Case Managers are assigned for students who are formally designated with an Inclusive Education Plan (IEP), or who are on Learning Plans. Counsellors will case manage students with R and H designations, all other designations are 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
The following documents are only available through your Principal or Vice Principal:
Referrals for Speech-Langauge Pathologist support are available through your SLP.
Referrals to Inclusion Outreach begin in early October. Prior to that time, the Coordinators will be assisting with the transition for students with very complex needs.
The referral process has changed for the 2023-2024 school year. Referals are available through the Principal or Vice-Principal at your school, and will be triaged through the new Learning Services Support Team (LSST). This is essentially a district-level school based team that has been formed to support school teams in wrapping around their most complex learners.
It is expected that the school team has already engaged in the supportive planning process (including data collection using the NCI Data profile and creating draft supportive plans), and all school-based resources have been exhausted, prior to submitting a referral.
Where support is required to engage in the initial data collection and/or drafting of the plans, please reach out to Kerri or Kirstin.
School Aged Therapy is provided for students with significant physical, mobility or feeding needs in the school setting. Having a medical diagnosis or chronic health condition is not a requirement for service.
They type and duration of service is dependent on student need, as well as the program’s capacity to provide service.
It is not necessary to re-apply for School Aged Therapy Support each school year. Once a student is on the caseload, they will be maintained unless you are specifically notified that they have been discharged.
Early Intervention – students under the age of 6 who are just starting school, and who are followed by the Early Intervention Program at the CDC, will continue to receive services until their 6th birthday. If they are already on the Early Intervention Caseload, it is not necessary to re-submit a referral when they start school.
To refer a student for School Aged Therapy, please email a request to learningservices@sd68.bc.ca and someone from the team will reach out to begin the process.
Therapists from the Child Development Centre are school district staff and DO NOT need to complete the Private Practitioner form. The form is required for other outside therapists that work directly with the family in home and community setting.
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.
The following pamphlets have been created to assist you with describing our forms and processes to families.
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
Supportive Planning Templates
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 The NCI Data Profile is the recommended tool for establishing 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. The tools below can supplment this process where additonal data is requried. This tool will support tracking of data related to dysregulation and inform enhancements of the programming supports as well as staff response to dysregulation. Click here to download a sample. 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. Click here to download the document. This observational tool allows a support person to track 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. Make observations about student behaviour by recording activities and time. Click here to download the document. The Domain Based Planning Tool has replaced the ISPPs for specific designations. It is intended to support goal and objective development, and to asisst school teams with programming planning for a student with complex needs. This tool DOES NOT need to be submitted as part of the eligibility paperwork, but should serve as a working document during IEP meetings. Because it encompasses skills from all domains, it will not typically be used in it’s entirety. Instead, Case Managers are encouraged to facilitate collaborative conversation with classroom teachers, parents/guardians, and other relevant support folks, around relevant sections. 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. The Ministry has recently made changes to seizure support for students. 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. 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 Click here for form. Training Video (To be previewed before the School Aged Therapy Team provides onsite training for your team.) This plan should be prepared for students who require specialized planning for emergency evacuations. 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. Link to it here. 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 Elementary Communicating Student Learning Guidelines (pg 14). Please work with your Principal/Vice Principal to develop Integration Plans for students. 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 ReferralUse these forms and templates to support your work.
Functional Assessment and Goals
Regulation Support Plans
Data Collection
Medical Forms
There are different plans for students with and without Nursing Support Services support. Please ensure you are aware of the differences between the types of care.
Learning Plans (formerly named Student Support Plans)
Integration Plans
Transition Planning
These tools may assist with planning transitions for students moving from elementary to secondary school.
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 Brandy Lindskog at brandy.lindskog@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:
