Procedures

 

Locally Developed Report:

 

2014-2015 GSSD Swim Program:

 

Sample Tranportation Instructions for Wheelchair Accessible Bussing:

 

GSSD Transition Planning Guide:

Updated September 2014

Transition Planning Guide

 

GSSD Referral Flowchart:

 

PSP Referral Meeting Agenda Template:

PSP Referral Meeting Agenda Template – this template is used for monthly referral meetings in each cluster.

 

Inclusion and Intervention Plan (IIP) Link and Guidelines:

TPM Link – click here to log in to TPM

TPM IIP Webinar – View this short video to learn how to use TPM to create IIPs in GSSD:

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IIP Essential Components Checklist – Fillable Oct 2013 – SSTs and Administrators must review IIPs using the Ministry of Education’s checklist by October 31st of each year.  The completed and signed checklist should be uploaded to the IIP Files and Links tab by Nov. 15th.

GSSD Guidelines for Team Development of Inclusion and Intervention Plans – SSTs and PSPs please review these procedures as they outline your role in this process.

Technical issues should be reported to your SSC or you can email TPM directly @ tpmsupport@leadershipservicesteam.ca.

 

GSSD Consent/Referral Form for Contracted Physiotherapy Services:

 

Allocation of Additional EA Support:

Central to responsive teaching and inclusive practices is teachers taking responsibility for the education and well-being of all the students in their classrooms. To effectively meet the learning needs of each individual student, there may be instances when teachers require additional classroom support. If appropriate, support will be provided as identified and determined through the RTI process by the school-based RTI team.

Teacher Expectations

Teachers are expected to seek out and implement interventions and strategies to meet the needs of each of their students at the tier one level. Through differentiated instruction and referral to the school-based RTI team, teachers have a number of avenues to explore to respond to student need. It is important to document and track the results of the different types of support implemented at the classroom level. Before an intervention can be deemed to be successful or unsuccessful, it should be implemented a minimum of five times. Teachers should explore options that take each student’s learning style, interests, and readiness levels into account.

Procedures to follow:   GSSD Intensive Supports Procedures 2013

 

PPEP & Outreach Program Calendar 2013-14: