Learning+Support+(Spec+Ed)


 * SPECIAL EDUCATION** (Learning Support)

//Please find forms and processes used here at St Mary's… // Please Note: These processes and proformas will be new to you and are not set in concrete.I am hoping to get feed back from you. Good and bad so that we can make them work for all of us.

**INDIVIDUAL LEARNING PLAN** – //What is an Individual Learning Plan?// > > This document is the Contents Page from the Pre referral Manual and is a good starting point when writing ILP's.
 * The Individual Learning Plan, (ILP) is a fluid document that operates within the regular context of the class curriculum.
 * IlP’s are written for children with a diversity of needs and abilities.
 * The document contains broad visions and goals that are gradually broken down into more manageable segments for teaching. They are positive and include the hopes and dreams of the child, family and school staff.
 * Goals are simply stated and are few in number. Each long term goal will eventually be accompanied by a number of behavioural objectives and specific, attainable, short term goals.
 * Preparation of the ILP is completed by the classroom teacher each term and is taken to PSG meetings for discussion and development.
 * The ILP aims to outline realistic goals that can be achieved in the regular classroom over the specified times. Staff are mindful that ILP’s are not intended to cover everything a child will learn at school but rather to create a focus on some of the most important learning goals for that child.
 * To apply for funding each year, an annual ILP covering the goals and direction for the next 12 months of the child’s learning is completed. This expanded ILP is completed by the Classroom Teacher, with support from the Special Education Coordinator and the Student Support Services Team.

**PARENT SUPPORT GROUP** – //What is a Parent Support Group?// ** STUDENT SUPPORT SERVICES TEAM **
 * Program Support Groups, (PSG’s) are held for children on funding and other students deemed necessary as identified by classroom teachers and the Student Support Services Team.
 * Currently we hold meetings for 18 funded and 6 non-funded students.
 * PSG’s are fundamental in developing an ILP plan for a child. These meetings are a forum to help ensure that adequate assessment is carried out and that time is devoted to help develop, assist and monitor the implementation of the curriculum, for a child with diverse learning needs.
 * Parents, the classroom teacher, the Special Education Coordinator and other professionals are integral members of this group.
 * Meetings are scheduled each term, with additional meetings called on a basis of need.
 * PSG’s are a time to monitor the implementation and evaluation of the ILP’s and respond by making changes to any of the elements of the plan that require changes.
 * PSG’s are run as formal meetings with an agenda set beforehand and minutes taken and distributed to each member of the group at the completion of the meeting.
 * At St Mary’s the Student Support Services Team comprises of the Special Education Coordinator, the Wellbeing and Pastoral Care Coordinator and the Principal.
 * Dates are published each term and meetings are held each 3 weeks.

//The aims of these meetings are to:// • identify and assess needs of individual children and recommend support strategies for the classroom teacher to implement. • initiate referral processes where applicable. • provide collegial support mechanisms for staff. ** INTERNAL PRE-REFERRAL PROCESS ** //A system for early identification and intervention of learning, behavioural and emotional difficulties.//

This document forms part of the Pastoral Care Student Referral Procedures for Catholic Education Office Sandhurst. This document can be used when a parent or teacher expresses a concern about a student’s development or academic progress. Some student information is confidential and should be stored appropriately.

STAGE ONE STAGE TWO ** BEHAVIOUR TRACKING ** ** Watch this Space – //Coming Soon// **
 * 1) Read student record file. Discuss concerns with previous teachers, teacher support staff, Unit Professional Learning Team and Special Education Co-ordinator.
 * 2) Complete the internal referral document (Student at Risk Referral)
 * 3) Discuss concerns with Parent/Carer. Program Support Group meeting: Check medical history, sleep patterns, diet, home behaviour.
 * 4) Ensure any hearing/vision assessments are current/initiated.
 * 5) Develop an Individual Learning Plan
 * 6) Monitor and review student progress, including: observation, further assessment, interviews, follow up Program Support Groups.