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Case Managers are assigned for students who are formally designated with an Inclusive Education Plan (IEP), or who are on Learning Plans. Counsellors typically case manage students with R and H designations, all other designations are most often managed by an Inclusion Support Teacher. Where a student is on an Learning Plan, this is typically collaboratively case managed by an IST and Classroom Teacher.
Links to resources to assist Case Managers with fulfilling the duties of their role are found below. Refer to the Year-at-a-Glance for more information regarding the timing of specific annual tasks.
Case Managers facilitate ongoing communication between the family, classroom teacher, specialist support staff (e.g. OT/PT, SLP), as well as anyone on the outside care team the family identified. This includes:
Supporting Meaningful Consultation with Families
Case Managers maintain awareness of the student’s response to the supports in place, successes and continuing needs. This includes:
School Based Team Resources – use the tab on the left and scroll down for referral forms and information about:
Transition tools – scroll down through the Supportive Planning tab on the left.
Functional Programming tools:
Nursing Support Services
Case Managers utilize the Supportive Planning Flowchart & Tools to ensure all relevant supportive plans are created and maintained. This includes:
Case Managers maintain Designation (blue) Files. This includes:
Case Managers for students with ELL needs have the following additonal responsibilities:
Use this section to find forms and templates that will support the general management of learners in September
Referrals for Speech-Language Pathologist or School Aged Therapy services are available directly from the therapist at your site. Please refer all students requiring these services to SBT.
Students who have intellectual disabilities, or who have significantly impacted adaptive skills, will benefit from targeted functional interventions..
These interventions should be based on individualized data which demonstrates their specific areas of need, but are often effectively supported in small group settings.
The primary tool for assessing these needs is the Assessment of Functional Living Skills.
Functional Skills Groups are an effective way to support learners with targeted interventions. The resources below may help you get started. Inclusion Outreach is available for consultation and support, if needed.
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The AFLS system provides its users with the ability to create meaningful programs that guide any individual towards successful skills acquisition. While they are intended for individuals with diverse needs, these protocols can be effectively utilized with all populations, regardless of their personal situation. This screener tool can assess baselines while also guide the development of a student’s IEP and programming, including:
The protocols below have been adapted to reflect the skills most often supported in the school setting.
Functional Skills Groups are an effective way to support learners with targeted interventions. The resources below may help you get started. Inclusion Outreach is available for consultation and support, if needed.
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Supportive planning for students wtih complex behaviours is built around the NCI Level 1-3 Continuum. Planning always begins with detailed observations of a student’s functioning, to help us understand the areas of strength to build on, and the areas of lagging skills which require support and intervetion.
The best place to start is typically the NCI Data Profile.
The NCI Data Profile is the tool used to establish a personalized response continuum for a learner.
It is recommended that members of the SBT collaborate around a schedule whereby observations can be gathered at different times of day to create a fulsome picture of the student.
If this tool is new to you, this NCI Data Profile Quick Tips will provide some suggestions about the most effective way to use it.
The tools below can supplement this process where additional data is required.
This tool is the evolution of the NCI Data Profile to more student-specific supports (i.e., break schedules, essential strategies, scripts). The personalized schedule will support tracking of data related to dysregulation and continually inform enhancements of student programming. A blank template can be found here.
Click here to download a sample of a daily personalized schedule or click here to download a sample of a weekly personalized schedule.
ABC Tracker: This observational tool allows a third-party observer to better understand what the complex behaviour is communicating. This observation tool tracks Antecedents, Behaviours, and Consequences.
Activity and Duration Log: make observations about student behaviour by recording activities and time.
Scatter Plot: allows athe tracking of frequency/time of targeted behaviours (i.e. behaviours of concern). This tool also allows the team to identify intervention strategies and times when a student is more successful.
Click here to dowload a template.
Use this plan to support any student who struggles with self regulation in the school environment. These plans may stand on their own, or be used in conjunction with an Employee Safety Plan or Integration Plan.
Regulation Support Plan Guildelines
Regulation Support Plan Template
Coordinated Team Response Plan
Please ensure that updated information regarding medical needs is obtained from students’ parents/guardians regularlly.
It is important that these tools are refreshed each September, and then as needed throughout the school year.
This is a generalized plan where the more specific one is not applicable. It can be used for any student who has medical needs that require monitoring and intervention at school.
It is very important that nursing plans are followed as written, and that documentation is complete. There are diifferent methods for managing and documenting care where a nurse is not involved.
If a student is not followed by NSS, school staff cannot take responsibilty for testing blood sugar, and managing food levels. This is something that will need to be done independently by the student. This is the reason that the non-NSS plans are less detailed. It is important we do not take on delegated nursing responsibilities where there is no delegated care.
Where parents are utilizing a third-party app to monitor their child’s blood sugar from their phones, this is called “looping,” and is not approved by Health Canada. We need to be very careful not to have staff making medical decisions as part of the student’s care plan, as NSS will not delegate for this type of program.
Share information with all staff and ensure that a copies are stored: in the student file, first aid file, TTOC file, EAOC file. (Due to Ministry of Health regulations, you are not able to copy NSS plans, but they can provide you with something for the designation file to confirm diagnosis if needed).
It is also important to make sure there is a poster, or cover on the binder where blood sugar levels are recorded, as a quick reference for everyone involved.
Support Checklists / Links to Care Plans
It is important to work through the links on these checklists to ensure staff are familiar with the type of support for each type of care plan. If NSS will be coming for training, please ensure the preparatory work has been completed first.
ALL Students with diabetes should have a non-NSS support plan. Where students also have NSS support, this is the back-up plan for the days that the delegated EAs are not available.
Only students with an NSS nurse should have the NSS Plan. These are the property of Island Health and must remain in the assigned locations. They cannot be copied. Please follow nurse direction in managing these plans.
Please ensure you are using the most current versions of the support plans.
The Resources section of the NSS site has the plan templates, as well as training materials and other valuable information.
The Ministry has recently made changes to seizure support for students. They regularly update links to forms, so please obtain them directly from the Resources section of the Nursing Support Services website.
Please work closely with the student’s parents to develop a Seizure Action Plan, the template is available on the NSS webpage. Please encourage families to obtain updated information from their family doctor to help inform this process. You may also wish to share a copy of the Information For Parents that has been provided by the Ministry to explain this change.
While students will no longer be followed for Delegated Nursing support, it is possible to request training if the student is using one of the specific medications listed on the NSS form, although the number of nurses in our area is limited, so it is necessary to develop a plan between yourselves and the parent, rather than waiting for the nurse. This training can be requested using the Training Request Form. Prior to requesting training, you are asked to develop the action plan, and to ask the parents to confirm some information. Please use the Pre-Training Checklist to ensure these steps have taken place.
When developing the plans, please be super thoughtful about where the line is in terms of calling 911, as many of these situations are very complex and the student health can be fragile. We have schools that have held emergency meds without NSS support for students in the past, this is actually a practice that has been used for other emergency medications for some time. Sometimes an IST or PVP have been responsible for the administration rather than an EA – although this can be difficult for students requiring seizure care because EAs are very front-line in observing the signs of an approaching seizure, and there is often a very short window between it’s onset and a significant medical concern. Please collaborate as an SBT to ensure that everyone is feeling supported in the development of this plan.
Click here
Complete this form for a student living with anaphylaxis.
Share information with all staff and ensure that a copies are stored: in the student file, first aid file, TTOC file, EAOC file.
Click here to download the document.
We require the Administration of Medication form to be completed by a student’s parent/guardian if we are going to administer medications at school
The administration of meds must be recorded on the Administration of Medication Log each time. These log sheets should be kept (scanned copy is fine) for 2 years before being destroyed.
The administration of medication is not a delegated nursing task.
Delegated Nursing occurs where a Nurse formally delegates an aspect of their licence to a trained Education Assistant for support with medical needs at school.
A Principal or Vice-Principal submits the form to HR after it has been signed off on by the nurse.
If the student’s medical needs are monitored through a different type of medical plan, the EA will not qualify for EA 3 classification.
NSS Service Delivery in Schools
Emergency Care Plans are used when a student requires specialized considerations as part of the school’s emergency planning.
Students who require specialized planning for evacuations will also have an Evacuation Plan.
It is most commonly used for students who are physically dependent, but may be prepared for other complex students if it is felt they can not be safely evacuated without specific, individualized support.
It is not necessary for either of these plans to be created for all students with designations.
Click here for form.
Please preview the Training Video prior to the School Aged Therapists’ visit to your school.
(You may need to be on a school district computer and login for it to play).
Learning Plans are created for a student that does not meet the criteria for a ministry designation and is either:
a. Working outside the widely held expectaitons of grade level standards in one or more area(s) of their learning (Template)
OR
b. Requires specific individualized interventions to be successful working within widely held grade level expectations (Template)
Learning plans are managed by the classroom teacher, in collaboration with parents and the appropriate members of the SBT.
For more information, refer to the Communicating Student Learning Guidelines
Transition planning should be considered an aspect of a multi-tiered system of support. Some students will require only the universal strategies being used for the full cohort, other planning will require a more intensive, individualized approach. It is expected that students with more complex needs will be given more tailored, and frequent, opportunities for transitioning.
It is key that the student’s family and outside care team are consulted as part of this process.
Begin conversations between the two sites as early as is practical.
Student transitions can be a challenging time for students and their families. These are resources to help support the changes in their programs in a gentle and compassionate way. Whether it is to a new school, district, or grade, each student deserves to be welcomed and supported.
Secondary School Social Stories
Ministry: Roles, Tasks, Transitions
CLBC Eligibilty Handout For Families
Community Youth Inclusion Workers assist with training opportunities and transitions for students with intellectual disabilities. Submit a referral through the online webform to access their services: Community Youth Inclusion Worker Referral
Year 12+ Confirmation of Continued Attendance forms are updated in January of each year. Your Principal or Vice-Principal can obtain them through the leadership portal. Please submit them to learningservices@sd68.bc.ca by the end of April.
The School Completion (“Evergreen”) Certificate is intended to celebrate success in learning that is not recognized in a Certificate of Graduation (Dogwood Diploma).
For students pursuing an Evergreen Certificate, their education program should enable them to meet their individual learning goals. Accordingly, they should have an Individual Education Plan (IEP) that indicates their personal education goals, how the goals will be achieved, and on-going monitoring and assessment to know when the goals have been met and an Evergreen Certificate should be issued.
Parents and, wherever appropriate, the student, should be consulted about the preparation of the IEP.
This determination should not be made prior to a student’s grade 10 year.
Category H & R: ISPPs serve as the Functional Behaviour Assessment and are required for all H and R designations.
Category D: Where you are submitting eligibility documentation for a student with a complex condition and the diagnosis does not necessarily result in a significant support need or complex presentation at school, please submit the ISPP or relevant domains of the DBPT with the other documents.
Both the ISPPs and the DBPT will provide detailed information regarding a student’s individualized needs, and are invaluable with regards to selecting IEP goals and objectives.
Even where these are not required (see above) as part of the eligibility paperwork, one of these tools should be utilized in creating the initial IEP, and reviewed annually (using a highlighter on the initial document, in a similar fashion to a Quickscale), as part of the IEP review process.
ISPP – Students with Physical Disabilities/Chronic Health Impairments (Category D)
ISPP – Autism Spectrum Disorder (Category G)
ISPP – Intellectual Disabilities (Category K)
ISPP – Students with Behaviour/Mental Illness (Categories R & H)
ISPP – Students with Learning Disabilities (Category Q)
Domain Based Planning Tool – please choose relevant domains to support your planning. It is not necessary to do the full battery unless the student has needs in each of the domains.
Physically Dependent
Deafblind
Moderate to Profound Intellectual
Chronic Health
Visual Impairment
Deaf/Hard of Hearing
Autism Spectrum
Intensive Behaviour Support
Physically Mild Intellectual
Gifted
Learning Support
Moderate Behaviour Support
NCI training provides participants with an understanding of how and why to apply safety interventions and disengagement techniques to de-escalate risk behaviours.
Participants are taught ways to intervene in a way that provides for the safe care of all who are involved. In order to accomplish this goal, staff members must ask themselves questions such as: How do I recognize the early warning signs that a person’s behaviour may escalate? If a person becomes violent, how can I control the violence while still ensuring safety for all involved?
Upon completion of this 6-hour course, participants will receive a two-year certification card.
Time – 8:30 am – 3:00 pm
Please arrive 10 minutes before start time.
Bring your own water, coffee, tea, snacks and lunch.
Wear clothes and footwear that are comfortable for you.
If you are participating on a school day, please ensure you have confirmed release is available through your supervisor.
Training is available on:
You will receive a confirmation email the week before. If things change and you are no longer able to attend, please email Sahara Roden at sahara.roden@sd68.bc.ca.
Coming Soon!
These tools may assit in the creation of goals and objectives for your IEP
Coming Soon!
Are you curious about a provincial outreach program? Email the district partner to help you find the resources you need.
The ISPPs have been replaced by a new tool called the “Domain Based Planning Tool.”
This document is NOT REQUIRED as part of the designation eligibilty package. It is intended to support the development of IEP goals and objectives.
Please complete the Designation Removal Form and forward to Leah Pearson in the Department of Learning Services. Place a copy into the student’s Designation File.
An IEP is a document that must be written to support the learning goals of students who have designations. A Learning Plan is a student support plan that will support non-designated learners that have seen success with extra accommodations that are helpful to communicate to all staff.
If you are an IST and you require support to determine whether to designate or de-designate a learner, please consult your School Based Team, your administrator and the Director of Instruction for Inclusive Education.
Yes, all IEPs are accessible to all teachers in the student documents in MyEdBC under “Ed Plans”
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It is permitted to share information about individual students and share documentation via email.
A student record is defined in the School Act as any record of information in written or electronic form pertaining to (a) a student, or (b) a child registered with a school but receiving a home education. Under the Freedom of Information and Protection of Privacy Act, a student record includes anything on which information is recorded or stored. This includes electronic files, handwritten files, photographs and audio and video recordings. Section 79 of the School Act requires that Boards of Education establish and maintain a record for each student and each child registered with the board’s schools. The board is also required to permit a person providing health services, social services or other support services to obtain from the records information that is required to carry out those services.
The School Act says that school districts must establish written procedures regarding storage, retrieval and appropriate use of student records, with provisions to ensure confidentiality and privacy for students and their families. In the case of students with special needs this section is particularly important because of the sensitivity of the information contained in students’ files. Districts are also required to ensure that practices for the collection, use and disclosure of personal student information comply with the Freedom of Information and Protection of Privacy Act. Section 9 of the School Act entitles a student and his or her parents “to examine all student records kept by a board pertaining to the student while accompanied by the principal or a person designated by the principal to interpret the records.”
All recorded information about a student that is either generated by or received by the school district is considered to be in the custody of, and under the control of, the school district and is the property of the school district. All student records are kept in one of the following files:
If a student’s parents are separated or divorced, school staff may receive requests from the noncustodial parent for student record information or for visits with the student at school. In these cases, school officials should confirm the entitlement of the non-custodial parent to obtain such information or to have contact with the student. This will include reviewing applicable court orders respecting custody of, and access to the student and other relevant documents. The custodial parent should be notified of a non-custodial parent’s request for student information or for contact with the student at the school. If the school is unsure as to the legal entitlement of the non-custodial parent or if there is serious conflict between the parents with respect to the request, obtain advice from the school district’s information and privacy coordinator.
Parents & Guardians with the legal authority to do so may view both a student’s cumulative (regular) and designation (blue) file in it’s entirety. Copies of information contained within the file may be copied by school staff upon request.
At no time can a file be removed from the school property.
Such documentation is not to be retained/placed:
Because these documents are based on an alleged event or suspicion that may be unfounded, they should be treated with the utmost confidentiality. Since the Learning Services Office maintains these documents and alerts schools of multiple protocols, there is no need to maintain school copies longer than you personally want to hang on to them. Please shred when no longer needed.
Confidential records are typically sent separately from the regular student files
Student records information CAN be shared under the following circumstances:
