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.
There are two types of referrals to Inclusion Outreach:
Support from the teammay take a variety of forms, and is focused around specific referral questions. It is intended for learners requiring Tier 3 interventions.
For whole-class requests, please reach out to the Learning Coordinator connected to your school.
There are three pathways to support within the school district:
1. Early Intervention – students under the age of 6 who are just starting school, and who are followed by the Early Intervention Program, 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. If they have come from outside the community, the School-Aged Therapy referral process applies, even if they are under six years of age.
2. School Aged Therapy – is provided for students with significant physical, mobility or feeding needs in the school setting. While these students are typically complex enough that they have a specific medical diagnosis or condition, this is not a requirement for service. Please refer to the referral form for additonal information. 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.
3. Short-Term Consultation – is provided for time-limited support with regards to a specific question, such as a need for specialized seating, a toileting program, or concerns regarding fine motor challenges in the classroom. Tier 1 & 2 requests will be supported by the Child Development Centre therapists. Tier 3 requests will be supported through the Inclusion Outreach Team.
Short Term Consultation requests are sent to Genevieve Busby (genevieve.busby@sd68.bc.ca), who will triage the requests and determine whether they will be supported through Inclusion Outreach, or it will be faxed to the CDC on your behalf.
Therapists from the Child Development Centre are under contract with the school district and DO NOT need to complete the Private Practitioner form.
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.
The anticipated update regarding the Domain Based Planning Tools (DBPT) was not released this fall, so our process for using either the DBPT or Instructional Support Program Planning (ISPP) tools has been refined.
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)
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. Complete this form for for students living with Diabetes who do not have a plan provided through Nursing Support Services. Share information with all staff and ensure that a copies are stored: in the student file, first aid file, TTOC file, EAOC file. 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. The Ministry has refreshed information on Diabetic Care- link to it here. If you scroll to the bottom, there is a link to the most recent version of the Care Plan Template. Where NSS is not delegating care, leave those sections blank and work with the family to ensure it’s accuracy. Families are encouraged to confirm the details with their family doctor where the care is very complex. 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 Task form here 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.
Regulation Support Plans
Data Collection
Medical Forms
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.
Click here to access resources for :
English Language Learners
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
Such documentation is not to be retained/placed:
Confidential records are typically sent separately from the regular student files
Student records information CAN be shared under the following circumstances: