1. District Care Team School Care-Team with Outside Agencies School-Based Teams with District Resources and Consultation with Outside Agencies School-Based Teams Informal School-Based Communication Teachers/Administration/Support Staff Forms/Records/Evidence Teacher expresses concern – eg. “Kid Talk.” Each student on separate piece of paper/record. Evidence of classroom based strategies/communication with home/research. Record office referrals and interventions. This becomes the foundation for decision-making (chronology. BCesis records (PD) District School-Based Team form. Consultation with District Resources if anticipated as a need. Beginning of IEP as appropriate. School-based testing – eg. Piat-r, ppvt, evt, ktea, key math, etc. At-risk student interventions, functional consultation. Pre-referal with SLP. Case Manager Assigned by principal. District referral form completely filled out and parents involved and consulted. Pre-referal OT/PT – MCFD - Key consult/observation. Potential to identify at this level LD, MID, Gifted, Mod to Profound with Psychologist, Mod Behaviour, ESL/ESD. IEP developed for eligible categories District Care Team Form Identifications with outside agencies, completed IEP. Chronic Health, Autism, Deaf/Blind, Physically Dependent, Intensive Behaviour/Severe Mental Illness. Care Team Minute Form. SD Standards applied for IEP. Parent Acknowledgement – Designation Category Checklists Guide to Consultation Student Services Referral Integrated Case Man. Handbook Care Team Minutes/Planning Intervention Checklist Pre-referral Form Adaptations and Modifications CDC Referral Package CDC Priorities Special Education Standards of Practice Memo re: Ad. and Mod.

2. District Care Team School Care- Team with Outside Agencies School-Based Teams with District Resources and Consultation with Outside Agencies School-Based Teams Informal School-Based Communication Teachers/Administration/Support Staff Definition Meeting with parent, school, outside agencies and district personnel to resolve an issue. Meeting with parent, school, outside agencies to determine appropriate supports for student program Meeting with parent, school and student services personnel to determine assessment and program needs. Meeting with school personnel to discuss student program and learning needs to develop classroom- based strategies. Informal professional discussions about observed student learning needs. School District #78 (Fraser-Cascade) Student Service Consultation Model Process Integrated Case Man. Teams formed and meeting plan established. If Care-Team unable to agree on educational program – referral to District Care Team. District mediated meeting with all stakeholders to determine best educational program. Complete Pre-referral form that includes (problem identification, what has been tried and results, results of parent collaboration, consultation with CCC’s (if behaviour related.) Referral to district resource requires consult with the resource prior to referral form being sent to parents for signature. No district referral form signed before this point Functional Behavioural Assessment, Psych-ed, Standardized Assessment. Referrals to outside agencies following consultations. District resource referral.

3. Helpful Links Special Education Awareness of Diverse Needs and Classroom Resources Special Education - Gifted Teacher Resource for IEP's Parent Guide to IEP's Child Welfare Concerns 5 W’s of Adapting and Modifying Autism Planning Sheet Behaviour Planning Sheet SD Counseling Program Standards of Practice Learning Disability Fact Sheet Student Intervention Manager Program SD #78 (Fraser-Cascade) Alternate Education Placement Form