School District 59
Inclusive Education Guide

Section Four

Guidelines for Educational Planning

01.

Assessment Services

Assessment, Intervention and Review of Student Progress

Assessment is a continuous process of gathering information to inform teaching strategies and evaluate student learning. It is a collaborative effort that may include students, parents, school staff, and community agencies. Through assessment, teachers can identify students’ strengths and areas for growth, allowing them to implement the most effective educational interventions.

Information from assessments enables teachers to differentiate instruction and to develop Student Learning Plans or Inclusive and Competency- Based Individual Education Plans (ICBIEPs). A Supporting Student Learning checklist and planning tool may be used to guide and monitor interventions and supports implemented for student success.

For some students, assessments may involve the District Learning Services department and other professionals, such as mental health clinicians. This formal assessment process may include:

  • Observing students in the classroom to understand their strengths and challenges.
  • Talking to students, teachers, parents, and others to gather different perspectives.
  • Working with teachers and school staff to plan formal assessments and interventions.
  • Referring students to the School-Based Team for further support.
  • Identifying students who may need extra help with learning or behaviour.
  • Using assessments to track student progress and the effectiveness of interventions.
  • Measuring skills in reading, math, spelling, and writing to guide instruction.
  • Collecting and reviewing information, such as:
    • Report cards
    • Teacher observations
    • Work samples and test results
    • Reports from other professionals
    • School-Based Team notes
    • Standardized Assessments

The goal of assessments is to determine the best ways to support student learning and development.

Levels of Assessment

Formal standardized assessment measures a student’s ability and achievement relative to a group of students the same age. Information from formal achievement tests may be required to determine appropriate interventions or prior to a psycho-educational assessment. Results of achievement tests show areas of strength and need used to help plan for instruction.

Standardized tests are categorized as Level A, B or C depending on their complexity and the qualifications of the test administrator. Tests listed as A or B can be administered by teachers with training. Tests listed as category C must be administered by those individuals who have taken advanced training in testing and interpreting. Those people could be Speech and Language Pathologists, Licensed School Psychologists or in some cases, Counsellors.

Level A assessments are typically straightforward to administer and interpret, and they provide valuable information about a student’s academic skills and progress within the classroom context. They do not require extensive training beyond what is typically provided to classroom teachers.

Level B assessments require specialized training for proper administration, scoring, and interpretation. These measures demand a more comprehensive understanding of psychometric principles compared to Level A assessments. Administering Level B assessments typically involves advanced coursework in testing or equivalent training under a qualified supervisor. At a minimum, this training should cover psychometric principles, such as reliability, validity, and test construction, as well as supervised experience in administering, scoring, and interpreting the assessments.

Level C assessments demand advanced graduate-level training for interpretation, and sometimes administration and scoring. Administering these measures requires a deep understanding of psychometric principles and a high level of professional expertise for interpretation. A minimum of a master’s degree in psychology or a related field, including academic and supervised clinical experience, is required. Licensed School Psychologists and Speech-Language Pathologists typically administer Level C assessments within our school district.

For Level B and C assessments, informed written consent from the parent and student (as appropriate) is required prior to administration. After the assessment, a written report is provided to parents and staff, and the findings are communicated and interpreted to the parents, student, and school personnel.

Psycho-Educational Assessment and Re-assessment

This section focuses on the special education categories of Learning Disabilities, Mild Intellectual Disabilities, and Moderate to Profound Intellectual Disabilities. For other categories, medical assessments or alternative documentation are required for designation eligibility. The absence of other categories does not preclude consideration for psycho-educational assessment across all special education designations.

For students with Learning Disabilities, an initial assessment is required, which involves a level C psycho-educational assessment administered by a qualified professional such as a Licensed School Psychologist or Registered Psychologist. This assessment must encompass measures of intellectual ability, academic achievement, processing skills, and a clinical synthesis. Re-assessments are typically necessary when there are significant changes in the student’s profile or programming needs, and these may involve updating select components instead of a full re-evaluation. For students who are considering post-secondary education, it is recommended to have a re-assessment in grades 10-12 to provide current information on the supports they require for continued success.

For students with Intellectual Disabilities (Mild, Moderate, and Profound), an initial assessment is required, which involves a level C comprehensive psychological assessment administered by a qualified professional such as a Licensed School Psychologist or Registered Psychologist. This assessment must include measures of intellectual functioning and adaptive behaviour. Re-assessments for intellectual functioning are generally not needed unless there are significant changes in the student’s functioning or profile. However, re-assessment in grades 10-12 is conducted to provide updated information for students and families to apply for Community Living BC (CLBC) support.

 

Fountas and Pinnell is used as a Benchmark Assessment from grade one to grade seven. Students are assessed two-three times per year.

In early primary classrooms, students are also assessed in phonological awareness with the Pro PA (phonological awareness) application as well as assessed in alphabet knowledge and high frequency words.

Students in Intermediate grades 8 and 9 are assessed using the Basic Reading Inventory, a Benchmark Assessment from grades eight to twelve.

Physiotherapy Assessment in School District No. 59 typically involves the following:

  • A review of the student’s referral with the Learning Assistance Teacher to confirm their primary concerns and supply any new information.
  • Discussion with classroom teacher for further details regarding concerns
  • In-class observations of posture, sitting position, walking, etc. (including P.E when possible)
  • Standardized testing using the Movement Assessment Battery for Children – Second Edition (MABC-2) when indicated (recently transitioned to Movement Assessment Battery for Children – Third Edition). The MABC-2/3is a norm-referenced test in which a child completes motor tasks while following specific guidelines according to their age, allowing deficits in motor function to be identified.
  • Other activities as indicated
    • Joint range of motion testing
    • Manual Muscle Strength Testing
    • Functional task observations (stairs, transfers, walking endurance, kicking)
    • Foot assessment
    • Equipment review
  • Once complete, a report will be provided to the school’s Learning Assistance Teacher with the assessment results and any resulting recommendations (a copy will also be provided to parents). When requested, or if the recommendations dictate, a subsequent meeting will be set up between the therapist and family.

Re-assessment:

  • Performed informally during on-going consultation throughout the school year or upon request.
  • Formal Standardized testing using the MABC-2/3 is not performed until a minimum of 12 months has elapsed to avoid altering the validity of the test. 

Prioritization:

*Prioritization occurs within the confines of many factors such as variable student attendance, school space provision, and scheduling constraints.

  1. Immediate potential safety concern
  2. New referrals
  3. Re-assessments

Speech-Language Assessment and Referral

Referrals for speech-language assessment and intervention require written parent/guardian consent annually. Once consent has been obtained, the school Learning Assistance Team (LAT) submits the referral to the Speech-Language Pathologist (SLP).

Access to Speech-Language Services

Students may be referred for speech-language assessment and/or intervention through a variety of pathways, including:

  • Parent/Guardian Request: A parent or guardian may request an assessment by contacting the SLP or the school LAT.
  • Developmental or Medical Diagnosis: A student may be referred when there is a diagnosis or identified developmental condition that may affect speech, language, communication, swallowing or social communication. Examples include Childhood Apraxia of Speech, Global Developmental Delay, and Down Syndrome.
  • Teacher Identification: Classroom teachers may identify concerns related to a student’s speech, language, communication, swallowing, social communication, or participation in the classroom.
  • Kindergarten Screening: Results from kindergarten screening may identify areas that require further assessment, monitoring, or intervention.

Speech-Language Assessments and Tools

Assessment practices and tools are reviewed and updated as new research and evidence become available to support current best practices.

Depending on the student’s age, needs, and presenting concerns, the SLP may use a combination of standardized assessments, screening measures, clinical observations, interviews, and other assessment methods. Assessment tools may include, but are not limited to:

  • Level A, B, and C assessments, as appropriate
  • Clinical Evaluation of Language Fundamentals – Fifth Edition (CELF-5)
  • Comprehensive Assessment of Spoken Language – Second Edition (CASL-2)
  • Diagnostic Evaluation of Articulation and Phonology (DEAP)
  • Kaufman Speech Praxis Test
  • Augmentative and Alternative Communication Profile
  • Kindergarten Articulation and Language Screen
  • Preschool & School-Age Language Scales – Screening Test
  • Phonological Awareness Test
  • Phonological Awareness Screening

The selection of assessment tools is individualized based on the student’s age, developmental profile, communication needs, and the specific areas of concern identified through the referral process.

02.

Inclusive and Competency-Based Individual Education Plan

Individual Education Plan (IEP)

Adapted From the Inclusive Education Services: A Manual of Policies, Procedures and Guidelines – Ministry of Education and Childcare (2024)

What is an IEP?

An IEP is a documented plan developed for a student with disabilities or diverse abilities that describes individualized goals, adaptations, modifications, the services to be provided, and includes measures for tracking achievement. It serves as a tool for collaborative planning among the school, the parents, the student (where appropriate) and, as necessary,school district personnel, other ministries and/or community agencies.

Typically an IEP includes individualized goals with measurable objectives, adaptations and/or modifications where appropriate, the strategies to meet these goals, and measures for tracking student achievement in relation to the goals. It also documents the inclusive educational services being provided as these relate to the student’s identified needs. Some students require small adaptations and minimum levels of support; other students with more complex needs may require detailed planning for educational modifications, adaptive technologies, or health care plans. The IEP will reflect the complexity of the student’s need and, accordingly, can be brief or more detailed and lengthy.

What must an IEP contain?

The IEP document does not describe every aspect of the student’s program. It makes reference to those aspects of the education program that are adapted or have been modified, and identifies the support services to be provided. IEP learning outcomes are often described as goals and objectives.

An IEP must have one or more of the following:

  • the goals or outcomes set for that student for that school year where they are different from the learning outcomes set out in an applicable educational program guide; or
  • a list of the support services required to achieve goals established for the student; or
  • a list of the adaptations to educational materials, instructional strategies or assessment methods required by the student to meet the learning outcomes established in the IEP.

An IEP should also include the following:

  • the present levels of educational performance of the student;
  • the setting where the educational program is to be provided;
  • the names of all personnel who will be providing the educational program and the support services for the student during the school year;
  • the period of time and process for review of the IEP;
  • evidence of evaluation or review, which could include revisions made to the plan and the tracking of achievement in relation to goals; and
  • plans for the next transition point in the student’s education (including transitions beyond school completion) and linkages to Graduation Portfolio during Grades 10-12.

Where the goals established for the student are different from the expected learning outcomes for the age or grade, these should

  • be set at a high but attainable level to encourage parents, students and staff to hold high expectations.
  • be accompanied by measurable objectives developed for each goal to enable IEP review and evaluation.

The IEP may be brief, or it may be more detailed and complex, depending on the complexity of the student’s needs. For example, the IEP for a student who needs examinations with adaptations and support with note-taking can be relatively simple. In contrast, a student with multiple disabilities who requires the involvement of a variety of professionals, adaptive technologies and major curricular modifications will require a much more extensive IEP.

Who develops the IEP?

The principal of the school is responsible for the implementation of educational programs (School Act Regulation 5(7)(a)). Though planning occurs collaboratively, the principal of the school should ensure that for each such student a case manager is appointed to co-ordinate development, documentation and implementation of the student’s IEP.

As necessary, other school district personnel or staff from regional or community agencies may be involved in the development and have a role to play in its implementation.

Parents must be given the opportunity to be consulted in the planning process, and should receive a copy of the IEP.

To the extent possible, the student should also participate in the process.

The IEP should document instances where services are offered but the parent or the student refuses them.

Who must have an IEP?

All students with disabilities or diverse abilities must have an IEP. An exception can be made if:

  • the student with disabilities or diverse abilities requires no adaptation or only minor adaptations to educational materials, or instructional or assessment methods;
  • the expected learning outcomes established by the applicable educational program guide have not been modified for the student with disabilities or diverse abilities; and
  • the student with disabilities or diverse abilities requires in a school year, 25 hours or less remedial instruction, by a person other than the classroom teacher in order for the student to meet the expected learning outcomes

 

 

 

 

 

 

 

SD 59 and the Inclusive and Competency- Based Individual Education Plan (ICBIEP)

SD 59 uses the Inclusive and Competency-Based Individual Education Plan (ICBIEP). Competency Based Individual Education Plans (CB IEPs) are based on the BC Curriculum, which includes Core Competencies and Curricular Competencies.

Core Competencies are essential skills that help students think, communicate, and interact with others. They support both academic learning and personal growth, helping students become well-rounded individuals.

These competencies are connected to all learning and are part of the curriculum. Students develop them by actively engaging in learning activities.

Curricular Competencies are the skills and strategies students learn in different subjects. While they focus on specific areas, they also connect to Core Competencies. Together, they help students grow academically and personally.

The Three Core Competency Areas

  • Communication: The Communication competency involves the skills and abilities we use to interact with others. Through communication, students share ideas, express themselves, learn new things, and build connections. It helps them grow, complete tasks, and find meaning and joy in life.
  • Thinking: The Thinking involves the skills and processes that help students develop intellectually. It allows them to take ideas and information from different subjects and turn them into new understandings. This includes problem-solving, critical thinking, and self-awareness. Students use these skills to process information from different sources, including their own thoughts and feelings, to create new ideas.
  • Personal and Social: The Personal and Social competency helps students understand themselves and their role in the community. It includes skills for personal growth, building relationships, and achieving goals. It supports students in caring for themselves and others while finding their purpose in the world.

Key Features of the Competency Based IEP

Competency Based IEPs are:

  • strengths-based and student-centred – focusing on what the learner can do
  • representative of growth-based continuums that include all learners
  • based on Universal Design principles that focus on accessibility to support inclusion
  • aligned with the same curriculum as peers
  • more inclusive of family and student input; they are worded from the student’s point of view
  • developed with goals and objectives that target areas of growth
  • written and managed by a school-based case manager
  • reviewed each year
  • the same, province-wide

Given the competencies are on a developmental continuum, all students are included, but students may be at different stages in different areas. For example:

  • A student may be working on expanding social communication using a talking board to share an idea with a friend while another student may be working on social communication by learning to give and receive feedback about a project with a group of peers.
  • A student may be using a picture exchange system while another student may be developing their ability to ask and respond to questions in a job interview.

The Competency Based IEP Development Process

The Competency Based IEP development process is intended to be:

  • student centred with the creation of a Student and Learning Profile that includes the voice of the learner
  • reflective of the learner’s strengths, interests and needs
  • developed with consultation and collaboration, and starts with the learner. It incorporates multiple voices including the student, family, school staff and the larger team.

Additional Components of the SD59 ICBIEP Process

  1. Student profiles will be complete with students and/or teams before the ICBIEP meeting.
  2. If families are new to the ICBIEP process, they will receive information ahead of time. This could include
    1. Introductory letter
    2. Basic information on the Core Competencies which could include sample goals
  • If needed, student information collection sheet to add to student profiles
  1. The ICBIEP meeting will move through the following sections:
    1. Prior to the meeting, the case manager will complete any sections that can be done ahead of time (Student support team, student profile information that has been collected ahead of time from student and team, relevant information from previous IEP). This information may be confirmed or reviewed prior to or during the meeting
    2. The meeting will begin with the Personal Profile and Learning Profile sections.
      1. This section meets the Ministry requirement to document current level of performance
      2. These sections also provide all supporting personnel with information to help in building rapport with the student, utilizing student’s strengths to access curriculum and how to best meet their social, emotional, and learning preferences and needs. These sections also bring to light areas for growth that will inform IEP goal development.
  2. Complete the Support and Plans section
    1. This section lists the universal and essential supports that best allow the student access to educational materials, instructional strategies, or assessment methods. (See Universal/Essential Supports document on SharePoint.)
    2. This section meets ministry of education requirements for information regarding the adaptations to educational materials, instructional strategies, or assessment methods.
  3. Some students will only need supports and plans documented and will not need further goals. (Some students with Category Q designations, students on Student Support Plans).
    1. Additional goals might not be needed for a student with a Category Q designation that is in high school and accesses their supports independently
    2. Additional goals might be needed for a student with a Category Q designation or a student on an SLP who has specific needs (executive function, academics, literacy skills, etc.)
  4. Enter any relevant supplemental plans (i.e. medical plans, in-care plans, transition plans, etc.) This is to document the existence of a plan only – details of the plan are not stored here.
  5. Complete the Core Competency goals section.
    1. In the ICBIEP, goals and related objectives are framed around the Core Competencies or Curricular Competencies of the BC Curriculum. The goal is an “I can” statement pulled directly from the BC Curriculum and the objective(s) are written as achievable ways in which the student will work towards growth in the respective competencies.
    2. For students with a ministry designation, there will be two goals in two Core Competency areas that are connected to two different domains aligned with the student’s designation.
  6. Complete the Curricular Goals section
    1. Big Ideas must be from grade-level curriculum and reflect what the entire class is working on. Click on the arrow in the top right corner of the box to display the curricular outcomes for each grade level
    2. Individual objectives can be from any grade level.
    3. Goals for elementary students are almost always Supplemental. Replacement goals may be needed for specific middle/high school students.
  7. Review sections and print copies
  8. ICBIEPS will be reported on the same schedule and on the same document as school-wide Learning Updates.

IEP Development and Implementation

A key role of the District Helping Teacher and the District Learning Services team is to work with the Learning Assistant teacher to facilitate the ICBEP process for students with low incidence diverse learning needs. An effective ICBEP will guide the implementation of supplemental and/or replacement goals to a student’s instructional program.  In addition, it will identify the universal and essential supports for the student’s learning.  It should be driven by quality assessment information and must be written in such a way that all current and future team members can understand it.

The Learning Assistance Teacher will work with the classroom teacher to ensure that students who are struggling or who have high incidence diverse learning needs have appropriate programs.

Students who are English Language Learners vary substantially in their needs for support.  Based on the assessed needs of the student, a determination should be made as to instructional goals that can be reasonably met in the current school year. These should be reported in an Annual Instructional Plan (AIP), which includes a list of additional services being provided. While each student needs an AIP, it can be written specifically for the individual student or groups of students who share similar needs.

 

In BC, a Student Learning Plan (SLP) provides personalized support for students who need additional support but do not have a Ministry designation, whereas an Individualized Education Plan (IEP) is a legally required plan for students with disabilities or diverse abilities who require inclusive education services.

Student Learning Plans in SD59 follow a similar process to the ICBIEP process and are only created in collaboration with the school-based team and if specific needs are identified.

  • Purpose: Sets individualized goals and strategies to support learning without a Ministry designation.
  • Eligibility: Designed for students needing extra support but who do not have a Ministry designation
  • Focus: Addresses learning needs based identified through School-Based team

This distinction ensures that all students receive the appropriate level of support based on their individual learning needs.

03.

Annual Instruction Plan (AIP) for ELL

ANNUAL INSTRUCTION PLAN (AIP) DEVELOPMENT FOR ENGLISH LANGUAGE LEARNERS

Source: English Language Learning Policy Guidelines, 2018

Current knowledge with regard to effective practices should form the basis for program and instructional planning and service deliver for ELL students.  The initial assessment to identify students who require ELL services, the ongoing review and assessment of their progress, the support services provided, and the discontinuation of service is all a shared, professional responsibility among the educators who have contact with the ELL student.

Based on the student’s initial language assessment or ongoing language assessment throughout the previous year, an Annual Instruction Plain (AIP) should be developed before September 30 for the current school year.

As part of this planning process, parents should be notified that their child is receiving ELL service.  Furthermore, an ELL Specialist must be involved in the planning process by writing the AIP and/or consulting with the AIP writer and reviewing the AIP.

Each AIP needs to include information for the current school year on the ELL student’s:

Services should be delivered by an ELL specialist or occur with the guidance of an ELL specialist.  The services should address the student’s linguistic needs and must be clearly distinct from services that would normally be provided to address student differences. 

All ELL additional services should be documented, including information on the ‘nature of support’ and support strategies.  These could include:

  • ELL educator consulting with classroom teacher, teaching assistant and/or LAT
  • ELL educator co-planning, co-teaching, and/or team teaching with classroom teacher
  • ELL educator delivering small-group instruction
  • Direct skill building instruction/support to an individual student
  • Classroom teacher using differentiation (e.g., adaptations, supplementary curriculum materials, accommodations)
  • Collaborative planning with individual student regarding language goals and strategies

ELL student progress information must be included at the end of each term on the AIP.  The classroom teacher will report on the student’s progress. The ELL specialist responsible for the student should be involved in the ELL student progress reporting, by providing information on the student’s progress for inclusion with the report or by reviewing and approving the information. 

At the end of each term the district ELL teacher provides a summary of the student’s progress in their online programs for the school LAT.

Monitoring and reporting progress for ELL students includes the following:

  • An evidence binder kept for each ELL student.
  • Evidence is collected for each goal progression for each term including  which goals were focused on that term. As they are annual goals, they may be spread out during the year.
  • Documentation of support includes educational assistant schedule, copy of day plan showing adaptations, samples of adapted assessment and original assessment.
  • ELL rubrics are collected each term.
  • Adaptations checklists are revisited 3x a year and redone if necessary.

 

 

04.

Children and Youth in Care Plan

Children and Youth in Care (adapted from Ministry of Education and Childcare

Children and youth in care may face challenges that impact their learning due to stressful life events, such as separation from family and other trauma. Educational supports and services should be designed with the student’s needs and best interests in mind, involving parents/guardians, the student when appropriate, and the school-based team in the decision-making process.

Working together, we can improve the educational outcomes and wellbeing of all children and youth in care.

Guiding documents identified by the Ministry of Education and Childcare  for the  provision of wrap-around services for children and youth in care include:

Supports to consider

Many evidence-based practices are proven to improve educational outcomes and well-being of students in care such as programs and initiatives to increase school attendance, connectedness and sense of belonging; tutoring and mentoring interventions to improve reading, writing and numeracy; extracurricular activities and Indigenous teaching and supports.

The Joint Planning Guidelines (PDF) contain tip sheets that can help you with designing specific strategies suitable for supporting children and youth that are in your classrooms or schools. 

Planning for Children and Youth in Care in SD59

Children and youth in care often face unique challenges that may impact their emotional, social, and academic development. These challenges can include experiences of trauma, frequent moves, separation from family, and changes in caregivers. As a result, they may require additional planning and support at school to ensure they have the best opportunities for success.

Reasons for Additional Planning:

  1. Emotional and Psychological Support: Many children in care have experienced trauma or instability, which can affect their mental health and ability to focus on learning.
  2. Consistency and Stability: They may face frequent moves or changes in caregivers, so having a stable and predictable school environment is essential for their well-being.
  3. Social Integration: Children in care may struggle with building relationships with peers and teachers, so targeted support can help them feel more connected.
  4. Academic Gaps: Due to disruptions in their education, they may have gaps in their learning that need to be addressed through tailored instruction.
  5. Building Trust: These students might have difficulty trusting adults, so additional planning ensures they receive the support they need in a way that is sensitive to their experiences.

Overall, extra planning helps create a supportive, stable, and nurturing environment where children and youth in care can thrive academically and emotionally.

In SD59, we use a specific “In Care” planning document to plan supports for children and youth in care who have been identified as needing additional levels of support. This plan includes:

  • Information about the care plan
  • Key contact people
  • Goals
  • Area of focus
  • Essential Supports
  • Data collection

In addition, schools are asked to monitor how children and youth and care are doing through their school-based team process.

 

05.

Positive Behaviour Support and Safety Planning

Positive Behaviour Support and Safety Planning

In any learning environment, students may need support to engage positively with peers, staff, and their surroundings. Some students require Positive Behaviour Support Plans or Safety Plans to provide additional structure, support, and clear expectations to help them succeed. In some cases, the behaviour planning may be included directly in the student’s ICBIEP.

In SD59 both plans are developed in collaboration with the School-Based Teams including the classroom teacher and education assistants (if necessary), parents, guardians and the student if appropriate.

Students may need a Positive Behaviour Support Plan if they:

  • Struggle with self-regulation, social interactions, or following routines.
  • Engage in behaviours that interfere with learning (e.g., frequent outbursts, task avoidance, aggression, or defiance).
  • Require structured interventions to develop coping strategies and positive behaviours.

A Safety Plan may become necessary when a student’s behaviour poses a potential risk to themselves or others. This may include:

  • Physical aggression, self-harm, or elopement (running away).
  • A history of behaviours that require specific response strategies to maintain safety.
  • The need for clear staff guidelines to prevent and manage safety concerns.

By implementing these structured approaches, schools can create a safe, inclusive, and supportive learning environment where all students have the opportunity to thrive.

Functional Behaviour Assessment (FBA)

If a student needs a Positive Behaviour Support Plan, a Functional Behaviour Assessment may be completed as it provides an evaluation of how a student functions within the school environment. The assessment may include:

  • interviews with parents/guardians
  • Interviews with the student
  • interviews with school staff
  • a file review
  • direct observations
  • data collection
  • Consultation with district staff

Key Components of an FBA

  1. Identify the Behavior
  2. Gather Information
  3. Analyze Triggers and Results of Behaviour
  4. Determine the Function of the Behavior (reasons for behaviour)

The results of the Functional Behaviour Assessment will inform the development of the Positive Behaviour Support Plan and/or goals on an ICBIEP. This document will be shared with the parents/guardians and school staff and placed in the student’s school file.

Positive Behaviour Support Plan

A Positive Behaviour Support Plan (PBSP) is a structured plan designed to help students replace challenging behaviors with positive, appropriate alternatives. It is based on the results of a Functional Behaviour Assessment (FBA) and focuses on proactive, supportive strategies rather than consequences.

Key Components of a Positive Behaviour Support Plan:

  1. Student Information & Background
    1. Overview of the student’s strengths, stretchess, and learning needs.
    2. Summary of relevant assessments (e.g., FBA results).
  2. Description of Challenging Behaviour
    1. Clearly defines the behavior of concern (e.g., aggression, avoidance, disruptive actions).
    2. Identifies when, where, and under what conditions the behavior occurs.
  3. Function of the Behaviour
    1. Explains why the behavior happens (e.g., seeking attention, avoiding difficult tasks, sensory needs).
  4. Prevention Strategies (Proactive Approaches)
    1. Changes to the environment, schedule, or routines to prevent the behavior.
    2. Teaching alternative skills to meet the same need in a more appropriate way.
    3. Ensuring clear expectations and consistent support.
  5. Teaching & Skill Development
    1. Identifies replacement behaviors and self-regulation strategies.
    2. Explicit instruction on coping skills, communication, and problem-solving.
  6. Response Strategies (What to do when the behavior occurs)
    1. De-escalation techniques to minimize disruption.
    2. Reinforcement of positive behaviors.
    3. How staff should respond consistently.
  7. Reinforcement & Motivation
    1. Positive rewards and encouragement for appropriate behavior.
    2. Use of praise, privileges, or incentives tailored to the student’s interests.
  8. Crisis Plan (if needed)
    1. Steps for managing high-risk behaviors safely.
    2. Contact protocols and emergency responses if required.
  9. Monitoring & Review
    1. Ongoing tracking of student progress.
    2. Adjustments to the plan based on effectiveness.

The goal is to create a supportive, structured environment that helps students develop self-regulation skills and succeed both academically and socially.

Safety Plan

In addition to a Positive Behaviour Support Plan for the student, a Safety Plan may also need to be created. This plan is created for staff and student safety when working with individuals who may present behavioural risk. Its focus is to:

  • Protect the student, staff, and peers while ensuring a safe and supportive learning environment.
  • Provide consistent and proactive strategies to manage challenging behavior.
  • Equip staff with clear, practical guidelines to respond effectively to safety concerns.

The plan includes the following:

  • Potential hazards/concerns
  • Responses to hazards/concerns
  • Environmental set-up and tools including room/area, transferring, personal protective equipment, safe preparation and safe work practice and training
  • Crisis response plan
  • Additional information and plans

Staff working with the student will sign off on this plan and a copy will be placed in a student’s file.

 

06.

File Management

File Management – Student Records

Student records in School District 59 must comply with the BC Ministry of Education and Childcare requirements which you can find here and SD 59 Board Policy & Regulation 4610. Records include two key components: the Permanent Student Record (PSR) and the Student File.

Permanent Student Record (PSR)

In accordance with Ministerial Order M190/91, every student registered in the BC public education system must have a PSR. It documents the student’s educational history and travels with them throughout their schooling.

The PSR includes:

  • Form 1704 (Permanent Record Card, stored in the Student Information System)
  • Two most recent report cards or an official transcript
  • Inclusions, listed on Form 1704, such as:
    • Medical alerts
    • Learning services documents (e.g., assessments, reports)
    • Court/legal documents
    • Notification of an IEP
    • Other documents deemed relevant by the principal

Student File

Each student must also have a Student File, which holds current documents used to support their educational planning and program delivery.

The file should include:

  • Copies of records listed on Form 1704
  • Current and previous Individual Education Planss or Learning Plans (if applicable)
  • Report cards
  • Formal assessments (e.g., psycho-educational, speech-language, OT/PT, medical reports)
  • School-Based Team (SBT) summaries and support plans
  • Positive Behaviour Support Plans
  • A reference note if other relevant records are kept elsewhere (e.g., category or student binders)

The file should NOT include:

  • Raw observations or anecdotal notes
  • Student work samples
  • Assessment protocols or unused forms
  • Case notes from SBT
  • Any information about other students

Student Record Inclusions

Some students will have additional documentation—known as Inclusions—that must be listed on Form 1704 and stored in their file. These help inform planning for the student’s education.

Examples:

  • Medical alerts or diagnoses
  • Learning services assessments
  • Legal documents (e.g., custody, name change, immigration)
  • Autism or developmental documentation (e.g., BCAAN, SAASI)
  • Records confirming eligibility for Community Living services
  • Functional vision, audiology, and CAPD reports
  • Adaptive behavior assessments (e.g., ABAS, Vineland)

All inclusions are stored in the student file and move with the student if they transfer schools. Only the final scanned reports should be kept. Protocols, permission forms, and raw data must be shredded according to district procedures.

Level B and C Assessments

Staff conducting Level B or C testing must follow these protocols:

  • Completed test protocols must NOT be kept in student files
  • Store protocols in a secure location
  • A summary report of results should be added to the Student File
  • Maintain confidentiality and safeguard test materials
  • Assessment protocols are maintained according to district procedures.

Student Binders (Low Incidence Categories A, B, C, D, E, F, G, H)

For students in low incidence categories (categories A,B,C,D, E, F, G, H) a separate Student Binder may be created.

  • It is part of the student’s official record
  • Can be stored in a separate secure location
  • A note must be added to the PSR referencing the binder and its location
  • Binders must be transferred with the student when they move schools

File Transfers

When a student transfers:

  • The PSR and student file must be sent to the new BC public school (original records can be sent).
  • If transferring to a private school or out of province, photocopies are sent.
  • Documents to include:
    • Form 1704 (PR Card)
    • Two most recent report cards
    • Listed inclusions from the PR Card
    • Most recent IEP or Learning Plan
  • A copy of the PR Card is marked “Master Copy – Do Not Destroy” and kept on file for two years before archiving at the Board Office.

Common Assessments to Include (Reports Only – No Protocols or Forms)

Scanned reports (not protocols) from the following are commonly included:

  • Psycho-educational assessments (e.g., WISC, WIAT, KTEA)
  • Medical and diagnostic reports (e.g., BC Children’s Hospital, BCAAN)
  • SLP, OT, PT assessments
  • Mental health screeners (e.g., SCARED, CDI, PHQ-9, GAD-7)
  • Behaviour assessments (e.g., BASC, Conners, BRIEF)
  • Adaptive and functional skills assessments (e.g., ABAS, Vineland)
  • Vision, hearing, and audiology reports
  • Autism screening tools (e.g., SAASI, CAPD reports)
  • Community Living documentation

All student records must be handled confidentially. Non-essential or non-transferable documents must be securely shredded following School District 59’s records management procedures.

 

07.

Developmental Kindergarten Screens

Developmental Kindergarten Screen

In School District 59, all kindergarten children participate in a developmental screen in the fall and again in the spring.  The screen provides information about a student’s development in key areas required for successful learning.  The screen will be administered by members of the district speech-language pathology, physiotherapy and educational psychology departments.

The purpose of the fall screen is to provide teachers with a profile of their classroom’s developmental needs.  This allows kindergarten teachers to incorporate the most effective developmental strategies based on their specific class profile.  When available, intervention services will be provided at the school for identified areas of need. 

The purpose of the spring screen is to identify students who will need further investigation and support in their grade one year.  This may involve Occupational and Physiotherapists, Speech-Language Pathologists and/or Educational Psychologists.  Necessary referrals will be sent to parents at the start of the child’s grade 1 year.

The aim of the screen is to remove barriers to academic success by:

  • Providing teachers with information on the overall profile of their kindergarten class.
  • Providing classroom teachers with specific interventions at the classroom level (Tier 1)
  • Identifying students who may require specific small group/individual interventions (Tier 2)
  • Identifying students who may require referrals to specific professionals (Tier 3).

The developmental kindergarten screen includes:

  • Hearing and Vision
  • Verbal Working Memory
  • Rapid Automatic Naming – Objects & Letters
  • Articulation
  • Phonological Awareness
  • Expressive Language
  • Gross Motor Skills

 

08.

Additional Years

Some students who have intellectual disabilities are on the Evergreen/School Leaving Certificate to graduation. As we support these students who are on this path (Evergreen/School Leaving Certificate) toward a transition to adult life, there may need to be an additional year (maximum 2 years or up to the year in which they turn 19*) to facilitate the transition to community supports.   The following guidelines or procedures will provide best practice.

School staff, parents/families and the student must work together to determine if this is the path for the student. If a decision is made to remain in the K-12 system for additional years (maximum 2 years), the following criteria must be met:

  • An application for a transition year will be made before the end of June preceding the additional year;
  • The student must be on a path toward an Evergreen Certificate;
  • A PATH (Planning Alternative Tomorrows with Hope) or Transition Planning process has been initiated to determine the needs of the student and the capacity of the district before the beginning of the additional year;
  • There must be coordination and collaboration with the adult agency (i.e., CLBC, PSI or other);
  • The length and structure (i.e., full days, part days, part time) of the program will be dictated by the needs of the students and the ability of the district to provide the necessary supports;
  • The student must participate in a program that has goals set for transition to adult life;
  • The program will focus on community-based life skills and work experience and may be on the school site or in the community.
  • Documentation including application forms and transition planning will be placed in the student’s cumulative file.
09.

Transition Planning

Transitions

The purpose of a transition is to provide a continuum of planning and support for students as they move from home to school, school to school, or school to community. Some key transitions include entry into kindergarten, moving from elementary to middle/high school, moving from middle school to high school and moving from high school to community. Additionally.  transition planning may be required as a student transfer to a new school in the district or from a school outside of district.

The Learning Assistant teacher, in collaboration/consultation with the District Inclusion Helping Teacher, where needed will:

  • Develop transition plans that address the specific educational, vocational, social, emotional and behavioural needs of the student as well as specify the supports and services necessary to foster success.
  • Coordinate collaboration between school personnel, district staff, representatives from community services (including pre-schools and postsecondary), and professionals from other government ministries, parents, and the students themselves.
  • Outline roles and responsibilities of all involved in the implementation of the plan as well as monitor and evaluate its effectiveness.
  • Where a student’s needs dictate that there need to be substantial supports during transitions, the school and district personnel need to collaborate on how best to meet those needs.
  • There is more than one kind of transition as students move through their educational program. There are transitions from community to school, Grade 7 to Grade 8 (Grade 6 to 7 in TR), from classroom to classroom and transition from school to community. The purpose of transition is to identify the needs of students and ensure that appropriate programs are established in order to help them to realize their goals.

 

Those transitions may involve the following:

  • Collaboration with teachers, LATs, Principals and District Learning Serivces Teachers to establish a transition process that will meet the needs of the student.
  • Attending transition meetings and liaise with feeder school staff or teacher
  • Organize release time and forms to be filled out.
  • Document and report back to School-Based Team needs of incoming students and share information.
  • Set up transition meetings and parent meetings in the spring to discuss various programs and expectations.

 

In addition, the Ministry of Education requires that case managers develop a transition plan for students with low incidence needs transitioning from secondary school to life outside of high school.

Part of this process may include a PATH [Planning Alternative Tomorrows with Hope] session with the District Inclusion Helping Teacher with Transition to Adulthood as part of their portfolio.

These plans could include researching and visiting post-secondary sites, registering at a post-secondary institution, and/or making connections with relevant government and community organizations such as Children and Youth with Support Needs (0-18 yrs) and Community Living BC.

School District 59 Liaison for CYSN and Community Living:

  • Joy Kelly-Bratt – District Inclusion Helping Teacher

 

 

Student Transition into Kindergarten

Transitioning children with diverse needs into kindergarten requires careful planning, collaboration, and individualized support. SD 59 works with community partners and families to support this planning process. This process may involve the following:

  1. Early Preparation & Planning
  • Start Early: Begin transition planning 6–12 months before kindergarten.
  • Assess Needs: Work with parents, preschool teachers, and specialists (e.g., therapists, special educators) to understand the child’s strengths and challenges.
  • Visit the School: Arrange visits to the kindergarten to help the child become familiar with the new environment.
  • Visit the Student: Arrange visits to the pre-school or daycare for school staff to help the school become familiar with the child.

2. Collaboration & Communication

  • Hold Transition Meetings: Include parents, kindergarten teachers, special education staff, and service providers to share information and set goals.
  • Create an Individualized Transition Plan: Outline supports, accommodations, and strategies for success.
  • Provide Kindergarten Staff with Training: Educate school staf on the child’s needs, communication style, and successful support strategies.

3. Environmental & Instructional Supports

  • Adapt the Classroom: Ensure accessibility, quiet spaces, and visual supports (e.g., schedules, social stories).
  • Plan for Support: Pair the child with a buddy or encourage inclusive peer interactions, and ensure regular adult support through check-ins, guidance, and modeling of positive social connections.
  • Use Familiar Routines: Maintain consistency in schedules and expectations to reduce anxiety.
  • Use Familiar Tools (e.g., visual schedules, calm corners, prompts) to help the child feel safe and successful in social situations.
  • Safety Planning: Develop simple safety plan with the child if needed that could include:
    • Clear steps for what to do when they feel overwhelmed or unsafe
    • A calm, designated break space
    • A trusted adult they can go to
    • Strategies for self-regulation (e.g., breathing, quiet activity, fidget)
    • Visuals or scripts to help with transitions or unexpected changes

4. Gradual Transition Strategies

  • Staggered Start: Introduce the child to kindergarten in short visits before full-time attendance.
  • Teach and Practice Routines: Support the child in learning skills such as lining up, following directions, and using classroom materials through modeling, repetition, and encouragement.
  • Provide Social Stories & Visual Aids: Help children understand what to expect through pictures and step-by-step guides.

5. Ongoing Support & Monitoring

  • Frequent Check-ins: Regularly assess the child’s adjustment with parents and teachers.
  • Adjust Supports as Needed: Modify accommodations based on the child’s progress.
  • Encourage Self-Advocacy: Help the child express needs and seek help when necessary.
  • Communication Plan: Keep open and ongoing communication between home and school to share progress, concerns, and successes.

Student Transition Between District Schools

The district has a process to support students transitioning between schools. This process is used for designated students and those who may face challenges with the move due to social-emotional, academic, or home support concerns.

For students moving due to grade progression, such as elementary to middle school (or middle to high school in Dawson Creek or elementary to secondary school in Chetwynd and Tumbler Ridge, transition planning begins in January or February. At this time, staff from both the current (transitioning) and future (receiving) schools connect.

For students moving to a new school at other times during the year, the transition process begins as soon as possible based on the timing of their move.

The Learning Assistance Teacher from the transitioning school meets with the school team, including classroom teachers and other staff, to identify students who require additional supports to help with a successful transition.

Examples of transition supports include:

  • Extra visits or tours of the new school to help the student become familiar with the environment
  • Physical adjustments such as accessible routes or quieter spaces
  • Individualized programming or schedules to ease the change
  • Social stories or visual supports that explain new routines
  • Meetings or check-ins with key staff (e.g., counsellors, learning assistants) before and after the move
  • Staff training

The school-based team from the transitioning school completes a transition document and schedules a meeting that includes parents/guardians and the receiving school’s team. Together, they collaborate to create an action plan tailored to the student’s needs.

After the transition meeting, the receiving school puts the agreed-upon action plan into place to support the student’s successful move.

Student Transition from Out of District

For students coming into the district from out of district schools, the transition process includes connecting with the previous school to gather information about the student’s academic, social, and emotional needs. The Learning Assistance Teacher and school team review this information to identify necessary supports, including Tier 2 or Tier 3 interventions. Planning is done collaboratively with families to understand the student’s needs and preferences, and to ensure they feel supported throughout the process. To help the student adjust smoothly, a gradual entry plan may be created, allowing the student to visit or attend the new school part-time before fully transitioning. Additional supports such as meeting key staff, extra orientation, or individualized programming can also be arranged to support their successful integration. This process may require additional time to coordinate, especially if new staff need to be hired to provide the required supports

 

As students prepare to move from school to adult life, the school is committed to supporting families every step of the way. We work closely with students, parents, and guardians to navigate graduation options, plan for community living, and connect with necessary adult services. Our goal is to ensure a smooth transition that respects each student’s strengths, needs, and goals, providing guidance, information, and advocacy throughout the process.

Graduation Certificates Overview

Dogwood Graduation Certificate

  • This is the typical graduation path for most students.

Adult Graduation Certificate

  • Used only when the Dogwood path is no longer attainable.
  • Requires a signed acknowledgment letter from the parent/guardian about the change in graduation path.
  • The student and family are invited to participate in a PATH (Planning Alternative Tomorrows with Hope) meeting, including the student, family, and people invited by the student.

Evergreen Graduation Certificate

  • Also only used when the Dogwood path is no longer attainable.
  • Requires parent/guardian signed acknowledgment of the change.
  • The student and family are invited to participate in the PATH process.
  • Students on this path likely need to be on the CLBC (Community Living BC) caseload.

Additional Grade 12 Year (12+)

  • May be agreed upon to allow the student to complete one of the graduation paths or as a transition year to community life.
  • Requires the parent/guardian to apply for this extra year.

CLBC (Community Living BC) Support Checklist

  • If a student is eligible, at age 16+, families/guardians or students should be assisted in applying for Persons with Disabilities (PWD) designation and CLBC services.
  • Support families in reaching out to CLBC and gathering necessary documents.

CLBC Service Models and Support

Intellectual Disability (ID) Model

  • Typically applies to individuals with an IQ around 70 (plus or minus 5 percentiles).
  • For more info: PosAbilities CLBC Integrated Service Delivery Model
  • See the full list of eligibility criteria on ca
  • Assist with referral documents as needed, including:
    • Recent psychological/educational assessment
    • ABAS (Adaptive Behavior Assessment System) – Adaptive Functioning evaluation
    • CLBC forms
    • “My Booklet” — support family/guardian/student in completing this. https://mybookletbc.com/
    •  

Personalized Supports Initiative (PSI) Model

  • Supports adults with Fetal Alcohol Spectrum Disorder (FASD) and Autism Spectrum Disorder (ASD) facing significant daily life challenges.
  • Brochure: PSI Brochure
  • Assist with referral documents as needed:
    • ABAS – Adaptive Functioning evaluation
    • CLBC forms
    • “My Booklet” — support family/guardian/student in this process. https://mybookletbc.com/

School District 59 Liaison for  Community Living:

  • Joy Kelly-Bratt – District Inclusion Helping Teacher
10.

Supporting Student Learning

Continuum of Support

School District 59 is dedicated to helping all students succeed by providing the right support at the right time. The Continuum of Support is a step-by-step process that helps schools respond to student needs early and effectively.

This approach starts in the classroom and, if needed, builds to include more specialized help. It encourages teamwork between teachers, families, support staff, and community partners to make sure each student gets what they need to learn and grow.

The goal is to support students so they can become confident, independent learners.

  1. Concern Identified: A teacher observes academic, social, emotional, or behavioral challenges. Concerns may also be brought forward by a parent, student, or other staff member.
  2. Classroom-Level Support: The teacher implements strategies within the classroom such as differentiated instruction, small group support, peer assistance, or additional practice. Student progress is monitored over time. If the student shows improvement, supports continue at the classroom level. If challenges persist, the process moves to the next step.
  3. School-Based Team Involvement: A referral is made to the School-Based Team (SBT).
    The team reviews the student’s strengths and needs and recommends targeted strategies and supports. Additional in-class accommodations or modifications may be introduced. Progress continues to be monitored. If concerns remain, further support is considered.
  4. Specialized Support and Assessment: Learning Services staff or specialists (such as counselors, speech-language pathologists, or occupational therapists) become involved.
    Formal assessments may be conducted to better understand the student’s needs.
    An individualized plan (such as an Inclusive and Competency-Based Individual Education Plan) is developed and implemented. Interventions are monitored and adjusted based on ongoing data. If significant needs continue, further support is coordinated.
  5. External Supports and Wraparound Services: The school collaborates with external professionals such as mental health providers, pediatricians, or social workers. Additional accommodations or modifications may be implemented based on recommendations. Families and community agencies are actively engaged in supporting the student. The plan is reviewed regularly and updated as necessary.
  6. Ongoing Review and Success Planning: The student’s long-term progress is monitored.
     Supports are adjusted as the student becomes more independent.
     Planning focuses on maintaining success, fostering self-advocacy, and preparing for future transitions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Supporting Student Learning (SSL) document serves as a comprehensive resource for educators to address concerns about a student’s academic progress. Its primary purpose is to provide a structured framework of supports and directions for educators to follow when they identify a student who is struggling academically.

While the SSL is not intended for diagnostic purposes, it offers valuable information about specific cognitive processes including Cognitive Processing Speed, Working Memory, Comprehension-Knowledge, Visual Processing, Fluid Reasoning, Auditory Processing and Long-Term Retrieval. The document provides descriptions of what these deficits might look like in the classroom setting and suggests interventions and strategies to support the area of deficit.

In addition to addressing cognitive processes, the SSL also covers various areas of executive functioning, such as sustained attention, inhibition, organizing, planning, initiating, self-monitoring, abstract reasoning, concept formation, and emotional control. Once again, it provides interventions, supports, and descriptions for these executive functioning domains.

The SSL encourages a data-driven approach, utilizing classroom data, school-based data, and observations to identify areas where students are struggling. This information is then used to implement appropriate interventions and strategies within a team-based approach.

The team-based approach involves collaboration among parents, teachers, Learning Assistance Teachers, Coach Mentor Teachers, Literacy Resource Teachers, and school administrators. Together, they develop a comprehensive plan of support tailored to the specific needs of the student.

11.

Request for Designation

There are specific Ministry criteria and documentation requirements that must be met for a child to be categorized as a student with “disabilities or diverse abilities.” School will submit a request for a designation with supporting documentation to the Director of Instruction for Learning Services.

 The purpose of a “disabilities or diverse abilities” ministry category is not to label a student but rather to ensure that additional resources and support arrangements are made available to meet the student’s needs. The specific requirements are outlined in Inclusive Education Services: Category Checklists and can be found on the Ministry of Education website in the Inclusive Education Services Manual. Please refer to these Ministry resources for specific descriptions of each category as well as examples of diagnoses:

Students with a significant level of additional needs and requiring Tier 3 support are assessed and receive a ministry category based on the following BC Ministry of Education, Inclusive Education categories as follows:

  • A Physically Dependent
  • B Deaf/Blind
  • C Moderate to Profound Intellectual Disability
  • D Physical Disability/Chronic Health Impairment
  • E Visual Impairment
  • F Deaf or Hard of Hearing
  • G Autism Spectrum Disorder
  • H Students Requiring Intensive Behaviour Interventions or Students with Serious Mental Illness
  • K Mild Intellectual Disability
  • P Gifted
  • Q Learning Disability
  • R Students Requiring Moderate Behaviour Support or Students with Mental Illness Categories

Categories A, B, C, D, E, F, G and H are commonly referred to as “low incidence” categories because there is a relatively “low incidence” of students in these categories. Categories K, P, Q and R are referred to as “high Incidence” categories. It is important to recognize that a medical or educational diagnosis does not, in itself, determine the category.

The purpose of the identification is not to label a student, but rather to ensure that additional resources and support arrangements are made available to meet the students’ needs. The funding provided by the Ministry is allocated to the school district, which is, in turn, distributed to schools. The Peace River South allocates these supplemental funds to schools based on the functional needs of the students and their ministry category. This funding is to be used to provide specialized supplemental services to enable students with diverse learning needs to access educational programs. This may come in the form of specialized teachers, programs, resources and/or certified educational assistants. Ministry funding is not attached to specific students.

More detailed information regarding the above categories and criteria for designation in each category can be found on the BC Ministry of Education website at http://www.bced.gov.bc.ca/specialed/ppandg.htm .

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