Planning


Topics: Staff Resources

Planning starts with analyzing the assessment data gathered to develop hypotheses, wonders or questions that can support next steps. Based on the information gathered to date from a student file review, assessment data, and data collection on specific concerns, sample questions could include:

  • Has a positive relationship been established with parent and student with key staff including Administration, Teacher, Education Assistant, Counsellor?
  • Does the student feel safe and cared for at school?
  • Is differentiated instruction and triangulated assessment in place? 
  • Does the student have multiple ways to access learning and demonstrate knowledge?
  • Are classroom structures and routines clear and consistent?
  • Have academic, behavioural, and social-emotional expectations been well-defined and clearly communicated?
  • Is praise (5:1 ratio), acknowledgement and reinforcement, both academic and behavioural, provided for this student?
  • Has the classroom environment (use of consistent visuals, schedule, work spaces) taken student needs into consideration? 
  • What targeted strategies have been implemented? What data has been collected regarding the effectiveness of these strategies? 

Using questions to frame a collaborative problem-solving discussion as per the Student Support Continuum, the next step is developing a plan. 

Planning should be collaborative and can take the form of being either formal or informal.  Planning outcomes could include the development or revision of a learner profile, an CBIEP and/or a student support plan. It may also lead to requests for further assessments, a request for a Ministry Designation and the involvement of other educational partners.

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School Based Team (SBT)

Student Support Handbook 2024/2025 Student Planning Tool GVSD SBT Self-Evaluation Rubric Best Practices for Ministry Designations Collaborative Checklist of Student Supports Supporting Students with Complex Behaviour Community Supports for Students with Complex Needs CB IEP Supports Guiding... Read more

Academic Planning

Planning Strategies to Consider UDL Supports UDIG Graphic Organizer v2-2 numbers UDI Graphic Organizer v2 2 UDI Graphic organizer v2-2 blank Student Schedule Template Student Schedule Example Sample Learning Contract Sample Learning Contract 1 Templates to Support Executive Functioning [searchposts... Read more

Social Emotional Behaviour Planning

Supporting Students with Complex Behaviour When a student displays behaviour(s) of concern that have not been supported by classroom level interventions, further planning is necessary. This planning involves information gathering, support... Read more

Referral App and Referrals

All referrals are put through the Referral App   First time users will need to login (standard District login). Please consider bookmarking the link for easy access. The app is used by School... Read more

Designations

→ REMINDER: Designation requests are submitted in the Referral App Best Practice for Ministry Designations Ministry of Education Categories [searchposts title category="designations"] BC Ministry Auditors Checklists Code A - Physically Dependent Multiple Needs Auditors Checklists Code... Read more

Competency Based IEP’s

Why CB IEPs & Getting Started Personal & Learner Profile Core Competency Goals Curricular Competency Goals Assessment & Reporting Student Progress  Sample CB IEPs [searchposts category="CBIEP"] [searchposts category="IEP documents"] ... Read more

Transition Planning

The transition process for a student with diverse needs requires careful planning as most  transitions involve changes in location, peer groups, staff, life-style and expectations. Successful transition planning includes collaboration between... Read more