jillsowerby.weebly.com · Web viewResource Teacher Handbook. 2006-2007. Table of Contents 1. Introduction 2. District-Wide Focus 2-4

Resource Teacher Handbook 2006-2007

Table of Contents 1.

Introduction 2

District-Wide Focus 2-4

- A focus on parent involvement - A focus on writing excellent SEPs - A focus on collaboration - A focus on effective interventions - A focus on monitoring progress

Resource Teacher’s Timetable and Due Dates 5

Forms You Need 6-22

- Parent Involvement Form and Letter (NEW)- Short Term Intervention Form- SEP-I Application Form- Transition Forms (Middle to High School)- Teacher Assistant Request Form- Assistive Technology Request Forms- Classroom Profile Sheets (These are at the end of the handbook)- Summary of Interventions Form (NEW)

Documents and Handouts You Should Have 23-30

- What Not to Put in the SEP- Accommodations Checklist- TA Request Evaluation (NEW)- “New To This Year” summary sheet- Sample of “Mark/Evaluation Trends Application”

Resources, Contacts and Important Lists 31-41

- The K-8 Resource Teacher Portal, newsletter and other stuff - Resource Support Teacher’s Schedule of Schools - Community of Schools List and Contacts - Names and Contacts- Documents You Should Have - Pearls of Wisdom From Your Colleagues- Pyramid of Interventions- Support Agencies and Websites

Professional Development 42-50 - Monday Night PD Series - Resource Teacher Meeting Dates- Graduate Courses available this year in Moncton- Book Studies and Committee Work - A few good articles

Introduction 2.

I trust you’ve had an enjoyable, memorable and relaxing summer and you are ready for another busy and productive year. By the end of the 2006-2007 School year it is my sincere desire that each of you will be able to look back and say without a doubt that you have had an impact on the learning of children within your care. Each of us wants to know that we are making a difference.

The purpose of this handbook is to provide all Resource Teachers and Administrators with the same information and expectations for this year as we work together in the area of special education. It is important to note that this handbook is not meant to be a comprehensive pull-off-the-shelf manual for Resource Teachers. Some of the information herein (dates, PD offerings etc.) will change and be updated from time to time. I would ask that all Resource Teachers rely more on the K-8 Resource Portal and information coming out in The Resource for up-to-date information related to dates and tentative events.

The Resource Teacher’s primary role within a school is one of support. The Resource Teacher provides indirect or direct support for teachers and children who struggle to learn. Even though classroom teachers are the educators who have the primary responsibility for all students, including those with exceptionalities, collaborative consultation and problem-solving approaches involving the School-Based Student Services Team are seen as the most effective processes for resolving instructional-delivery problems and/or student learning difficulties. This is where Resource Teachers support is of paramount importance. (Guidelines and Standards page 3)

As we move into the 2006-2007 School year let’s put before us the following four questions;

Another question which will receive a great deal of attention this year will be, “How can I show (or demonstrate) that my students have progressed this year?” This has everything to do with monitoring the progress children make in a meaningful way. We will cover this throughout the year.

Again, it is my sincere hope that all of us see great results this year in our work and personal development. Please do not hesitate to call or e-mail me at any time if you have any questions or concerns.

Chris Mattatall

- What is it we expect children with exceptionalities to learn?- How will we know when they have learned it?- How will we respond when they don’t learn?- How will we respond when they already know it?

District-Wide Focus 3.

Parent Writing Excellent Progress Collaborative TargetedInvolvement SEPs Monitoring Consultation Interventions

1. A Focus on Parent InvolvementParent Involvement is crucial to a successful school experience for children with exceptionalities. Understandably parents worry for their children while they are at school and want the very best for them. Sometimes parents may not know how to approach a school to offer their support and ask important questions regarding their child’s needs. However, it only makes sense that parents are given the opportunity to have a say in their child’s education. Involving parents in the planning, monitoring and interventions that their child may need are in the best interests of the child. Parents who have children with exceptionalities know that public education can be very stressful on their children and they look to you for guidance, compassion and understanding.

New to this year we will use a Parent Involvement Form and Letter of Invitation to Parents. Every parent whose child has an SEP will be required to receive a Letter of Invitation to Parents from your school (see the Forms You Need section). This letter invites the parent to become involved in the development of the plan. The letter is to be sent to the parents the first month of school. Resource Teachers are to set up meetings with any parent who requests to come in and speak with you and/or the classroom teacher concerning their child’s SEP. By the end of October and then again at the end of May each Resource Teacher will send in the Parent Involvement Form to District Office to record information on parent involvement.

2. Writing Excellent SEPsWriting accurate, appropriate and well thought out SEPs is important to student learning. The Resource Teacher is the “gatekeeper” of the SEP and is the only one who can create the document from scratch, but this does not mean that the Resource Teacher writes the SEP alone. In fact, the best SEP is one developed by parents and members of the entire School Team. Excellent SEPs are individually tailored to the child and contains the blueprint of the child’s educational goals, programs and services while in school. There will be a few SEP writing workshops throughout the year during the Monday Night Professional Development series.

Well developed SEPs will help to answer the question: “What is it we expect children with Exceptionalities to Learn?” The SEP lays out the answer to that question. The SEP will also contain information on the types of interventions which will be used to meet the learning goals.

3. Progress Monitoring 4.

New to this year we will be using the Excel tool “Mark/Evaluation Trends Application” which will be a tool for charting a student’s progress over time. This application will allow you to see if your students are responding to the interventions that you are using with them and adjust accordingly if they are not. See pages 26-28 for samples. Using the web tool “Mark/Evaluation Trends Application” is secondary to the real issue here. All interventions should be monitored and evaluated for their effectiveness so that data from these can be used to make program and teaching decisions. With that in mind all Resource Teachers will be using the Excel Web tool to record the progress that their students have made.

Note: throughout the first term we will pilot this tool and make a decision on its effectiveness. You will be shown how to use the tool when Chris Mattatall visits your schools.

4. Collaborative ConsultationAs mentioned in the Introduction, “collaborative consultation and problem-solving approaches involving the School-Based Student Services Team are seen as the most effective processes for resolving instructional-delivery problems and/or student learning difficulties” (ibid, p.3). With this in mind I would like to take part in some of your meetings so that I can see how your team tackles the difficult issues you face each week. New to this year I am asking that each school submit their Team Meeting schedules so that I can pencil schools in for visits. I will be in contact with your Principals with the dates of your meeting times very shortly. You can do this by e-mail; simply write to me and let me know if it’s every Tuesday after school or the first and third Thursday, or whatever. Due date: September 15Collaborative Consultation is a big part of the Resource Teacher’s job. You are often the one who heads up the process of finding out what works for children and the key to the Team problem solving approach.The School Based Student Services Team should not be viewed as a closed group with the same members on it for each meeting. Schools can add a variety to teachers to each meeting when the need arises. For example, teachers from lower (or upper) grades can be included in the meetings for a new perspective.

5. Targeted InterventionsResource Teachers know that specific interventions are needed for specific learning needs. New to this year each Resource Teacher will submit a “Summary of Interventions” form to District Office quarterly giving the name of the intervention that has been used (See Forms You Need section) for students on a Modified SEP. The purpose of tracking the interventions that you use in schools is twofold; to understand what is being used throughout the district so as to keep an eye out that good interventions are being used, and, to compare effective interventions across the district in an aggregate data format for future “best practice” use. Resource Teachers should be using the Short Term Intervention Plan Form regularly for students without SEPs but also can use it as a paper copy of all interventions they use with students. It will also be helpful when they summarize data for the Summary of Interventions form. The Summary of Interventions form is to be used to record Direct Interventions that Resource Teachers use one on one, small group, or to target specific learning deficits, not class-wide support or co-teaching sessions. You may have 4 or 5 types of intervention per child in some cases.

5.Resource Teacher’s Timetable and Due Dates

School Calendar

Month Dates Events

Number ofDays forStudents

Number ofDays for Teachers

August 31 K-8 Resource Teacher MeetingSeptember 4 Labour Day 19 19

5 First Day for Students15 School Team Meeting schedule due

October 2 Classroom Profile sheets due9 Thanksgiving Day 21 2127 Curriculum Support Day

November 13 Remembrance Day 21 2124 Parent Involvement Form due

December 1 Summary of Interventions Form due8 Report Cards out22 Last Day of First Term 16 16

January 8 First Day for Students 18 18February 14 K-8 Resource Teacher Meeting

23 Summary of Interventions Form due 20 20March 5-9 March Break 17 17

23 Assistive Technology Requests DueApril 5 Curriculum Support Day: Rick Lavoie

6 Good Friday 19 199 Easter Monday

May 4 Subject Council Day 121 Victoria Day 21 2118 Parent Involvement Form due

June 15 Summary of Interventions Form due22 Last Day for Students (Friday) 16 16

1 day for N.B.T.A. Branch Meetings (-1)4 days to be scheduled by School District for Administration Days and PD Activities

4

2 additional Subject Council Days (outside instructional year 22 days for Pedagogical Activities Focused on Curriculum (- 2)Total Number of Days for Students 185Total Number of Days for Teachers 195

(1) The school districts will schedule two (2) professional development days in support of the QLA for purposes of implementing curriculum. The content and dates of the two days will be determined jointly by the DOE and the school districts.

(2) The school districts will schedule two (2) days as a combination of parent teacher meetings and professional development activities (one (1) full day in the fall and one (1) full day in the spring).

6.Forms You Need

The following forms are also available on the K-8 Resource Teacher Portal.

Letter of Invitation to Parents

Letter A

(School Logo/Letterhead here)

Dear Parent, September 2006

The Department of Education in consultation with the various school districts has developed a provincial Special Education Plan (SEP) to be used in the program planning for students with exceptionalities. The planning may include accommodations, modification, or individualization. These terms are explained in the pamphlet “The Special Education Plan” which accompanies this letter.

Legislation requires that parents of students with exceptionalities be consulted during the educational planning process for their child. As such is the case, we would encourage you to be actively involved in the planning process, understand the planning that is documented in the Special Education Plan, and acknowledge your understanding by signing the plan.

We welcome your involvement in the planning and monitoring of your child’s education at our school. We believe that continued support and involvement by you is important to ensure your child’s success and development and look forward to your continued collaboration.

Should you have any questions regarding the Special Education Plan please do not hesitate to contact:

Sincerely,

Letter B 7.

Letter A: For all children currently on an SEPLetter B: For new SEPs

(School Logo/Letterhead here)

Dear Parent, ______________ 2006

The Department of Education in consultation with the various school districts has developed a provincial Special Education Plan (SEP) to be used in the program planning for students with exceptionalities. The planning may include accommodations, modification, or individualization. These terms are explained in the pamphlet “The Special Education Plan” which accompanies this letter.

Our School Team has met and discussed the learning needs of your child, and we believe that a Special Education Plan is necessary.

Legislation requires that parents of students with exceptionalities be consulted during the educational planning process for their child. As such is the case, we would encourage you to be actively involved in the planning process, understand the planning that is documented in the Special Education Plan, and acknowledge your understanding by signing the plan.

We welcome your involvement in the planning and monitoring of your child’s education at our school. We believe that continued support and involvement by you is important to ensure your child’s success and development and look forward to your continued collaboration.

Should you have any questions regarding the Special Education Plan please do not hesitate to contact:

Sincerely,

8.

Parent Involvement Form

School: _______________________________ Date: ____ November Report ____ May Report

Resource Teacher (s) ________________________ ___________________________

StudentName

Parent Invit. letter

sentY or N

New SEP this year

Y or N

Spoke to parents about

SEP Y or N

Parents gave input into the SEP content

Y or N

Parent signed the SEP

Y or N1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.

Pages in this report:

9.

EDUCATION

Short Term Intervention PlanSummary

School Year: District:

Name: School:

Medicare #: Grade:

Date of Birth: Teacher:

Phone: (H) (W) Intervention Teacher:

Address:

Postal Code:

Justification for Intervention:

Assessments or Screening on File: (Give date if possible)

Duration of Intervention:

Pre-intervention Skill Level: Date:

Post-intervention Skill Level: Date:

Intervention Program: (Describe the goals and nature of the program)

Intervention Teacher: Parent:

Principal: 10.

Special Education Plan- Individualization Application

This application is to remove a student from SEP-I status This application is to have a student receive SEP-I status

Student _________________________________________D.O.B.___________________ Last Name Given Name Middle Name Month Day Year

School ________________________________Grade_______ Teacher_______________

Presenters_______________________________________________________________

School Personnel Involved:

Resource Teacher _______________________ Speech/Occupational/Physio Therapist

Teacher Assistant _______________________ ________________________________

Psychologist ___________________________ Other __________________________

Guidance _____________________________ Principal________________________

Describe Student’s Strengths and Needs:

Strengths Needs

Describe Student’s Classroom Behaviour: 11.

Tests Administered and Results:

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

Please attach the most recent Special Education Plan and mail to:

Allen Marr

Student ServicesSchool District 21077 St. George Blvd.Moncton, N.B. E1E 4C9

Committee Comments:

12.TRANSITION FORM

MIDDLE SCHOOL - HIGH SCHOOL

Student: _________________________ D.O.B.: ________________ Age: ________

Middle School: __________________________________________________________ Receiving High School_____________________________________________________

Parent/Guardian: ______________________________ Home Phone: _____________

Address: _______________________________________________________________

Support Personnel Involved: Recommended School Support: Resource Teacher Special Transportation Wheelchair Teacher Assistant Special Equipment Enrichment Psychologist Teacher Assistant Guidance Other: __________________________ Other: _____________________________

Tests Administered:Woodcock KTEA-II Other: ___________

W.I. _____ _____ _____W.A. _____ _____ _____P.C. _____ _____ _____Math Applic. _____ _____ _____Math Comp. _____ _____ _____Date Administered: __________ __________ __________

Conditions: Intellectual Learning Disabilities/Difficulties S.E.P.(A) Behavioral A.D.H.D. S.E.P.(M) Communicational Medication S.E.P.(I) Perceptual/Sensory Physical

Middle Level Language Arts Proficiency Assessment: Pass Fail

Reading I (MC) S C A M W UReading II (CR) S C A M W UProcess Writing S C A M W UDemand Writing S C A M W U

Relevant Information: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Form Completed By: ______________________________ Date: _______________________

Date of Transition Meeting: _______________________________________________ Copy of the SEP (if applicable) is attached

13.

Teacher Assistant Support Request FormIt is understood that students who are designated for T.A. support must meet Category 1 criteria.Category 1 Criteria

S.E.P. (individualized) On-going, long-term support Physical, medical, developmental or chronic behaviour Cannot be at school without support Smallest amount of exceptional students I.e.: autistic, high medical risk, multiple handicapped, severe

developmental delay

Student: ____________________________________________Grade: ___________

School: ______________________________________________________________

S I G N A T U R E S R E Q U I R E D *

Teacher(s)*: _________________________________________________

Resource Teacher*: ___________________________________________________School Psychologist*: _________________________________________________Guidance: ____________________________________________________________Speech/Language Pathologist ___________________________________________Other: _______________________________________________________________

Principal’s Signature* ___________________________________________________

Reason for Request (Why is this application submitted? How does the child meet Category 1 Criteria? )Please attach any relevant reports.

14.

Interventions to Date (What have you actually done about this situation to date?)_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SUPPORTING DOCUMENTATION

Minutes of School Based Team Minutes

Assessment Report (Psychoeducational)

Behavioural Plan (if applicable)

Special Education Plan

Written Review of School Based Resources (What is currently in place in the

student’s classroom; Another TA, Behaviour Interventionist, Resource Teacher involvement, etc. etc.) Please include a write up with this application.

**PLEASE NOTE THAT A PORTFOLIO OF THE STUDENT’S WORK WILL NEED TO BE PRESENTED AT THE TIME OF THE APPLICATION INTERVIEW or School visit

APPLICATION TEAM MEMBERS___________________________________ __________________________________________________________________ __________________________________________________________________ _______________________________

15.

Assistive Technology

Guidelines And Forms

2006-2007

Department of Education

Applications will be accepted between February 2, 2007 and March 23, 2007

16.ASSISTIVE TECHNOLOGY PROGRAM

FOR STUDENTS WITH EXCEPTIONALITIES

2006-2007 GUIDELINES

The Department of Education designates a budget annually for assistive technology for students with exceptionalities. It is used primarily for individual students requiring equipment, devices, and/or software that will enable the students to communicate with others, engage in appropriate learning activities, and maximize their school success. In most cases, the assistive technology required will be needed by these students throughout their school careers.

Students with exceptionalities will be provided equipment and/or software on an individual basis based upon the following guidelines. A school district must submit an official request. The request form requires the following information and documentation:

1. Background information on student’s specific needs which relate to the request for assistive technological device(s). Please note: It is no longer necessary to provide a copy of the student's special education plan.

2. A recommendation for the requested assistive technology (excluding generic software only) with supporting documentation (i.e. assessment) by qualified personnel (e.g. speech language pathologist, physiotherapist, occupational therapist, school-based team) stating specifically how the technological device(s) is essential for this individual to access a means of communication and/or educational activities that otherwise would not be possible. A recommendation must be included for each item requested for each student. If there is no recommendation (s), the request(s) will not be approved.

3. Recommendations for specialized computer software1 are required, while recommendations are not required for generic software requests; however, districts/schools are strongly encouraged to use their own funds to purchase generic computer software2.

4. A statement of the school-based staff’s expertise or a statement of the plan for in-service in order to become proficient in the use of the requested equipment.

17.1 Specialized computer software is software designed for individuals with exceptionalities or specific sensory disabilities. It is usually only available from suppliers who specialize in special needs or rehabilitative technology and/or products

2 Generic computer software is software that has not been developed specifically for individuals with exceptionalities. It is available in retail outlets or through general educational suppliers.

5. A statement of the assistive technology (computer hardware, computer peripheral device(s), assistive device(s), specialized or generic software) required, price/cost per item (including applicable taxes), and the name, address, telephone, fax or e-mail of the supplier( s). Please be sure to add 10% for shipping and handling costs. As well, please be sure to convert US prices to Canadian amounts.

6. The approval of the Director of Education and Student Services Administrator.

Upon submission, each request will be reviewed individually by the Student Services Unit of the Department of Education. Decisions will be made based on:

identified district priorities supporting documentation(s) and recommendation(s); the availability of funds at the provincial level.

The approved assistive technology that is purchased and distributed to districts for use by students with exceptionalities is owned by the Department of Education. It is loaned to each student for as long as it is required and suitable for the student. The equipment is to follow the student to another school or district if necessary as identified by district supervisors or Department of Education personnel. The loan program is operated and monitored by NB Easter Seals March of Dimes (formerly CRCD) on behalf of the NB Department of Education. Each piece of equipment will arrive with an individual ID number and will be logged in with ESMOD

It is the responsibility of the school district to install and maintain equipment. The Department of Education is responsible for repairs required as a result of malfunction or usage over time. Repairs required, as a result of accidental damage or abuse of equipment, shall be the responsibility of the school district.

Requests for funding for assistive technology devices for students with exceptionalities for the 2006-2007 school year must be submitted by Friday, March 23, 2007 to: Mary Ferris, Learning Specialist

Student Services Unit Educational Programs and Services Branch

Department of EducationP.O. Box 6000Fredericton, N.B.E3B 5H1E-Mail :[email protected] : 444-4717 Fax : 457-7835

18.

REQUEST FOR ASSISTIVE TECHNOLOGY

FOR STUDENTS WITH EXCEPTIONALITIES

Rank/Priority________ (must be filled out)

Name of Student School District

School Grade

A. Summary of Student’s Educational Program:

B. Summary statement of student’s specific needs in relation to why the assistive technology device(s) is being requested:

C. Name ,Title, and Telephone number or e-mail address of Support Personnel (e.g. Speech/Language Pathologist):

Support Document(s) attached: Assessment Recommendations

E. Summary of the school-based staff’s experience and training in using the requested equipment.

2006-2007 Assistive Technology Program 19.

F. Statement of Costs and Financial Request:

Student's Name:_______________________________School:__________________________District:____________

Assistive Tech. Device or Software

Supplier Information(name, address, tel., fax., e-mail)

Cost(including taxes and10%shipping& handling)

Cost of required staff training (not to exceed $50.00/hr)

Comments/Notes

Total:___________________________________

(Be sure to convert US amounts into Canadian amounts)

Date Student Services Administrator (Signature)

Director of Education (Signature)

Please return completed request form to:Mary Ferris, Learning Specialist, Student Services UnitEducational Programs and Services BranchDepartment of EducationP.O. Box 6000, Fredericton, N.B. E3b 5H1

Extra Mural ServicesSuite 107, 1600 Main StreetMoncton, NB E1E 1G5Tel: (506) 867-6500Fax: (506) 867-6509

Extra Mural Assistive Technology Protocol August 2006

Extra Mural Rehab Professionals are available to answer questions and provide support regarding the use of technology (whether high-tech or low-tech) that will enhance a student’s educational experiences. Not every request for Assistive Technology needs to come to EMS Rehab Professionals initially (i.e. at step 1). An item such as curriculum based software, for example is best recommended by the educators who will be directly using the technology. If input is needed regarding accessing this technology, then the appropriate Rehab Professionals could be involved.

Protocol for Assistive Technology Requests in Schools

1. A written “Assistive Technology Questionnaire” is received at EMS. (see attached)2. Based on the information provided, one or more of the following actions will be taken:

a. The therapist will immediately have ideas of things to try and will proceed with obtaining equipment for assessment (either from ESMOD , or from other sources such as the manufacturer or from web sites)

b. The therapist will arrange to observe the student directly prior to suggesting equipment for possible trial.

c. Expert advice and consultation will be obtained from SCCR Assistive Technology Service. If the needs of the student are very complex, a referral to the SCCR Assistive Technology Service may be recommended. In this case the request would be deferred pending the results of their assessment.

d. A team meeting to clarify needs, make decisions regarding options, brainstorm ideas, and to discuss what has worked (or hasn’t worked) in the past, may be arranged prior to a trial of the actual device.

3. Trial of the equipment that has been decided on will be arranged. Parents may be included if they have indicated on the questionnaire that they would like to be involved.

4. The “List of Considerations for Therapists” may be completed following the assessment or trial of a device. (see attached)

5. Meet with the resource teacher (or others from the school team) to review the results of the assessment or trial of the equipment. Parents will be informed of the assessment results and recommendations.

6. The recommendation letter is drafted by therapist and forwarded to the school for inclusion with the submission to the Assistive Technology Program.

7. A list of items that have been approved for funding will be received at EMS.8. The school will advise the therapist involved when the device/equipment has been installed. The

therapist may be involved at the time of installation if necessary. This can be arranged by the school.

9. The therapist will follow up with the school within 3 months of the equipment being installed to ensure that it has been implemented as planned.

Assistive Technology Questionnaire Date:_______________________School: _________________________ Child’s Name:________________________School Team Questions:Contact Person:_________________________Phone:_______________________Description of the participation gap or functional problem(s):___________________________________________________________________What the child does or does not do:___________________________________________________________________Have you tried any solutions to this already? (low-tech, high-tech)___________________________________________________________________Location(s) of need or expected use (check all that apply)

Classroom Resource room Outdoors/playground GymOther school locations CafeteriaHome Community (restaurants/shopping)

________________________ ___________________________Important characteristics of the desired solution:

Light weight PortableStationary in classroom Accessible at schoolAssist with integration Simple to useUseful for number of students Durable________________________ ___________________________

Parent Questions: I am aware of the above request for assistive technology for my child. I would like to be involved in the trial of this technology. I do not need to be involved in the trial period, however, I would like to be

informed of the results and recommendations.Additional information:____________________________________________________________________

Parent Signature:_________________ School Signature:______________________

NB: For this request to be processed in time for submission to the 2006 Assistive Technology Program, this form must be received by Extra Mural prior to December 31st, 2006.

Extra Mural ServicesSuite 107, 1600 Main StreetMoncton, NB E1E 1G5Tel: (506) 867-6500Fax: (506) 867-6509

Schedule for Occupational Therapy Blocks (2006-2007 school year)

Full Time case load: Jocelyn CampbellDay Fall Term Winter TermTuesday Beaverbrook Lou MacNarinAlternate Wednesdays Arnold H. McLeod SunnybraeAlternate Wednesdays Evergreen Park Evergreen ParkThursday Birchmount Havelock/PetitcodiacFriday or Monday once a month

Riverside Consolidated Riverside Consolidated

Full Time case load: Karen PugsleyDay Fall Term Winter TermMonday Salisbury Elementary/Middle Queen ElizabethTuesday Hillcrest BessboroughWednesday Gunningsville

Lower CoverdaleWest Riverview

Thursday Riverview Middle HillsboroughCaledonia Middle

Friday Lewisville Middle Uplands

0.6 case load: Onslo VincentDay Fall Term Winter TermTuesday Magnetic Hill Forest GlenWednesday Claude D. Taylor Frank L. BowserThursday Mountain View Edith Cavell

22.

Summary of Interventions Form for Students on a Modified Special Education Plan

Resource Teacher ________________________________ Date: ___ 1 December ___ 23 February

___ 15 June

Student Name of Intervention

Pre-intervention score/ issue

Month of intervention

Post-intervention score/result

John SmithGrade 1

Sarah WhiteGrade 3

Jolly PhonicsSounds of Letters

KWL Graphic organizer

10 of the 42 sounds

Trouble getting information from

Text

September/October

15 sessions from Sept. to Nov.

22 of the 42 sounds

Improved memory and comprehension of text.

1

2

3

4

5

6

7

8

9

10

23.Documents and Handouts You Should Have

What NOT to put in a Special Education Plan

A Special Education Plan is a contract between the parents and the school. Schools are responsible for what is written in the SEP and can be held accountable for its contents. It is therefore very important that Resource Teachers do not bind themselves, their schools, or the school district to resources or personnel that has not yet been provided or approved.

The following is what should NOT be put into a SEP:

Requests for TAs: “Johnny would benefit from the assistance of a Teacher Assistant” While that may be true it should not be on the SEP

Resources/Personnel not currently in use or available: Similar to the above item except that sometimes SEPs state that the student would benefit from “Writing Without Tears” or a Soundfield system, or other programs and services not currently available or in use.

Accommodations/Instructional Strategies not currently in use: Caution must be exercised here. SEPs are like blueprints or roadmaps for the child’s education so you CAN list accommodations and instructional strategies that you plan on using either now or in the future. Caution must be exercised that the Accommodation Checklist is not viewed as a wish list or menu. If you list an item as an accommodation it must be utilized. Do not list items unless you have a plan for how they will be used.

Secondary Resource Teacher : Unless the student is at an Alternative Education Site or two Resource Teachers share the same SEP you should not put another name in this area.

A Diagnosis Not Supported by paperwork: Sometimes parents and sending schools may tell you that the child has a certain diagnosis or disorder but there is no paperwork from a professional to support this. You cannot say that the child has a particular disorder or condition without proof. Ask parents to provide the necessary paperwork. Be careful of saying, “Susan displays autism-like tendencies” etc. Be more specific and describe those “tendencies”, and say something like, “Susan struggles in areas related to social skill acuity and….”

Be careful of emotionally-charged words and phrases: Caution must be exercised in the words you choose. Stay away from words or phrases such as; “John has been lazy at times”, “Sarah simply needs to apply herself more often”, “Julia isn’t interested in work given to her”, “Larry isn’t motivated”. While some of these things may seem like accurate statements they may not be. Opinions concerning a child’s motives, intentions, attitudes and feelings should be weighed carefully.

Superfluous Information: Someone once quipped, “Give me the facts, just the facts”. When it comes to SEPs “good information is good information”. Rule of thumb: if you don’t need it, don’t include it.

If you have any questions concerning what should and should not go into an SEP please feel free to e-mail Chris Mattatall at [email protected]

24.Accommodations Checklist

Please take a few moments to look through this list of Instructional Strategies. Check off only those strategies which you are currently using to accommodate the student with exceptionalities in your classroom. Students do not need to be on a SEP to benefit from these strategies, nor should a student be considered for a SEP just because they use these strategies. It should be noted that a Special Education Plan is an indication of exceptionality and applies to those students who may have an underlying behavioural, intellectual, communicational, physical or perceptual/sensory condition that has resulted in a delay in educational functioning.

Student’s Name _______________________________Teacher _______________________

Subject(s) ____________________________________Date _________________________

Learning Tools and Technology Devices___Manipulatives ___Dark line paper___Raised line paper ___ Large print materials___Braille written materials ___ Calculator___Spell checker ___Personal FM system___Computer assisted technology ___ Classroom FM system( ) Other __________________________________________________________________

Learning Environment___Alternative program site ___ Special study area/individual work area (e.g., resource room, study carrel)___Seating arrangement ___ Short-term Intervention___Special lighting ( ) Other _________________________________________________________________

Note Taking___Near rather than far point copying ___ Verbal notes on tape___Photocopied notes ___Student note taker___Key words and phrases only ___ Point form notes___Word processor for notes ___ Teacher’s copy of notes provided___Mind Map ( ) other___________________________________________________________________

Organization___Monitoring of student agenda/teacher ___ Put homework in separate special initials homework organizational binder___Colour coding of notebooks ___ Clean desk on regular schedule___Organizational mentor ___ Individual/personal schedule

___Outline provided for all special projects ___ Extra set of texts at home___Special homework assignment sheet or ___ Regular home contact contract (e.g., home/school journal; voice mail)( ) Other __________________________________________________________________

Human Resource Assistance 25.___Peer tutor ___Peer helper___Noon hour or after school tutor ___ Mentor___Sign or oral interpreter ___ Scribe___Reader ( ) Other___________________________________________________________________

Teaching and Learning Strategies___Mnemonics (memory prompts) ___Reduced reading level materials___Strategy card (step-by-step direction) ___Simplified directions___Emphasize visual presentations ___ Provide tactile/kinesthetic activities___Monitor attention (signal systems) ___ Adjusted expectations for length of assignments___Frequent activity breaks ___Written directions read to student___Taped texts ___Division of long assignments into parts ( ) other___________________________________________________________________

Homework/Study Strategies___Test outline and preview provided ___Mentor___In-school study program ___ Reduced number of assigned questions___Extra time for project completion ___Alternate format to written assignment___Reader or tutor to review notes ___Study broken into several short slots___Prioritize homework assignments ( )Other___________________________________________________________________

Testing/Evaluation___Scribe for designated tests ___Quiet, individual or small group setting___Adjusted test format (multiple choice ___ Access to computer true/false, etc.) in lieu of essay___Oral testing ___Practice test provided or example given on tests___Provincial assessment accommodations ___Blank visual organizer provided with test (see provincial guidelines)___Frequent short quizzes in lieu of exam ___Extra time (usually time and a half/double time)

___Evaluation of daily work only ___Word choices provided for fill-in-the- Blank questions___Open book ___ Teacher selects key questions___Evaluation of special projects only ___Spelling not counted in daily work or test situations___Written directions read to student ___ Portfolio( ) Other__________________________________________________________________

NOTE: In cases where the School Team is uncertain whether or not a student has an exceptionality resulting from one of the 5 conditions above, a Short Term Intervention Plan may be appropriate to consider instead of moving on to a Special Education Plan.

Teacher Assistant Request Evaluation

School ______________________________ Student _______________________________

Date(s) visited ________________________ Education Supervisor ____________________

Decision Rendered:

Condition/ Area of Concern with Student ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Supporting Documents:

Special Education Plan ___ TA Request Form (signed) Teacher Assistant Schedule Team Minutes Short Term Intervention Plan Classroom Profile Sheet Formal Diagnosis Psych. Ed. Report Behaviour Plan Medication ________________________ Other __________________________________________________________________

Strategies used to address the need & How has the School Team been involved?

Questions:

Can the student go to the washroom independently? _____________________________ Does the student run away from the teacher? ___________________________________ Is the student affecting the learning environment ? _______________________________ Does the student understand dangerous situations? ______________________________ Can the student make decisions independently? _________________________________ Will the student acknowledge the teacher when spoken to? ________________________ Are there physical limitations prohibiting independence? ___________________________

Notes and Summary of Observations:

27.

New To This Year Summary Sheet

1. Parent Involvement FormA form which tracks parents’ involvement. This form is to be sent to District Office twice a year accounting for each student with an SEP in each school.Due: End of November and end of May

2. Letter of Invitation to ParentsA form letter that is to be sent to all parents of children who currently have an SEP, or will receive an SEP in the future. There are two versions of the letter; one for current students on SEPs and one for new SEPs. This letter is to be mailed or sent home to parents by the end of the first week of school for children with SEPs from last year. For situations involving new SEPs Letter B is to be sent home to parents, along with the SEP Pamphlet, before any writing of the SEP begins. Up until this point you may be using the Short Term Intervention Form or various interventions and strategies, but an SEP is not to be started without the parents being consulted beforehand.

3. Mark/Evaluation Trends ApplicationA web-based application found on the K-8 Resource Portal which is used to record evaluation/assessment results so as to produce a trend graph. This progress monitoring tool was primarily designed to provide a place to store data on student scores for whatever assessment/evaluation/intervention the Resource Teacher is doing with a student. This tool can be viewed by the individual teacher (the one who enters the scores) for each of their students, the school Principal (for every student in the school) and the District Supervisor (for every student on the district). The information in this application can provide the district with aggregate data for its monitoring reports.

4. School-Based Student Services Team Meetings ScheduleDue: September 15

Please submit the dates and times of your School Team meetings to Chris Mattatall by September 15, 2006. It is my desire this year to be able to attend some of your meetings and see how your Team Meetings are conducted.

5. Summary of InterventionsA form which is due quarterly as a summary sheet of the types of interventions being done with children with exceptionalities and the results of those interventions. Used for recording results of Direct intervention for one on one or small groups work.Due: December 1, February 23, June 15

6. Teacher Assistant Request EvaluationA format whereby each TA request from schools receives a written response from the Education Supervisor as to the outcome of the school request for a TA. This evaluation will apply only to formal requests for TAs through the request process.

Sample of Mark/Evaluation Trends Application 28.

School Year: View: District | School Admin | Teacher

StudentSchool Year 2006-2007 Teacher Mattatall, ChrisSchool Moncton High SchoolName Whynott, JohnnyGrade 9Number 4444444444Comments  Edit Delete

ActivitiesName Value Label Base Value Goal Value Goal Evaluations Evaluations

Correctly Read Words per Minute CRW/minute 0 80 20 6Words written per 5 minutes words per minute 30 130 10 8

Add An Activity

Student Services Mark TrendsStudent Services: Chris Mattatall, [email protected] Developer: Dan Furlotte, [email protected]

“Activities” or “Add an Activity” refers to the name of the target skill you are working on

“Value Label” refers to the way you want the graph labeled up the vertical axis

“Goal Evaluations” refers to how many times you will test the student or seek scores. This will be a guess at first (ie. I’ll work with Johnny at least 20 times…) but you will adjust it after the

actual number is known. This will be your horizontal axis on the graph. “Evaluations” is the actual amount of sessions you held for which scores were submitted.

“Base Value” is the start of the range from which you will record the student’s scores. The base value can always be zero if you wish.

“Minimun Value” is the score the student started with, or their lowest score. Sometimes the student may dip below their first test score.

“Goal Value” is the score you aim for. This should be the score you hope to meet, not an unrealistic goal.

This application does not describe your interventions. It is possible that you could have used several strategies to produce the score you record here. The “Activity” must not be confused with an intervention….the intervention is the strategy you use to teach the student.

29. View: District | School Admin | Teacher

ActivitySchool Year 2006-2007Teacher Mattatall, ChrisSchool Moncton High SchoolStudent Whynott, JohnnyActivity Words written per 5 minutesValue Label words per minuteMin Value 25.0Max Value 200.0Base Value 30.0Goal Value 130.0Goal Evaluations 10Goal Revisions Goal Value Goal Evaluations Date

200.0 to 130.0 20 to 20 2006-08-11 14:51130.0 to 130.0 20 to 10 2006-08-14 14:20

Goal Slope 11.11Trend Slope 3.01Activity CommentsEdit Delete

EvaluationsView Chart

Evaluation Date Value Goal Trend1 2006-08-03 20.0 30.0 29.6 edit del2 2006-08-04 32.0 41.1 32.6 edit del3 2006-08-08 55.0 52.2 35.6 edit del

4 2006-08-09 36.0 63.3 38.6 edit del5 2006-08-10 39.0 74.4 41.6 edit del6 2006-08-11 40.0 85.6 44.6 edit del7 2006-08-11 49.0 96.7 47.7 edit del8 2006-08-11 50.0 107.8 50.7 edit del9 118.9 53.710 130.0 56.7

Add An Evaluation

Student Services Mark TrendsStudent Services: Chris Mattatall, [email protected] Developer: Dan Furlotte, dan.furlotte@gnb .ca

30.

Things to Consider

This is just a quick nonsense sample, but in Johnny’s case we see a few troubling things. Notice that if we continue doing what we are doing we will miss our goal of 130 words written per minute by quite a bit.

Was the goal a realistic goal? No. Maintaining two words per second is quite a pace for anyone.

At this point in Johnny’s intervention one of two things must occur; either we change the goal to a more realistic one, or we change the intervention. This example, albeit unrealistic, demonstrates that a gap in the trend line and goal line has formed. We cannot allow it to be maintained and must respond to our interventions differently.

Another thing to consider is that several different interventions can be tried to bring about a better result. The graph will not show which interventions are used; only that we are recording data on them.

31.Resources, Contacts and Important Lists

1. The K-8 Resource Portalhttps://portal.nbed.nb.ca/sites/District2/resourcek8/default.aspx The K-8 Resource Portal is accessible anywhere in the world with your laptop and internet connection. You can create your own website directly off of this portal (or NB Education Portal) and save any document to your own site. You can also print directly from this portal. I have given you rights to contribute to this site as well. The K-8 Resource Portal contains all of the documents and forms you need, as well as valuable links and articles. We also have a discussion board, survey centre (instant results this year) and many other things for your interest.

2. The Resource

A Monthly Publication for K-8 Resource Teachers of School District Two Volume 4 Number 1 September 2006

The Resource is a monthly newsletter that is put out specifically for Resource Teachers of School District 2. It contains a lot of extras that may not be on the website and is e-mailed directly to all Resource Teachers, Principals and Vice Principals. Every Resource Teacher is welcome to submit articles for any edition.

3. The Professional Learning Centrehttp://204.81.47.20/webopac/main

Enter search words and click icon:

Contact InformationEmail [email protected] (Christine Kukkonen)Phone 869-6995 Fax 856-3349Hours of OperationMonday 12:00 PM - 5:00 PM Thursday 12:00PM -5:00PM, 6-9PMTuesday 12:00 PM - 5:00 PM, 6:00 PM - 9:00 PM Friday 12:00PM-3:00PMWednesday 12:00 PM - 5:00 PM Saturday 10:00AM – 4:00PM

The Professional Learning Centre at Edith Cavell School is an excellent site to study and do research. You may check any of their resources out by calling, e-mailing or faxing in your request. All books, DVDs, CD, and videos will be sent to you by school mail. Your school staff may wish to book the PLC for your next meeting as well…simply call Christine Kukkonen for details.

32.

4. The Autism Resource Centre A RC Autism Resource Centre The Autism Resource Centre, located at Sunny Brae Middle School is an excellent resource for teachers who work with students with ASD. For best advice to those who have not accessed this site before is to talk to one of the Resource Support Teachers for help in getting the most out of this excellent partnership.

Location: 170 Curry St, Moncton NB Mailing Address: PO Box 1686, Moncton NB E1C 9X5

Tel: (506) 855-9032 Fax: (506) 854-9020 E-mail: [email protected]

Web-site: www.monctonarc.comMonday - 12:30 to 5:00 pm, Wednesday - 12:30 to 9:00 pm, Friday - 12:30 to 5:00 pm

5. Resource Support Teachers School District 2 currently has 5 qualified and certified autism clinical supervisors and another one is being trained this school year. The term clinical supervisor is not used on our district because our staff does more than just work in the area of autism. Two staff are

psychologists splitting their time in the roles of clinical supervisor and psychologist, while three additional staff are teachers/Resource Teachers who assist district schools in areas of Resource and autism related needs and programming. See page 33 for a list of their schools.The Resource Support Teachers have been asked by me to ensure that best practice for children with autism is taking place in schools. I have asked them to offer support to schools in areas of program set up and monitoring, assistive technology advice and support, and assisting in helping schools meet with parents and agencies if necessary.

The Resource Support Teachers available to support your school are:Donna Lagacy, Sheri Gallant and Katherine Colpitts Beers.

6. Community of Schools List and Contacts We know that professionals benefit from collegial feedback and support. In a district our size and geography, considering the travel required for district-wide meetings, and the busy-ness of the school year, it only makes sense to meet with colleagues nearest you at a time convenient to everyone. On pages 34 - 36 you will find a complete list of the Community of Schools nearest you and the Resource Teachers in those schools. This year we will be doing a few things differently such as organizing groups according to grade levels, and breaking bigger communities up into smaller ones. However, please note that this does not prevent anyone from contacting any Resource Teacher to collaborate on issues at any time.

7. Support Agencies School district is working hard to develop relationships with a number of organizations and agencies throughout our region. It is our desire to add to the number of partners we work with in order to better serve our students. Excellent work and research is being done through these groups and we become stronger as we work with them. On page 41 you will find a list of groups that you can contact for information, advice and support.

33.

Resource Support Teachers Schedule of Schools

Donna LagacyBeaverbrook Birchmount Havelock +Queen Elizabeth Sunny Brae Middle Magnetic Hill +Salisbury Elementary +Shediac CapeSalisbury Middle+Forest Glen+Moncton High* Petitcodiac Regional (K-8)+Bernice MacNaughton High*Harrison Trimble*

Katherine Colpitts BeersClaude D. TaylorFrank L. BowserGunningsvilleLower CoverdaleEdith CavellRiverview MiddleRiverside Consolidated +West RiverviewHillsborough ElementaryCaledonia MiddleCaledonia High*Riverview High*

Sheri GallantArnold H. McLeodEvergreen ParkBessborough+Mountain ViewLou McNarinHillcrest +UplandsLewisville Middle +Salem ElementaryMarshview MiddlePort ElginDorchesterTantramar High*

* An asterisk signifies that these schools receive autism clinical supervision support only from the RSTs. + A plus sign signifies that these schools receive resource support only from the RSTs. Their autism support comes from the psychologist assigned to their schools.note: JMA is covered exclusively by psychologist for autism support.

Please note: In order to ensure that all schools with children who have ASD or Developmental Disabilities receives equitable support the Resource Support Teachers will be scheduling visits to each school. Schools may still request support directly from the RSTs by contacting them.

Resource Support TeachersSchool District 280 Mapleton PlazaMoncton, N.B. E1C 7W8

Phone: 856-2617

34.

Community of Schools

East End CommunityA.H.McLeod Lou McNarinEdith Cavell Mountain ViewForest Glen Shediac CapeLewisville Sunny Brae

Moncton High

North End CommunityBeaverbrook BirchmountMagnetic Hill Queen Elizabeth

Harrison Trimble

West End CommunityEvergreen HillcrestBessborough Uplands

Bernice MacNaughton

Tantramar CommunityPort Elgin DorchesterSalem Marshview

Tantramar High

Tri-County CommunityHillsborough Elem.Riverside ConsolidatedCaledonia Regional

Salisbury ElemSalisbury MiddleJMA

Riverview CommunityClaude D. TaylorFrank L. BowserWest RiverviewLower CoverdaleRiverview MiddleGunningsville

HavelockPetitcodiac Regional

Riverview High

Note: Resource Teachers can contact and meet with Resource Teachers within their communities on their own time if they wish. However, there will be meeting groups organized throughout the year which will differ from the Community of Schools list.

There will be two district-wide K-8 Resource Teacher Meetings this year. Other meetings, book studies, and Professional Development will be on a voluntary basis

Community MeetingsDuring the course of the first term Chris Mattatall will ask one Resource Teacher from both the Early Years Level and Middle School Level from each community to serve as Community Group leaders for the year. Their role will simply be to host the meeting and help to organize it. Chris will call this group together for a meeting during the first month of school to organize for the year. These meetings are intended for professional development and group work on issues and challenges related specifically to each level.

Also, during the course of the year there will be a couple of group level meetings to address the unique needs of Middle Level resource and Early Years Resource.

The Tri-county Community will be divided for meetings. Hillsborough Elementary, Riverside Consolidated and Caledonia Regional will join the Riverview Community. Salisbury schools will join with the Havelock and Petitcodiac Schools.

Resource Teachers of School District 2 35.

Carter Jocelyn Arnold H. McLeod SchoolPaquette Rosemary Arnold H. McLeod SchoolCrawford Elizabeth Beaverbrook SchoolCormier Lena Beaverbrook SchoolHenrichs Carol Bessborough SchoolColwill Stacey Bessborough SchoolGuitard Penny Birchmount SchoolLewis Kathryn Birchmount SchoolMilton Lisa Caledonia RegionalSnelgrove Wandlyn Claude D. Taylor SchoolDonovan Jill Claude D. Taylor SchoolPhinney Ada Dorchester Consolidated School

Sandall Rita Edith Cavell SchoolYanofsky Melanie Edith Cavell SchoolNeville Diane Evergreen Park SchoolWheaton Margaret Evergreen Park SchoolManship-Hayden Barbara Evergreen Park School

Wortman Susan Evergreen Park SchoolRichard Krista Forest Glen SchoolBurns Lori Ann Forest Glen SchoolSnelgrove Wandlyn Frank L. Bowser SchoolMacDonald-Marr Nancy Frank L. Bowser SchoolDoherty Frances Gunningsville SchoolLing Juanita Havelock SchoolDeNiverville Kathryn Hillcrest SchoolDowney Kimberly Hillcrest SchoolRose Linda Hillsborough Elementary SchoolDaley David Hillsborough Elementary SchoolBland Lynn JMA/Salisbury Middle SchoolYoung Jill JMA/Salisbury Middle SchoolReath Sandra Lewisville Middle SchoolSavard Sandra Lewisville Middle SchoolLandry Renee Lou MacNarin SchoolBelliveau Sheryl Lou MacNarin SchoolRobart Beverly Lower Coverdale SchoolNoel Flora Magnetic Hill SchoolReynolds Navenda Magnetic Hill School

36.

McKay Margaret Marshview Middle SchoolLafford Alexandra Marshview Middle SchoolRalph Angela Mountain View SchoolMcGrath Heather Petitcodiac Regional SchoolHardy Tyler Petitcodiac Regional SchoolCoates Eugenia Port Elgin Regional SchoolCummings Cathy Queen Elizabeth SchoolDonald Ruth Queen Elizabeth School

Gebuhr Barbara Riverside Consolidated SchoolHaley Brenda Riverview Middle SchoolCampbell Jana Riverview Middle SchoolLogan Claudia Riverview Middle SchoolNorthrup-Davis Carol Riverview Middle SchoolCoulter Janet Salem Elementary SchoolHicks Ellen Salem Elementary SchoolLewis Brenda Salisbury Elementary SchoolRogers Karen Salisbury Elementary SchoolFairweather Ginette Shediac Cape School

Hachey Noreen Sunny Brae SchoolBaggs Karen Sunny Brae SchoolSeely Tanya Uplands SchoolO’Neill Holly Uplands SchoolTaylor Nathan West Riverview SchoolSutherland Kevin West Riverview School

High School

Vacancy TBA Bernice MacNaughton High SchoolHall Paula-Marie Bernice MacNaughton High SchoolJessome Dawn Caledonia Regional High SchoolTippett Patricia Harrison Trimble High SchoolLeighton Linda Harrison Trimble High SchoolSpidell Christine Harrison Trimble High SchoolWortman Christine JMARyan Barbara Moncton High School SchoolMilson Karlene Moncton High School SchoolFurlotte Ronald Moncton High School SchoolCormier Charles Moncton High School SchoolCrandall Christina Petitcodiac Regional SchoolElliot Pat Riverview High SchoolOakley Kim Riverview High SchoolHarris John Riverview High SchoolSawlor Johanna Tantramar Regional High SchoolMaddison Kathryn Tantramar Regional High School

37.

Names and Contacts _________________ _Chris MattatallEducation Supervisore-mail: [email protected] phone: 856-3623

Resource Support Teachers Katherine Colpitts Beers 856-2617 [email protected] Sheri Gallant 856-2617 [email protected] Donna Lagacy 856-2617 [email protected]

Phys. Ed Mentor Monique McTiernan Black 872-4344

Math Mentors Sandra Stockall k-5 856-3034 Suzanne Gaskin 6-12 856-3034 Fax 856-2497

School District 2 Office Switchboard 856-3222 Main fax 856-3224 Fax for Supervisors 856-3433 Chris’ admin. Support 869-6237 Allen Marr (Ed.Supervisor 9-12) 856-3607 Gregg Ingersoll (Ed. Supervisor: PD & Assessment for Learning) 856-3635 Kathy Jack (Ed. Supervisor: Early Years K-5) 856-3618 Sharon McIntyre (Ed. Supervisor: Middle School) 869-6633 Danny Coughlin (Ed. Supervisor: Success for All) 856-3636

School District 2 Website www.district2.nbed.nb.ca

Help Desk (Hardware and Software) 1-888-636-3131

School District 2 K-8 Resource Teacher’s Portal https://portal.nbed.nb.ca/sites/District2/resourcek8/default.aspx

This is definitely not an exhaustive list, but just a few of the contacts you need to get started

38.

Documents ________ _ The following are documents you should have in your possession as a Resource Teacher

Guidelines and Standards: Educational Planning for Students With Exceptionalities

Best Practices for Inclusion

Resource For Assisting Struggling Learners

Resource For the Identification and Teaching of Students with Specific Learning Disability

Resource For the Transition of Students with Exceptionalities From School to Work or Post Secondary Education and Adult Life

Teacher Assistant Guidelines for Standards and Evaluation

Teacher Assistant Support Protocol

Teaching Students with Autism Spectrum Disorders

Enrichment: A Guide for Educators

Enrichment: A Guide for Parents

Gifted and Talented Students: A Resource Guide for Teachers

A User's Guide for The Appeal Process

Provincial Examination Program - Guidelines for Exemptions and   Accommodations

Awareness of Chronic Health Conditions: What the teacher needs to know

Health Support Services in Public Schools

All of these documents can be obtained on-line at:

http://www.gnb.ca/0000/anglophone-e.asp#ss or just go to www.gnb.ca and follow the links through the Department of Education publications

39.

Pearls of Wisdom from Colleagues ___ _

PEARLS OF WISDOM

Don’t stress when your plans get messed up for the day-because they will often. Part of my job is to remain flexible, to meet the needs of students and teachers. Don’t forget to be kind to yourself Put time in to your Teacher Assistants. Seek after any help, materials, or training as often as you can. Match your Teacher Assistant to the type of student. Know your Teacher Assistants and their strengths, you will get maximum benefit when you use the strength. Take every opportunity to allow your Teacher Assistant to be at their best, and praise them

whenever you can. Let them know that you are a team. Take notes of all conversations and phone calls concerning students. Use a notebook and put the date, students name, and notes as to what was discussed. Make sure your teachers follow the district referral process. Do the best you can with the time you have. Don’t become frustrated when you don’t have the time to work with every student. Take time to relax, spend time with family and exercise. Run intervention groups. Use flexible schedules-change every 6-7 weeks. Use the knowledge of the teachers in the school. Document Work with the literacy specialists-they know a lot. Use the same assessments across grades. Don’t be afraid to put kids from different classes in the same group-this will allow more time for

in class support. Communicate with teachers if possible before you contact parents-keep everyone in the loop. Modify curriculum for teachers when possible-if you model it perhaps they will begin to do same. Model and do something with someone rather than for someone. Enjoy your students, they are beautiful. Be strong and believe in yourself. Develop rapport with teachers and parents.

40.The Pyramid of Interventions __ _ _

NB Pyramid of Interventions Strategy generation, problem-solving & collaboration occurs throughout the process

Resource Support

Evaluation

External support referral

School based team referral

Conference with parents

Literacy/numeracy interventions by school staff

In school tutoring support (peer or adult)

Homework Club

Parent/teacher contact on weekly progress

Mentoring/Circle of Friends

Discussion with parents

Counsellor/teacher discussion with student

Flexible grouping within & among classes

Differentiate Instruction

One of the best things Resource Teachers can do for themselves is help teachers in this area.

41.

Websites ___ _Here are just a few websites…there are literally thousands of websites…the link at the bottom of the page is a Canadian site (PEI) that takes you to dozens of reputable sites.

Autism: Centre for Study of Autism www.autism.orgAutism Canada www.autismcanada.org

Geneva Centre www.autism.netNew Brunswick chapter www.autismnb.orgAutism Resource Centre (Moncton) www.monctonarc.com

CAPD (Central Auditory Processing Disororder http://pages.cthome.net/cbristol/capd-lnk.html

Cerebral Palsy:National Institute http://www.ninds.nih.gov/disorders/cerebral_palsy/detail_cerebral_palsy.htm

Developmental Disabilities   : http://www.cdc.gov/ncbddd/dd/default.htm

Down Syndrome: National Down Syndrome Society www.ndss.org

Canadian site www.cdss.ca Greater Moncton Chapter www.greatermonctondss.com

Education Articles and Newsletter: www.educationworld.com

Fetal Alcohol Syndrome Disorder: California Site

http://calfas.org/fasdfacts.htmCanadian Government site http://www.phac-aspc.gc.ca/fasdetcaf/index.html

Hydrocephalus: http://www.hydroassoc.org

Learning Disabilities: LD Online www.ldonline.org

Moncton Chapter e-mail: [email protected] Net:

www.schoolnet.caWhat Works Clearinghouse: www.w-w-c.org

Website with many links regarding Special Needs (More than 100 sites!) http://www.hpedsb.on.ca/ec/speced/docs/websitelinks.html

Professional Development 42.

School district 2 takes seriously the Professional Development it offers to its teachers and support staff. By clicking on the link for Professional Development on the School District 2 Website you will see several opportunities throughout the year. Along with this our Education Supervisors offer PD in line with their own area of responsibility; for example: PD for Resource Teachers, Behavioural Interventionists, Early Year teachers, Psychologists, and so on.

UNB Graduate Courses Available this year in Moncton (Contact UNB for information)- Emotional/Behavioural Disorders - Learning Disabilities - Assessment - Supervised Practicums- Advanced Resource Methods

Monday Night PD Series: TBAThe Monday Night PD Series consists of topical sessions offered by teachers, Principals, Supervisors and invited guests. Anyone can offer a Monday Night session by filling in the necessary form online. The district website will soon be ready to accept offers and PD sessions. You will receive an e-mail shortly regarding this opportunity. Keep checking our website for updates for PD offerings.

Book Studies and Committee WorkCurrently there is one book study ready to be scheduled. Last year the book The Struggling Reader; Interventions that Work was purchased for a large number of Resource Teachers who signed up for a copy of the book with the understanding that a book study would follow this year. This will be an after school study consisting of approximately 3 sessions.

We will be having another book study this year, with the possibility of one more. Details of this opportunity will be announced in The Resource newsletter.

Committee Work may sound like work to most, but anyone who has been involved in a committee which produces a useful tool for others knows that this activity can be a valuable learning experience. There will be committee work this year which Resource Teacher may be invited to, or can volunteer for. Details will be shared in The Resource.

K-8 Resource Teacher MeetingsWe will be holding two district-wide K-8 Resource Teacher Meetings this year. Other meetings will be scheduled with the Communities and available as an afterschool PD session on a voluntary basis. Resource Teachers can also sign up for as many Monday Night PD sessions as they wish. From time to time PD opportunities will be advertised in The Resource for which

Resource Teacher may apply. All expenses related to such PD is the responsibility of the Resource Teacher.

First Meeting for ALL K-8 Resource Teachers

August 311:00pm to 4:00pm

Riverview High School Library

Second Meeting for ALL K-8 Resource Teachers

(Tentative only)February 14

8:30 am to 12:00pmEdith Cavell Large Conference Room

Classroom Profile Sheets 43. Please fill out one of these forms for each class in your school. Forms should be forwarded to Chris Mattatall, District Office, by Monday, October 2, 2006.

Classroom Teacher: ____________________ School: _____________________________Grade: ______________________________ Program: English French Immersion

Teacher Assistant(s): ___________________________ ________________________________________________________ _____________________________

Note: In the space provided at the end of this form please include any additional information you feel is useful for District Office to have to an accurate profile of this class.

Student’s Name SEP-I SEP-M SEP-A T. A. Support ?

ChronicBehavioral Concerns ?

Known diagnosis

(documented)

Resource Support

I D

I D

I D

I D

I D

I D

I D

I D

Student’s Name SEP-I SEP-M SEP-A T. A. Support ?

ChronicBehavioral Concerns ?

Known diagnosis

(documented)

Resource Support

I D

I D

I D

I D

I D

I D

I D

I D

I D

I D

I D

Notes: Please include any additional information you feel is helpful in understanding this class.