My Context: Through the Lens of the Primary Student Support Department

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My Context: Through the Lens of the Primary Student Support Department by Mind Map: My Context: Through the Lens of the Primary Student Support Department

1. All Students

1.1. Early Years

1.1.1. Indirect Student Support

1.1.2. Direct Teacher Support Appropriate Instructional Practices to Meet Individual Needs

1.1.3. Early Intervention When Necessary

1.1.4. Recommendation for Outside Speech/Occupational Therapy

1.1.5. In Rare Cases, Referral for Outside Psycho-Educational Evaluation

1.2. Lower Primary

1.2.1. Push-in Support from LS/EAL

1.2.2. Pull-out Remedial Support When Required

1.2.3. Pull-out Counseling Support

1.2.4. Individual Support Plans

1.2.5. Agreed Upon Accommodations

1.2.6. Curricular Modifications When Appropriate

1.2.7. Recommendation for Outside Speech/Occupational Therapy

1.2.8. In Rare Cases, Referral for Outside Psycho-Educational Evaluation

1.3. Upper Primary

1.3.1. Push-in Support from LS/EAL

1.3.2. Pull-out Remedial Support When Required

1.3.3. Pull-out Counseling Support

1.3.4. Individual Support Plans

1.3.5. Agreed Upon Accomodations

1.3.6. Curricular Modifications When Appropriate

1.3.7. In Rare Cases, Referral for Outside Psycho-Educational Evaluation

2. Barriers to Learning

2.1. School Organization and Resources

2.1.1. In the past we have had issues with the alignment of the primary and secondary student support departments. In primary we have always held that we are here to help every student who exhibits a need, whether they have a diagnosis of a learning difficulty or not. In secondary, they require a formal diagnosis to extend support. This has caused issues for our students when they transition to secondary. However, in the past year we have made great strides in this regard and I have been working to have a good working relationship with the new head of the secondary student support department.

2.2. Culture and Policies

2.2.1. We have good policies in place that get revised on a yearly basis. This includes a separate handbook for both the primary and secondary student support departments as well as well articulated inclusion policy.

2.2.2. Senior leadership has articulated that we are an inclusive school but not a 'special' school.

2.3. Approaches to Teaching and Learning

2.3.1. Teachers are still developing in their ability to differentiate effectively to meet the needs of all learners. One of the main goals of our department is also teacher coaching and advocating for the needs of all students

2.4. Buildings and Physical Obstacles

2.4.1. Our school is very accessible for students with physical disabilities with ramps, lifts with access to each floor, designated bathrooms, etc.

2.5. Relarionships Among the Community

2.5.1. We struggle to maintain a list of adequate outside providers in which to refer our students to should the needs arise. Many of those who we do recommend have long waiting lists. So there is an issue of access even for those who have the means and can afford them.

3. Those Responsible for Removing Barriers to Learning

3.1. Collaboration with Outside Providers

3.1.1. Occupational Therapists

3.1.2. Speech Therapists

3.1.3. Psychologists/Psychiatrists

3.1.4. Reading Intervention Specialists

3.1.5. Developmental Pediatricians

3.2. Primary Student Support Department

3.2.1. Head of Department

3.2.1.1. Maintain Student Records

3.2.1.2. Ensure that staff has the resources to effectively support students

3.2.1.3. Lead weekly department meetings

3.2.2. Counsellors

3.2.2.1. Make sure that the socio-emotional needs of all students are being met

3.2.2.2. Lead social and emotional learning sessions in grade level classrooms to complement the work being done

3.2.3. Learning Support Teachers

3.2.3.1. Make sure that the learning needs of all students are being met

3.2.3.2. Support HRTs in best practices and differentiation

3.2.3.3. Design and execute support plan

3.2.4. EAL Teachers

3.2.4.1. Make sure that the language needs of all students are being met

3.2.4.2. Advocate for best practices around whole language instruction

3.2.4.3. Work with teachers to show them how to properly scaffold instruction

3.2.5. Educational Assistants

3.2.5.1. In our school these are what might be considered student aides or shadow teachers.

3.2.5.2. Work to make sure that the support plan is being executed properly

3.2.5.3. Support student academically and be an advocate

3.3. Primary Leadership Team

3.3.1. Head of Primary

3.3.1.1. Setting the tone for being an inclusive division and having a clear vision of how inclusion will happen

3.3.1.2. Support the vision of the HoS

3.3.2. Deputy Head of Primary

3.3.2.1. Communicate directly with parents in regards to issues of behavior and attendence

3.3.3. PYP Coordinator

3.3.3.1. Support the vision of the HoP

3.4. Senior Leadership Team

3.4.1. Head of School

3.4.1.1. Setting the tone for being an inclusive school and advocating for best practices

3.4.2. Deputy Head of School

3.4.2.1. Ensuring there is alignment between the Primary and Secondary

3.5. Homeroom Teachers

3.5.1. Implement best practices for whole class instruction as well as planning small group and center work to target the variety of student needs.

3.5.2. Keep adequate records of student academic progress

3.5.3. Keep in regular contact with all relevant stakeholders

3.6. Instructional Coaches

3.6.1. Work with teachers on developing best whole class instruction practices

3.7. Grade Level Coordinators

3.7.1. Provide appraisal and feedback to homeroom teachers on their instructional practices

3.7.2. To guide homeroom teachers on best practices

3.8. Assistant Teachers

3.8.1. Working with children who need extra support

3.8.2. Supporting the HRT in ways that free them up for more direct instruction