, Guidance Counselors, LS Program Leader, and relevant LS teachers. Others (such as the ESL Program Leader, IB coordinator, OT and SLP) may be invited at the discretion of the chair of the LSRT. The LSRT discusses individual student concerns/issues, new admissions, change in programs, referrals from classroom teachers and conducts case reviews. The LSRT convenes fortnightly. For new admissions, the team examines available documents and recommends the best placement for the child. The LSRT considers all the information attached to the referral and comes to a decision about the provision and level of support to be provided to the student. The LSRT also carries out periodic reviews of students on the caseload and of students on the monitor register. The LSRT also considers new admission cases where there is an indicated need for learning support.

The LS Program Leader


The roles and responsibilities of the LS Program Leader include the following. The Program Leader will: Support the professional development of team members Ensure the effective integration of new team members Ensure the coordination of systems of reporting on learning to all stakeholders Lead the team in developing and adhering to essential agreements Articulate to the whole school the purpose and procedures of Learning Support Attend and contribute to Program Leaders meetings Develop parent materials related to departmental work Meet regularly with the department to review the program and plan and implement improvements and changes within the context of the school curriculum, and monitor their effectiveness

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Familiarize new department members with departmental systems and methodology Ensure that an inventory of all departmental resources is correct and up to date. Prepare and review course descriptions Manage the referral system Prepare materials and information for Learning Support Team meetings Prepare and control department budget Participate and prepare new admission cases for Learning Support Apply departmental policies and procedures established for LS school-wide Manage the allocation of caseloads within the Team

Learning Support Teacher Job Description


The Learning Support teacher understands that students with special educational needs may require specialized instruction. The teacher is able to deliver specialized instruction and support within the regular classroom and in other settings. The Learning Support teacher is able to assist colleagues in understanding the needs of the students. The Learning Support teacher will be the case manager of a group of students identified as needing Learning Support services for level 1, 2, 3, or monitor. The LS teacher is to communicate these needs to the parents and teachers and maintain frequent contact with parents regarding their childs learning. The LS teacher is also responsible for creating an LS Plan with the parents, teachers and student and updating documentation on a regular basis. Additionally, the LS teacher provides guidance to the classroom teacher on classroom accommodations and modifications. The Learning Support teacher may also work directly with an Educational Assistant (EA) and/or a Teacher Assistant (TA). It is the LS teachers job to assign roles to the TA/EA, inform them of the students needs, and keep in constant communication. Each Middle and High School LS teacher will also be responsible for at least one Strategy Instruction (SI) class. The SI class is designed to provide students with
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strategies to improve their individual organizational, study and self-advocacy skills. Additionally, it provides students with a range of strategies to use across content areas to enable them to access the regular curriculum and maximize success. The class is also used to support the students with the mainstream curriculum. Responsibility of a LS teacher Act as case manager for students identified as needing Learning Support Develop and implement the Learning Support Plans for each LS student Know and understand the students profile (academic, social, emotional, medical) Advocate for the students needs to teachers, parents, divisional principals, and counselors Make recommendations for, and coordinate, support services Document and communicate student needs to all stakeholders Monitor student progress Work collaboratively with parents to ensure that they are an informed, participating part of the support process, goals, and responsibilities Call team meetings with all relevant people who work with the student (minimum of one time per year). Communicate and receive feedback on goals with classroom teachers Offer practical differentiation suggestions to teachers based on student profile

Educational Assistant
General Responsibilities To work as part of a team to support the individual goals of a specific student with Learning Support needs both within the classroom and the school community. Educational Assistants may be expected to work with other Learning Support students when not directly required for support for the named student, for example when the named child is in a class in which they are able to work independently or when they are not required to carry out duties directly related to that students support.

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The Learning Support Educational Assistant will: Read through files and learn about the strengths and weakness of each child and determine how to meet his or her needs Observe, interact, listen and respond to the student at play and at work Exchange information frequently and regularly with the classroom teacher Work together with the teacher to create and maintain a safe, nurturing and intellectually engaging classroom Promote positive integration of students with difficulties into the ISM community Implement curriculum and LS Plans Supervise student activities in either a small group, one-on-one with a student, or as an classroom support during specialist classes Assist in the planning, preparation and care of teaching materials and resources Support the teacher in assessing student learning

Teacher Assistant
General Responsibilities To work as part of a team to support the individual goals of students with Learning Support needs both within the classroom and the school community. The Learning Support Teacher Assistant will: Read through files and learn about the strengths and weakness of each child and determine how to meet his or her needs Observe, interact, listen and respond to students at play and at work Exchange information frequently and regularly with the classroom teacher Work together with the teacher to create and maintain a safe, nurturing and intellectually engaging classroom Promote positive integration of students with disabilities into the ISM community Implement curriculum and LS Plans
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Assist in planning, preparation and care of teaching materials and resources Support the teacher in assessing student learning

LS Secretary
The roles and responsibilities of the LS Secretary include the following. The Learning Support Secretary will: Maintain secure confidential student files for the LS Team Ensure all material is filed in a timely and organized fashion Update forms, lists and numbers on a regular basis Organize and maintain all LS files in Staff Resources Coordinate meeting and keep accurate notes of items discussed Liaise with the Finance department to ensure billing of participating students

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3 REFERRAL PROCESS
The Referral Process
A student may be referred to the (divisional) Learning Support Resource Team (LSRT) when educational needs present themselves at Admissions or throughout the school year. Referrals may be initiated by; Teacher Learning Support Program Leader Learning Support teacher Counselor Administrator Parent

Any teacher may refer a student independently. One referral form may be completed by several teachers several teachers collectively.

Prior to referral
When a teacher recognizes that a student is not progressing either academically or socially as is expected for his/her age and grade level, the teacher is expected to begin to collect information that will assist in establishing whether the student requires Learning Support. Prior to referral, it is expected that the referring teacher will have tried various ways to differentiate for the students learning needs for an appropriate period of time. Documentation of this process is important as it will be needed as part of the referral process. Documentation should include the following: Observation and anecdotal records Records of attendance and medical concerns Evidence and duration of any differentiation strategies that have already been explored

Work samples that provide evidence of difficulties


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Evaluation of student record of attainment (marks on assignments, and within class tests and quizzes) Inspection of scores on standardized assessments conducted by the school Previous school records and documentation

It is imperative that the person referring has notified the parent of their concerns regarding the student. The parent must be notified in writing of the intent to submit the referral.

Referral Form
The referral form (see appendices) is structured so that all of the pertinent information is summarized. Teachers are asked to provide as much information as is available to them. Help in preparing the referral documentation is available from Guidance or a Learning Support team member. The referral form and supporting documentation will be submitted electronically to the appropriate Learning Support case manager or program leader. When the referral is complete, the case manager will present it at the next LSRT meeting. The referring teacher(s) may be asked to attend the LSRT meeting to present the students case.

Outcome from the LSRT Referral Meeting


If it is determined that the referred student does not require Learning Support, then the referring teacher(s) and parents will be notified. The referral documentation will be kept in the Learning Support folder on the server by the Learning Support Secretary. If it is determined that the referred student does require Learning Support and the parents have agreed to the placement (verbally and in writing), then the LS PL will notify the following:

Student Guidance Counselors (schedule changes) Referring Teacher All teachers currently teaching the student
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LS Secretary Admissions (in the case of new admission) Accounts and Admissions Director(via the LS secretary)

In the event that the parents do not support the LSRTs recommendation, the school administration will address the matter on a case-by-case basis.

Admissions Policy
Excerpt from ISM Admissions and Re-enrollment Policy
Learning Support applicants are only accepted into ISM if their special educational needs can be accommodated within the current program. Any student who is applying for admission and has needs in one or more of the following areas will receive special consideration by the LSRT. The School reserves the right to deny any applications where students appear to have needs that cannot be met by our current program. o o o o o o Visual and auditory impairments requiring specialized instruction and equipment Mobility impairments requiring specialized equipment. Augmentative communication impairments Intellectual or cognitive impairments Serious behavior disorders and/or emotional difficulties Mental health issues

The acceptance of ALL new students is PROBATIONARY, to be reviewed at the end of the school year in which the student enters. Students, for whom their continued enrollment at ISM is not predicted to be successful for either themselves and/or the School, can be exited and not re-enrolled for the following year at the discretion of the Principal / Administrative team. The School can also refuse the re-registration of a student if the students parent/guardian does not respect the rules and values of the School.

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4 EDUCATIONAL ASSESSMENTS

Guidelines for Educational Psychological Assessment


An Educational Psychological Assessment is designed to assist the LS teacher in making informed decisions regarding a childs educational needs. Students receiving LS2 and LS3 services require modifications and accommodations to the mainstream curriculum; therefore, it is imperative that these students have a current educational psychological assessment to support the need for services. LS1 and monitor students may be asked to complete an assessment to provide educational information that helps to document the services provided. A complete Educational Psychological Evaluation should include the following: Vision and hearing screening Parent interview/background information including first language Teacher feedback/classroom observation Tests of cognitive ability and academic achievement (see below for appropriate tests) A summative report of findings which includes recommendations to address learning needs A summary of Psychological Educational Evaluation Guidelines is available in the index.

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5 TRANSITIONS BETWEEN SCHOOLS


Internal Transition
Transitions Transitions in our learning support program happen when a student moves between grade levels, between divisions, when a student no longer receives LS services and when a student leaves ISM. Transition procedures are designed to facilitate the students move to the next educational environment and to ensure that information essential to the students educational program moves with him/her ensuring little or no discontinuity in services to the student. Transition within divisions At the end of each school year, Learning Support teachers will present to the LSRT a Case Review for each LS student detailing progress, continuing areas of need and recommendations for the following year. During sectioning for classes for the following school year the LS student needs shall be represented by the classroom teacher and the LS Program Leader and/or LS Teachers. At the beginning of each school year classroom teachers are given the necessary information and documentation with information on LS and monitor students in their class. The LS Program Leader shall meet with all faculty to give an overview of the program and discuss making referrals. Each LS teacher shall meet individually with classroom teachers to discuss students on their caseload and provide the classroom teacher with Learner Profiles for each LS student.

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Transition between divisions


ES to MS/ MS to HS By March 31 of the school year, the LSPL of each division will identify the students who will be transitioning from ES to MS and from MS to HS and inform the LSRT of each division as well as the case manager. Each ES Learning Support teacher shall present a Case Review to the LSRT for each LS student detailing progress, continuing areas of need and recommendations for the following year. MS Administration, MS LS Program Leader and the Grade 5 LS teacher shall attend. Each division shall be provided with a breakdown for all LS students transitioning and information stored online for the beginning of the next school year.

Supporting Transition
The ES and MS Learning Support departments shall host an information session for parents immediately after the MS Parents meeting (usually held in February) to allow parents to meet the MS staff and to inform them about the MS LS structure. In May the ES LS students shall be taken to the MS to meet their LS teacher and have a familiarization visit led by the 5th grade LS teacher. Prior to transition the students current LS teacher shall meet with the parents to plan for transition and to answer any questions. This is replicated from MS to HS (Grade 8 > 9)

External Transition
Transitions to another school: At the request of the parent, and upon receipt of a release of information form signed by the parent and given to the divisional guidance secretary, ISM will arrange to forward relevant documents (assessment reports, LS plan, etc.) from the students confidential file to the receiving school. Similarly, the receiving school may request

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information from the students confidential file, which will be forwarded upon receipt of a signed parental consent form.

Exiting from the learning support program:


When the LSRT determines that a student no longer requires Learning Support to succeed in the classroom, parents will be informed in writing and the student shall be placed on Monitor (M2) status for up to twelve months (see page 22). When the LSRT determines that a students needs are greater than what the Learning Support program can provide, this shall be discussed with parents and a course of action will be agreed upon. ISM shall endeavor to inform parents of this decision in a timely manner to allow applications to alternative schools. Every effort shall be made to continue to support students until the end of the academic year. All decisions will be presented in writing to parents.

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6 DELIVERY MODEL
Learning Support Levels of support
The Learning Support Program provides three levels of service. Levels of support are determined on an individual basis and according to each students identified special educational need. Determination of level of support is made by the LSRT based upon information available to them. Level of support is reviewed on a regular basis by the LSRT and may be changed. The level of support identified for a particular student reflects what ISM is currently able to provide; it is not a contractual obligation between the School and its teachers or the School and parents of students identified for support.

Learning Support Level 1


In Learning Support Level 1 the student is working on the same instructional objectives and the same curriculum content as his/her peers but requires adaptations to the way the material is presented and/or to the way in which they demonstrate what they have learned. The student typically works in the regular classroom with his/her peers and may require small group intervention in specific areas by a Learning Support teacher. The students teacher(s) may require consultation with a learning support professional in order to adapt the curriculum and/or instructional practices to the needs of the student. The student with Level 1 learning support needs is assigned to a Learning Support teacher who acts as a case manager. Learning Support Plan 1 (LSP1) is developed and coordinated by the LS Teacher and implemented in conjunction with the classroom teacher. In judging the level of support required by the student, as well as the definition given above, the LSRT will consider the following: Have been evaluated and diagnosed with a demonstrated need for interventions and may qualify for special education services
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Require direct instruction and/or specialized instruction Are able to follow the regular/typical curriculum with support May require specialized materials and/or equipment

During the case review process progress of the LS 1 student will be evaluated. Recommendations may be to: Continue at the current level of support Investigate the need for an increase in support services Exit student to Monitor level with documented exit strategy

Learning Support Level 2


The student typically works in the regular classroom with his/her peers but may require some modification to the content of the curriculum and/or instructional practices under the direction of a Learning Support Teacher. Such modifications are usually required throughout the students education and may be addressed in a Learning Support Plan 2 (LSP2). The student with Level 2 learning support needs is assigned to a Learning Support Teacher who acts as case manager. The LSP2 is developed and coordinated by the LS Teacher. In judging the level of support required by the student, as well as the definition given above, the LSRT will consider the following: Are at least two grade levels behind in an academic area or demonstrate impaired social functioning that directly affects their ability to access the curriculum Have been evaluated and diagnosed with a demonstrated need for interventions. Require direct instruction and/or specialized instruction Are able to follow most of the regular/typical curriculum with support Need modifications of standards and/or materials in the areas related to their difficulties (E.g. Independent Math Program, phonemic awareness training) Need direct instruction in areas that typical students learn incidentally
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May need instruction in areas not typically covered in regular program (E.g. Strategy Instruction, social skills training, interpersonal skills, life skills) May require the services of an Educational Assistant May require specialized materials and/or equipment

Learning Support Level 3


The student requires significant modifications to the content of the curriculum and/or instructional practices under the direction of a Learning Support teacher and requires instruction in social skills development. Such modifications are usually required throughout the students education and are contained in a Learning Support Plan 3 (LSP3). The student with Level 3 Learning Support needs is assigned to a Learning Support Teacher who acts as the case manager. The LSP3 is developed and coordinated by the LS Teacher. LS Level 3 is available for students in a managed learning environment (Elementary School and Middle School teaming model) and therefore is not available in Grade 7 and beyond. In judging the level of support required by the student, as well as the definition given above, the LSRT will consider the following: Are at least two grade levels behind in an academic area and/or demonstrate impaired social functioning that directly affects their ability to access the curriculum Have been evaluated and diagnosed with an exceptionality including social or behavioral needs and would qualify for special education services Require daily support from the Learning Support Teacher Require direct instruction and/or specialized instruction Are not able to follow regular/typical curriculum without one-to-one assistance Need major modifications of standards and/or materials in the areas related to their difficulties Need direct instruction in areas that typical students learn incidentally Need instruction in areas not typically covered in regular program (E.g. social skills training, interpersonal skills, life skills)
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Require the services of an Educational Assistant Require specialized materials and/or equipment. Require an alternative learning environment in the form of a resource room for part of the day.

The Learning Support Level 3 Program is currently not able to support students who require Level 3 support and also have any of the following specific learning needs: Require English as a Second Language (ESL) services. This includes students who require ESL services and/or students who are not currently fluent in English. Have been diagnosed with a severe cognitive delay. Have an additional physical impairment that requires specific, specialized interventions. Require Speech and Language Therapy incorporated into their academic program on a daily basis as an integral part of their academic program. Require Occupational or Physical Therapy incorporated into their academic program on a daily basis as an integral part of their academic program. Have moderate to severe behavioral needs that require specialized interventions.

Monitor
The LSRT will use the criteria below to assign each monitor student to a monitor level based on their specific needs and circumstance. An assigned LSRT member (LSPL, Guidance Counselor or Case Manager) will also periodically check on the students progress. At any time, these students may be referred by a teacher for formal services. Monitoring is normally limited to 12 months. M1: New Admission: Students are newly enrolled at ISM. Admission file indicates possible learning support need and students will be monitored to ensure smooth transition. No accommodations required. Monitor status limited to maximum 1 year. M2: Exiting LS: Students previously receiving formal Learning Support services and have been exited from the program based on progress. No accommodations required. Monitor status limited to maximum 1 year.
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M3: Monitor with Accommodations: Students requiring testing accommodations on standardized tests (E.g. IB, PSAT, ISA, etc) and/or tests given in the classroom. Minimal classroom accommodations may be provided. Monitor 3 status has no time limit. Student must have a Psych-Ed which states the recommended accommodations. Students with formal documented needs requiring accommodations only, but no support, can be placed on the Monitor 3 level. The LS teacher assigned to this student will create a Learner Profile which states the accommodations for which they have may receive and distribute it to the mainstream teachers of the student. Monitor 3 status is not time-limited. Students can receive accommodations at this level for as long as they qualify. The school can require that educational assessments be updated in order to document the need to continue with the accommodations. M4: Currently in Referral Process: Students who have been referred to the LSRT but require additional data collection in order for support to be determined (i.e. outside assessments, previous records, etc). Interim accommodations will be created by the Learning Support Program Leader/Case Manager and implemented by the classroom teacher while waiting for data collection. All LSRT requested assessments must be completed prior to re-enrollment the following school year. Monitor 4 status limited to 6 months, unless the LSRT determines an exception.

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7 DOCUMENTATION AND COMMUNICATION


Documentation
Documentation of needs, both historical and current, is important in understanding the learning needs of each child. Program planning is based on information provided by people working with the student. Information can be in the form of formal testing by a qualified professional, can be related to program planning such as the Learning Support Plan or can be anecdotal, including observations and work samples. All documentation for a student is confidential.

Student Confidential Files


Confidential files provide a record of action taken for the student, services provided, and resources utilized. The contents of the files should be managed by the LS case manager assigned to the student. Access to the file is limited to the case manager, members of the LSRT, and the LS secretary. To ensure confidentiality, the files will be securely stored by the case manager. When receiving requests from outside agencies for confidential information, documents can only be released once written permission has been received by parents. At the end of each school year, the confidential files will be housed in the Learning Support secretarys office. The files of students who have withdrawn from ISM will be archived for a period of 5 years after which time the records will be destroyed. The records of students who have been exited from the LS program will remain on file for as long as the student is enrolled at ISM.

Confidentiality
Because of the sensitive nature of Learning Support information, confidentiality is imperative. It is assumed by the school that Learning Support personnel will treat student documents and professional conversations with discretion. Information will be shared only with school personnel who have a need for the information. Documents with identifying information will be kept in a secure place. Any documents that are no longer needed and contain any identifying information should be destroyed.

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Communication with Parents


The following items will be provided to parents throughout the school year at the appropriate time:
LS Plan LS Plan Review LSRT recommendation letter Request for Assessment * Changes in program * Optional: Parent meeting notes *When applicable

Communication with Classroom Teachers


Teachers will have access to or be provided with the following items:
LS Plan LS Plan Semester Review Learner Profile Educational Assistant and Teacher Assistant Appraisal Feedback

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8 YEARLY OVERVIEW OF THE LEARNING SUPPORT PROGRAM


Grade K-12

Before School Starts

PL to distribute Caseload information To distribute the student data base list and each students schedule Collect confidential binders from the LS Secretary

New Electronic Confidential Student Folder created LS Secretary LS teacher sends notice of caseload and EA support to grade level classroom teachers LS Teacher Alert Information to be added to Powerschool for new LS students (see form on how to add information, checklist) LS Department (ES-HS) Orientation- PLs Establish common language and practices Introduction to LS Secretary & services provided Introduction to on-line files by LS Secretary

LS Department Orientation- PLs MS/HS- establish SI common objectives Establish clear expectations for August Introduction Guidance Secretaries & services (cum files, schedules, notes to students-MS only) Introduction to HS Office Secretaries (HS only)

PL to orient ES/MS/HS faculty on LS Program August Clarifying roles and responsibilities of EA and TA. LS Teacher and TA create schedules Parent Notification
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LS Teacher introduction (set up meeting within the first four


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weeks of school) Parent Meeting for New Admissions Gather relevant data to create Learning Support Plan

Save it to Electronic confidential folders Send notification to teachers that Learner Profile (Page 1 LS Plan) is on Powerschool Prepare for Parent Open house SI course description (slide show?) (Suggest scheduling parent meetings at this time)

Update student database list in server September Meeting to discuss goals for development of Learning Support Plan with LS Teacher, parents and homeroom/core teachers

End of September

Prepare for PSAT (SSD Coordinator HS Only) Coordinate with guidance / administration Rooms Schedule for those receiving accommodations

Learning Support Plan complete October By end of 1st quarter This plan should be shared with teachers, parents, educational assistants and students when appropriate. Save plan to Electronic Confidential Folders

PSAT (Grade 10/11 HS only) Parent contact to review LS Plan Send parent copy of proposed LS Plan prior to meeting Face to face meetings with parents to discuss the years plan Keep notes for any meeting with parents and log information into binder
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A hard copy with parent signature or confirmation of acceptance must be filed in the binder and saved in the server.

By end of October

Review of EA/TA performance Supervising teacher responsible for collecting feedback from classroom teachers. Complete appraisal form. If there are concerns, include program leader.

November

MAP testing Coordinate with administration and MAP coordinator to schedule special accommodations

9th and 10th Final Exam Preparations (Grade 9/10 LS Teachers) Modified exam schedule for each LS Student, testing accommodations, room and proctoring, scheduling and testing envelopes IB Request for Testing Accommodations (Grade 11 LS Teacher to complete forms in coordination with IB coordinator) December Review Semester 1 goals on LS Plan Jan Complete review form for monitor students.

SSD (College Board) requests for testing accommodations for 9th graders by LS teacher Update student database list in the server Prepare for ERB Accommodations (ES PL)

Feb.

Course Selections HS LS teacher & counselor to guide scheduling grades 8- 11 MS LS teacher & counselor to guide scheduling grades 5-7

March

Begin Preparing for yearend reviews EA forms to classroom teachers If a change of service for the following school year is being considered, notify parents via email (print and place in LS Confidential Binder)
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EA Classroom teacher form. LSRT end of year reviews by teacher caseload April PL to attend transition LSRT year end case review meetings for appropriate divisions (MSPL & Grade 8 LS teacher to attend HS LSRT) or (HSPL & Grade 9 LS teacher to attend MS LSRT) or (MSPL, Grade 5 & LS3 LS teacher to attend ES LSRT) 11th and 12th Final Exam Preparations (Grade 11/12 LS teachers) Modified exam schedule for each LS Student, testing accommodations, room and proctoring, scheduling and testing envelopes

Formal Review of EA/TA by Supervising Teacher HS LS teachers & PL to establish placement for LS students for core classes with Assistant Principal. MS LS teachers & Counselors to establish placement for LS students for core classes. May Start scheduling End of year review meetings with parents. Review LS Plan End of year Parent/LS teacher review meetings: LS Plan Progress Review Present receipt of progress report to be signed by parent, collect

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and put in LS Confidential binder Principal signed letter for recommended services for next school year To be signed by parent at the meeting, collect and put in LS Confidential binder Suggested Participants: Parents, LS teacher, student, EA if deemed appropriate, LS PL when deemed necessary

Complete LS Breakdown form End of May collect the confidential folders from teachers Give to LS Secretary (Secretary to sign off for teachers) Update student database list in server Grade 8 transitioning Session (Grade 8 & 9 LS teachers) Grade 4 transitioning Session (Grade 4 & 5 LS teachers) June Confidential Binders to be returned to LS secretary for storage. Suggestions for the future: Develop an identification system for LS forms for reference, network LS folders

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9 INDEX OF DOCUMENTATION AND COMMUNICATION


Elementary School LS Letters (click the link to view the Template)
End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters for LS1 and LS2 New Admission Letter End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters to LS1 and LS2 New Referral Letters to Monitor New Admission Letter End of Year Parent Letter End of Year Parent Letter with Additional Recommendations New Referral Letters to LS1 and LS2 New Referral Letters to Monitor New Admission Letter Letter addressing Educational Assistant Support Letter for Occupational Therapy Recommendation Letter for Speech and Language Recommendation

Middle School LS Letters (click the link to view the Template)

High School LS Letters (click the link to view the Template)

Other Recommendation Letters

Forms
End of Year Case Review Form per Student End-of-Year Case Review Form for the LSRT LS Student breakdown form for the next school year Learning Support Plan Referral Forms

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LS Referral Process and other Documentations


ES Referral Process MS Referral Process HS Referral Process Roles and Responsibilities for TA Roles and Responsibilities for EA Psychological Educational Evaluation Guidelines

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