"1 - BC Teachers` Federation

Transcription

"1
PROBLEMS AND
EARLY
INTERVENTION
Teacher Research Reports
from the
Maple Ridge Special Education Review
A BCTF Research Publication
Sp Ed Review
ehaviour Problems
and Early Intervention
Teacher Research Reports
from the
Maple Ridge Special Education Review
The reports in this publication are by seven teachers, one child
care worker, and one psychologist from School District #42,
Maple Ridge-Pitt Meadows.
Time release was funded by the B C T F and the Ministry of Education.
Publication was funded by B C T F Research.
Authors
Loraine Anchor
Brenda Bryan
Des Doyle
Trish Faurot
Barbara Card
Helen Homer
Mary Johnston
Larry Kliparchuk
Leslie Ramsay
Acknowledgements
Anne Field
Research Assistant
Ruth Hansen
Graphic Designer
^ ^
RTOO-OOOl
January 2000
ontents
Introduction
1 .... How Do Maple Ridge and Pitt Meadows
Elementary Schools Deal With
Behaviour Problems?
Loraine Anchor, Brenda Bryan, Helen Homer
27 .... Critical Components of a Code of Conduct
Loraine Anchor, Brenda Bryan, Helen Homer
33 .... Early Intervention at Yennadon Elementary:
Screening and Assessment of
Kindergarten Children at Risk
Des Doyle
73 .... Residential Centres and Programs for
High-Risk Students in the Lower Mainland
Irish faurot, Barbara Card, Larry Kliparchuk, Leslie Ramsay
87 .... Early Intervention at Maple Ridge
Primary School
Mary Johnston
117 ... Notes on the Authors
Q^n trod uct ion
e review of Special Education in Maple Ridge was initiated as
a joint project of the Maple Ridge-Pitt Meadows School District (#42),
the local teacher association (Maple Ridge Teachers' Association),
C U P E local # 703, and the district's Principals' and Vice Principals'
Association, with support from B C T F Research. A report, "The
Maple Ridge Review of Special Education," was published in 1998,
and can be read on the B C T F web site (www.bctfbc.ca/inquirer/).
Following this publication, the B C T F and the Ministry of Education
sponsored several teacher research projects to address issues of concern
which had been identified during the review.
This document contains five research reports from the sponsored
project, which in very different ways address two key issues identified
in the Special Education Review:
1. Dealing with students in elementary schools who are currently
demonstrating problems with behaviour.
2. Identifying and describing strategies for those students who are
targeted for early intervention.
Lorraine Anchor, Brenda Bryan, and Helen Homer produced two
reports. In the first, "How Do Maple Ridge Schools Deal With
Behaviour Problems?", the authors list and describe over 100 ideas
for dealing with problematic behaviour in five key areas: school-wide
strategies; individual classroom teacher strategies; approaches used by
other staff; prevention techniques; approaches to supporting positive
student behaviour and ways to discourage negative student behaviour.
This report will provide valuable ideas for many school staff who
may wish to reflect on current methods of dealing with behaviour
problems, or who may be in the process of developing new strategies.
By identifying individual and collective actions, the authors promote
a cohesive approach in which the culture of the school consistently
promotes that which is positive in student behaviour and deals with
the negative. The strategies are fair and respectful of students, and
they are realistic, built from the everyday experience of teachers and
other staff Appendices include a description of one workshop, a
form for reporting incidents, district resources, one school's rules and
problem solver, and information on the provincial telephone helpline
for children.
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January 2000
Their second report pulls together the critical components of a
Code of Conduct which could be considered by individual schools
or by a school district. Sections include: the district's philosophy of
behaviour and its "zero tolerance" policy towards violence; the rights
and responsibilities of students; schools' expectations of parents;
discipline procedures for misconduct during teaching and nonteaching times.
Some students enrolled in Maple Ridge schools have attended
residential centres for youth with emotional, social, or behavioural
maladjustments. A concern surfaced during the process of the
Special Education Review, shared by teachers and other staff,
relating to a lack of information about the focus and programs offered
by these residential centres in the Lower Mainland. The paper by
Trish Faurot, Barbara Gard, Larry Kliparchuk, and Leslie Ramsay,
"Residential Centres and Programs for High-Risk Students in the
Lower Mainland," addresses this concern. We are particularly pleased
to include Trish as a co-author of this paper, as she becomes the first
child care worker to be published in a B C T F Research document.
Their paper describes six organizations and centres that provide
residential services for high-risk students, and will be valuable for
teachers who may need to know more about these programs and their
services. Please note that we cannot vouch for the names provided as
contacts, as personnel change over time.
There are two papers on early intervention. Des Doyle's paper is
titled "Early Intervention at Yennadon Elementary: Screening and
Assessment of Kindergarten Children A t Risk." This comprehensive
report provides information on actions undertaken by teachers prior
to student entry to Yennadon's Kindergarten, including home visits
and orientation. First-term teacher tasks, second-term assessments
(including a consideration of issues in assessment), and intervention
strategies, described by subject area and chronologically, are also
included. Other sections consider the research support for early
intervention, and the responsibilities of parents and teachers in
advocating for children. In this paper, Des weaves a fine blend of
information and strategies, where his school's actions in terms of
early intervention are guided by and placed in the context of research
while also building on the experience and skills of teachers.
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A second paper on early intervention has been written by Mary
Johnston of Maple Ridge Primary School. In her paper, Mary outlines
seven factors that support early intervention: communication with
pre-schools before Kindergarten; Kindergarten orientation; Kindergarten home visits; gradual entry into Kindergarten; the role of the
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Behaviour Problems and Early Intervention
resource teacher; communications between teachers; and parental
support for early intervention. Her paper provides a clear picture
of how one K-3 school effectively focuses on early intervention by
combining strategies and support in flexible and collaborative ways.
Each of these papers offers many ideas and considerable information
to support the work of teachers and other educators in their efforts
to include all students in B.C. schools. By stating and describing
strategies and resources, the authors share their individual and
collective expertise and state the findings from their inquiry in
succinct and creative ways that are accessible and useful. We wish
to thank the authors for their work in producing these papers, and
all Maple Ridge educators who shared resources and strategies with
the authors.
This research project in the school district of Maple Ridge-Pitt
Meadows reflects a practical and successful collaboration between
unions and management. This project has built on the knowledge
and experience of teachers and other staff who, through their own
inquiry processes, have reflected on and documented practices in
their schools. We hope that the papers shared here will be useful for
those developing or adapting strategies for early interventions or in
dealing with students' behaviour problems.
One caveat should be stated. Because of the longer-than-usual time
between initial drafting and final publication, a number of practices
and programs featured here have evolved or changed since they were
described. The reports therefore reflect what was in place at the time
of writing.
Charlie Naylor
BCTF Research
January, 2000
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January 2000
III
(£)to^ DO
MAPLE RIDGE AND
PITT MEADOWS
ELEMENTARY SCHOOLS
DEAL WITH
BEHAVIOUR PROBLEMS?
Loraine Anchor,
Brenda Bryan, Helen Homer
HOIV DO MAPLE RIDCE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR PR
he issue of students with behaviour problems has emerged as
a major focus of the teacher concerns identified in the Maple Ridge
Special Education Review. To improve our understanding of how
schools deal with behaviour issues, a team of teacher researchers was
sponsored by the BCTF Research Department to investigate the issue.
Interviews were conducted with three staff members in every
elementary school in the district: the support teacher, a Primary
teacher, and an Intermediate teacher. The research teams aimed to
discover what worked best in terms of school-wide and individual
strategies, prevention approaches, and appropriate consequences
when a behaviour problem arose.
The findings of the researchers are outlined below, organized into key
themes. Details of approaches and strategies are described briefly, with
appendices providing examples of the programs wherever possible.
By collecting and combining teacher expertise within the district,
we hope to make many more strategies available for the consideration
of all Maple Ridge and Pitt Meadows teachers and other staff. We
also hope that a report such as this might be the basis for teacher
in-service, both to share ideas and to extend our thinking and
development of dealing with behaviour problems in Maple Ridge's
and Pitt Meadows' elementary schools.
January 2000
HOW DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR P
This report shares over 100 strategies in six key areas, as shown in the chart below:
C
School-wide strategies
11
Individual classroom teachers
7
Dealing with
students who
demonstrate
behaviour
problems
16
Supporting
students affected
by students
with behaviour
problems
10
Approaches
To reinforce
positive student
behaviour
14
Other staff
7
Administrative
Officer
23
Other teaching
staff, non-enrolling
teachers and
counsellors, and
non-teaching staff
15
Consequences
7
To discourage
negative student
behaviour
19
Prevention techniques
and strategies
18
Other sections discuss collaborative decision-making, share ideas for teachers
re: in-service and resources, and identify what's missing in dealing with behavioural problems.
HOW DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR
Summary of Key Themes Related
To Dealing With Behaviour Issues
Individual teacher strategies
Dealing with students who demonstrate behaviour problems
Supporting students affected by students with behaviour problems
Prevention techniques and strategies
Approaches to reinforce
positive student behaviour
Consequences to discourage
negative student behaviour
Staff other than classroom teachers
The supportive Administrative Officer
Other teaching staff
Non-enrolling teachers and counsellors
Non-teaching staff
i. Noon-hour Supervisors
ii. Special Education Assistants
Collaborative decision-making
Teacher-recommended in-services and resources
What's missing?
January 2000
Key Themes
The following strategies are school-wide programs, structures, or
processes already in place for preventing or dealing with behaviour
issues. They include:
1. 1-2-3 Magic.
2. Individual Behaviour Plans (IBPs): the support teacher is in
charge of writing up a plan with the classroom teacher and others
(School-Based Team and District Behaviour Team, if necessary).
IBPs need to be consistent, and strictly adhered to.
3. Bully Beware: teaches students strategies for dealing with bullies
(see Appendix 3).
4. Second Step: teaches students ways to deal with conflict
(see Appendices 1 and 3).
5. Code of Conduct: a document that sets out behaviour
expectations.
6. Rick Hansen Personal Development Program (Langley).
7. C A R E concept: the initials stand for Courtesy & Consideration,
Attitude, Respect & Responsibility, and Excellence. This strategy
is formally taught by staff to promote these qualities in students.
8. Peer mediation: students are formally taught roles to mediate
conflict.
Prearranged strategies/codes to deal with difficult parents
(e.g., arranging for a meeting to be interrupted at a set time or
on a set signal).
10 The Care Kit: teaches students that they have the right to personal
space and boundaries, both physical and sexual. Promotes rights
to protect self and responsibilities not to harm otbers.
11 Be aware of the B.C. Ministry for Children and Families'
Helpline for Children (see Appendix 6).
Individual teacher strategies
Dealing with students who
demonstrate behaviour problems
Many ideas were shared with research-team members by teachers who
had successfully dealt with behaviour problems in their classrooms.
The ideas described below need to be selected as appropriate, and
perhaps used in conjunction with other preventive and school-wide
strategies.
1. Speak to the student individually.
2. Use reward systems.
3. Don't draw attention to not paying attention: discipline
the child without the rest of the class being aware of it
(e.g., put your hand on the student's shoulder).
4. Give potentially-violent students more-independent activities.
Make sure they have all the information they need, and go
over information separately.
5. Have students help younger children.
6. Have common teaching of positive behaviour by individual
teachers, which is then recognized at assemblies.
7. Keep a file of work at the office for students to do when
"sent to the office".
8. Be consistent.
9. Be decisive.
10. Offer opportunities for taking responsibility
—managing P.E. equipment, collecting mail, etc.
11. Pause before you react to misbehaviour.
12. Consider notes instead of verbal communication.
13. Hand out color-coded cards (1-2-3) after problem behaviour
has taken place—an alternative to a verbal warning. Teacher
gives a card for each infraction; different colors represent a
progression in seriousness.
14. Prearrange an alternative classroom setting so students with
a discipline problem can go to another class for a while.
15. Maintain your own discipline file.
16. Have behaviour child apologize.
Supporting students affected by students
with behaviour problems
When behaviour problems occur, they can have a negative effect on
other children in the class and in the school. Following is a selection
of the ideas shared with us by teachers which they believe have been
effective in supporting students affected by negative behaviour.
1. Discuss what's happening, and why.
2. Invite a parent, support teacher, counsellor, RCMP officer, or
district staff person to talk to children about the different needs
students in the school may have (e.g., Tourette's Syndrome,
ADHD, impulsivity. Conduct Disorder, Oppositional Defiant
Disorder).
3. Remove the student with the behaviour problem.
4. Have the students involved discuss the problem (problem-solving
with whole class or small groups).
5. Move students away from the child with the problem.
6. Teach students how to deal with/react to a student with a
behaviour problem (2nd Step, Bully Beware, Conflict Resolution,
1,2,3,4, Kids' Help Line) — see appendices.
January 2000
HOIV DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAV
7. Inform students that you (the teacher) are always willing to
listen to their frustrations.
8. Offer counselling services.
9. Provide a "suggestion box," where students can submit their
concerns in writing for staff to address.
10. Send a group of students out to join another class (positive
groupings), or have students from another class come in.
Prevention techniques and strategies
Some of the ideas mentioned in other sections of this report could
be effective prevention strategies, in particular some of the ideas
shared in the school-wide strategy section, above. Some of the ideas
mentioned below may be initiated by individual teachers in their
classrooms, or may be part of a wider collaborative approach by
groups of teachers and support staff, or by the whole school staff
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Work on individual relationships.
Develop a class plan and have parents and students sign it.
Have the class develop behaviour rules.
Promote empathy amongst students.
Inform students of school rules.
Teach problem-solving.
Use early intervention strategies (see reports by Des Doyle
and Mary Johnston in this publication for examples).
Consider offering programs related to self-esteem
(Michelle Borba, author) and anger-management
(Second Step—see Appendices 1 and 3).
Communicate with students concerning behaviour at the
beginning of the school year.
Have a Code of Conduct in place; send a copy home for
parents to sign and return, either in September or upon
registration.
Communicate consequences (e.g., Golden Ears Rules,
Appendix 4).
Design and teach student-initiated techniques
(finding their own space, etc.).
Hold assemblies to review the rules.
Program noon-hour activities.
Send student planners/agendas home daily, to be signed by
parents.
Have an undercover play area.
Have a whole-school run.
Quality Daily Physical Education.
HOW DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR PR
Approaches to reinforce
positive student behaviour
Teachers use a number of approaches to reinforce positive student
behaviour, some of which are shared below. It is important to
remember that there should be some money in the school budget
to help support positive reinforcement. Such money can pay for the
certificates, stickers, etc., that are mentioned here.
1.
2.
3.
4.
5.
6.
Gold Book—academic and scholastic.
Recognize students at assembly.
Name students in school newsletters.
Certificates.
Provide positive verbal reinforcement to students.
Stickers—happy faces; blue chips, etc. Class with most happy
faces or blue chips gets reward.
7. Food.
8. "Choice time"—students can choose an activity.
9. Incidental accolades—informal positive comments.
10. "Caught doing good things".
11. Special responsibilities—taking out compost, etc.
12. Special seating in assembly—benches.
13. "Earned time"—extra computer time, longer recess, etc.
14. Membership in house teams.
Consequences to discourage
negative student behaviour
1. Student debriefs with A O .
2. Problem-solving sheet (Solution Finders)- -pictorial or written;
see example in Appendix 5.
3. Use consequence-sheet from Code of Conduct, unless violent;
in that case go to Step 5 (see example in Appendix 5).
4. Parent signs the problem-solver sheet/letter home.
5. Parent comes to school when child returns from a suspension.
6. Referral form goes to AO, delivered by student.
7. Student writes out Code of Conduct, or the relevant section
which has been broken.
8. Progressive and logical consequences, each more serious.
9. Progressive loss of privileges—playtime/lunch, etc.
(one school has a lunch detention room).
10. Black binder or recipe cards at office, filled in by a member of
staff
11. Triplicate-copy record-keeping (noon-hour suspension
— A O , teacher) (see Appendix 2).
January 2000
HOW DO MAPLE RIDCE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR P
12.
13.
14.
15.
16.
Follow through with quick, clear, fair consequences.
Write names on board.
Suspensions: in school, out of school.
Zero tolerance of violence.
Make sure students understand consequences, identify what
they did wrong, and correct it.
17. Deny student entry into extra-curricular events.
18. Assign garbage duty.
19. Use natural consequences—e.g., if student made graffiti,
they must wash it off
Staff other than classroom teachers
When teachers were asked how other staff could support them when
behaviour problems arise, the issue of support from the Administrative
Officer got by far the most input. Many teachers reported positive and
supportive efforts and initiatives by Administrative Officers to deal
with behaviour problems. The types of efforts and initiatives they
offered are shared below.
The supportive Administrative Officer
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
10
Plays a crucial role in the school.
Sets a positive and supportive tone.
Makes sure there is follow-up.
Initiates school-wide discussions to develop a Code of Conduct,
define consequences, and develop consistency in dealing with
behavioural problems.
Communicates effectively with parents.
Make the hard decisions and the hard phone calls.
Promotes collaborative decision-making in terms of the Code and
consequences, so that everybody participates in implementing it.
(Implementation of the Code, rather than its specific wording, is
the crucial element.)
Brings in non-teaching staff to support the plan for dealing with
behaviour problems.
Holds meetings with involved staff and parents, when necessary,
to ensure that no students "fall through the cracks" (family
history, if needed).
Initiates flexible S E A time, so the classrooms that need more
support and help get it.
Is aware of all behaviour problems and communicates about them
when necessary.
Supports new teachers by reviewing student behaviour, and
setting expectations and limits (for student).
HOIV DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR PR
13. Attends interviews with parents (new teachers).
14. Ensures that students with behaviour problems are fairly
distributed amongst classes.
15. Recognizes and takes on the ultimate responsibility.
16. Is on duty at recess and lunch
17. Provides a box for students to submit their frustrations and
suggestions in writing.
18. Drops in to classes informally.
19. Teaches a class for awhile to relieve the teacher, when negative
student behaviours occur.
Teachers also identified four situations/contexts which affect A O
support:
20. It is an advantage for an A O to have an understanding or
background in Special Education.
21. Teachers feel less supported when an A O is part-time rather
than full-time.
22. Problems can arise when A O s meet during school time, leaving
a void for dealing with behaviour problems—unless the Teacher
In Charge is able to give the same consequences as the A O
(suspensions, etc.).
23. If the Vice-principal does Support, his/her role could focus on
students with IBPs.
Other teaching staff
There may be a range of teaching staff who can play important
roles in developing or supporting strategies to deal with behaviour
problems, including non-enrolling teachers and counsellors.
Effectively including such staff can not only support the strategies,
but also provide some relief and support for classroom teachers.
Non-enrolling teachers and counsellors
1. Use expertise to work with behaviour problems and implement
supportive programs or strategies.
2. Provide counselling services.
3. Develop Individual Behaviour Programs (IBPs).
4. Offer programs to improve students' self-esteem, anger
management skills, social skills (Circle of Friends), etc.
5. Collaborate with the teacher and offering some support by
relieving them for a time, or by removing a child from the class.
6. Offer suggestions and strategies to classroom teachers.
7. Support teachers may phone parents.
January 2000
n
Non-teaching staff
Non-teaching staff, who may include noon-hour supervisors, SEAs,
Child Care Workers, and Aboriginal Support Workers, can play
important roles in dealing with student behaviour problems.
Respondents to the questions posed by the research teams identified
two groups of non-teaching staff that, in their schools, supported
actions to deal with behaviour, though there may be a range of
supports from non-teaching staff
i. Noon-hour Su()ervisors
• Meet with the principal to develop a plan of behaviour for
students during noon recess (in some schools).
• Complete incident reports in triplicate form (for A O , teacher,
parent)—see Appendix 2.
• Maintain records of incidents at lunch.
• Spend the last 10 minutes of lunch hour debriefing any incidents
with the A O (at one school).
ii. Special Education Assistants (SEAs)
• Help to ensure student safety (of either/both the student with the
behaviour problem and the student(s) who may be the recipients
of their actions).
• Participate in developing the Code and Individual Behaviour
Plans.
• Should be part of communication 'loop'.
• Can provide extra time in a class with a serious problem.
Collaborative decision-making
Staff in Maple Ridge elementary schools use a range of processes for
dealing with behaviour. Some are collaborative, in which teachers
and others have significant input; others are hierarchical, and decided
mainly by an administrator. The most positive practices described
to the research teams by interviewed teachers were collaborative
(in which teachers gave input), but were also efficient in terms of
teachers' time.
In some cases, collaborative decisions were later changed by
administrators, either after parent input or at their own discretion.
Such changes were often perceived negatively by teachers.
Using the following structures or approaches may help to improve,
or to focus attention on, your school's collaborative structures and
processes.
12
3.
4.
5.
6.
7.
8.
School-Based Team.
Whole staff meetings (e.g., student shared amongst teachers;
"Kid Talk"—time set aside at staff meetings to discuss problem
students and seek advice).
District Behaviour Team (DBT). Teachers suggested that:
• quick action is needed.
• immediate support is needed for out-of-district students who
already have a behaviour file; use existing documentation.
• should include responses from teachers to Team's recommendations.
Collective Agreement—check this in your school.
Color-coded cards or stickies for Learning Assistance, Behaviour,
girls/boys, independent workers, etc. This helps to equitably sort
the children into classes the following year.
Parent request should be supported by educational reasons, and not
naming teachers.
Provide time for teachers to meet—current/previous teacher,
and new teacher who will be receiving the behaviour student.
Parents
• support the actions and plans of the school staff
Teacher-recommended in-services
and resources
Many teachers identified areas where they have received good
in-service. Below are some of the topics mentioned.
1. Pat Mirenda workshops
(a Communicative Approach To Behaviour)
2. A D H D courses and conferences
3. Second Step
4. Dreikurs/Adlerian Approach
5. Glasser Reality Therapy
6. Workshops given by the District Behaviour Team
7. Gateway courses
8. 1,2,3 Magic
9. Michelle Borba, author of books on building self-esteem
10. Time management for students
11. Carol Cummings (author of "Managing to Teach" and
"Teaching Makes a Difference")
12. Co-operative Learning strategies classes
13. Positive Discipline workshop.
We recommend that the district develop a comprehensive list of
in-service and resources which support dealing with behaviour
problems.
January 2000
13
HOIV DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAVIOUR PR
What's missing?
In addition to gathering ideas which will support the work of other
teachers and non-teaching staff, the research teams also listened to
teachers' perspectives on what was missing in terms of dealing with
behaviour issues and problems. Their "what's missing" list is shown
below.
While there were positive comments about workshops that have
been offered by District Behaviour Team (DBT) staff, many teachers
expressed concerns at the slow process, which was seen by those
surveyed as cumbersome and not particularly helpful to teachers.
There is a need to evaluate the utility of the D B T and to develop
processes more appropriate in support of teachers dealing with
students with behavioural problems.
Teachers stated the following as what's currently missing in how
School District #42 deals with student behaviour issues:
3.
4.
5.
6.
7.
14
Supports for new teachers; use strengths of experienced teachers.
Private space to share problems with other staff This was a
problem because there are parents in many staff rooms, which
can limit staff ability to speak openly.
Mentorship; peer support.
Adequate information about when to go to district and external
agencies (Ministry for Children and Families, etc.).
Awareness of what support is available internally and externally.
Behaviour classes/Social Development classes.
Administrative funds for attending workshops on the subject of
dealing with behaviour students.
Workshops/information on writing good referrals to counsellors
and other support groups.
A comprehensive list of resources and in-service for dealing with
behaviour.
HOIV DO MAPLE RIDGE AND PITT MEADOWS ELEMENTARY SCHOOLS DEAL WITH BEHAV
Appendices
APPENDIX 1
Second Step—An excerpt from the
Introduction to the Teacher's Guide
APPENDIX 2
Incident Report
APPENDIX 3
Resources located at School District #42
Resource Centre
APPENDIX 4
Golden Ears Rules
APPENDIX 5
(a) Consequences
(b) Problem Solver
APPENDIX 6
Ministry Helpline for Children
January 2000
15
APPENDIX 1
Second Step
An excerpt from the Introduction to the Teacher's Guide
What Is Second Step?
Second Step, Grades 4 - 5 , is a curriculum designed to reduce impulsive and aggressive
behaviour in children, ages 9-12, and increase their level of social competence. It does this
by teaching skills in empathy, impulse control, and anger management. This curriculum is
part of the Second Step series which includes curricula for pre-school/Kindergarten and
Grades 1-3 and 6 - 8 .
Second Step can be easily integrated into Primary-grade programs and Is a companion
curriculum to Talking About Touching, Grades 4-5, A Personal Safety Curriculum (1987). In
personal safety education, children are taught how to avoid becoming victims; Second Step
teaches children how to avoid becoming victimizers. In essence, this curriculum constitutes
a second step in primary prevention. Because it targets skill deficits which put children at
risk not only for violence, but also for substance abuse, suicide, an dropping out of school.
Second Step can be adopted as a basic skills curriculum for prevention education.
What is the problem?
As more and more children are experiencing conflict at home, substance abuse within the
family, less access to their parents, and television as their primary source of entertainment
and values, consequently they are displaying Impulsive and aggressive behaviours both at
home and at school. Teachers find themselves spending Increasing amounts of time attending
to students' disruptive and angry outbursts, interpersonal conflicts, and off-task behaviour.
Although teachers are expected to concentrate on teaching academics, they are finding that
student behaviour often prevents them from doing so. The prevalence of general behavioural
problems In school-aged children approximates 2 5 - 3 0 % (Cowen, e t a l , 1975; Rubin and
Balow, 1978).
In addition, virtually every classroom has students who are labeled "high risk." These children
are characterized by excessively aggressive and impulsive behaviour which Is a burden to
all members of their classrooms and a major cause of peer rejection (Cole, Dodge, and
Kupersmidt, 1990). This behavioural pattern emerges as early as three years of age
(Chamberlain and Nader, 1971; Westman, Rich, and Bermann, 1967). The early indicators
of this high-risk pattern Include (Spivack and ClancI, 1987):
• a tendency to become Involved in poking, pushing, and other annoying social behaviour.
• a tendency to rush into things.
• negative and defiant behaviour.
© 1992 Committee for Children
16
Please feel free to copy and cut this page for your needs.
APPENDIX 2
INCIDENT REPORT
Student's Name
Teacher's Name
Date
Div. #
INCIDENT
•
swearing
G verbal abuse
G throwing rocks
G damaging property
G fighting
G other (explain)
Referred by
ACTION TAKEN
G spoke with AO
•
referred to counsellor
•
phone call to parents
FURTHER ACTION REQUIRED
•
none
•
phone call to parents
•
other (list)
Comments
Administrator's signature.
Copies: WHITE—office files
YELLOW—classroom teacher
PINK—student's perrrâner)t file
INCIDENT REPORT
Student's Name
Teacher's Name
Date
Div. #
INCIDENT
G swearing
G verbal abuse
G throwing rocks
G damaging property
G fighting
G other (explain)
Referred by
ACTION TAKEN
Q spoke with AO
G referred to counsellor
G phone call to parents
FURTHER ACTION REQUIRED
G none
G phone call to parents
G other (list)
Comments
Administrator's signature.
Copies: WHITE—office fi/es YELLOW—c/ossroom teocher
January 2000
P\NK—student's permanent file
17
APPENDIX 3
Resources Located at School District #42 Resource Centre
B u l l y B e w a r e ! Take A c t i o n A g a i n s t B u l l y i n g
#ID - 176479
This kit contains:
• 5 copies of the book
• Take Action Against Bullying poster (3 copies)
• 12-mlnute video.
# 1 0 - 176731
The book was written to educate, mobilize, and directly influence school communities to
take action to reduce bullying in schools. While the book Is recommended to all teachers
and parents, most of the activities are targeted at students in the upper-intermediate,
middle, and junior high school grades. The Information presented in the book and video
will assist all teachers, counsellors, youth workers, administrators, and school support staff
to deal effectively with the issue of bullying, wherever it occurs. Produced In Coquitlam,
B.C. Bully B'ware Productions, 1997. Grades 6-9.
Gateway Provincial Resource Program
Functional Skills Curriculum
#ID - 176644
Assists classroom teachers at the elementary and secondary levels in providing a functional
skill curriculum for students with autism and pervasive developmental disorders. Set of 5
books covers functional academics, self-help and llfeskills, community training, and data
recording.
Family Guide to Second Step
—Parenting Strategies for a Safer Tomorrow
#ID - 174804
This resource is designed for use In school and youth agency settings and should be used
with parents and caregivers of children in pre-school through Grade 5 who are receiving
Second Step in their classrooms. The Family Guide Includes background information on
the program, techniques for leading a successful family group, handouts for participants,
four videotapes, and twenty-five Anger Management and Problem-Solving magnets. This
program is flexible in Its implementation and is designed so that a group facilitator can
modify the presentation based on personal and cultural differences of the participants.
The next two pages list titles of books, video and audio tapes, and other items related to
Special Education that can be ordered from the district Resource Centre.
18
APPENDIX 3
SPECIAL
EDUCATION
TITLE
ID
63 ways of teaching anything (2nd edition)
Access '94—bound edition
Access to conferences, institutes, and meetings (RB 0024)
Access training inservices: JECIC special ed grant strands 7 and 10
Addressing student differences: Adapting and modifying learning outcomes ...
Attention deficit disorder and learning disabilities
Attention deficit hyperactivity disorder
Attention without tension—The teacher's handbook on A D H D / A D D
Autism: a world apart (cc)
Black-eyed Susan
Brigance: Comprehensive inventory of basic skills (green)
Building positive attitudes in learners
Butterflies (cc)
Classroom rituals for at-risk learners
Cool school: An alternative secondary school experience
Creating more creative people: Book II (SSS)
Creating more creative people (SSS)
Creative thinking and problem-solving in gifted education (SSS)
Curriculum development for the gifted (SSS)
Don't call us retarded
Dorothy Sisk: future trends of gifted and talented education in the United States
Dyslexia
E. Paul Torrance: Lessons on giftedness from a nation of 115 million "overachievers"
Educating Peter
Excellence in educating the gifted (SSS)
For speech sake! Activities for classroom teachers and speech therapists
Fostering critical thinking skills
Froggie went a-courtin'
Fun for everyone: A guide adapted leisure activities for children with disabilities
Gifted kids speak out: Hundreds of kids ages 6-1 3 talk about school, friends, ...
Gifted kids speak out: Hundreds of kids ages 6 - 1 3 talk about school, friends, ...
Gifted students in regular classrooms (SSS)
Growing person: How to encourage healthy emotional development in children ...
Guiding the gifted child: A practical source for parents and teachers (SSS)
Guiding the gifted child: A practical source for parents and teachers (SSS)
Happy birthday moon (cc)
Helping exceptional students succeed in the regular classroom
How difficult can this be? The FA.T. city workshop
How to conduct surveys: A step-by-step guide (SSS)
How to reach and teach A D D / A D H D children
Identiform system for gifted programs: Insights into identification and beyond
If you don't stand up for something, you'll fall for anything
I'm not stupid! Learning disabilities
Independence day
Independence schoolhouse. The
Individual education planning for students with special needs: A resource guide
Just regular kids
Kick in the seat of the pants: Using your explorer, artist, judge, and warrior to ...
Language into curriculum
104059
173995
106010
175704
176700
174279
100185
174277
105599
174322
174505
174506
174507
174508
174509
174510
174511
174512
103489
104500
104058
102492
103345
103344
103321
103330
90556
102634
90551
102632
175144
103322
102488
100189
104491
104474
103342
172784
103341
103320
103331
172786
105597
103815
174200
103336
174276
103343
100190
172247
104556
104825
175626
101085
103338
100191
January 2000
NUMBER
ITEM T Y P E
Professional
General
General
General
Professional
Professional
Audio tape
Professional
Video tape
Video tape
Professional
Professional
Professional
Professional
Professional
Professional
Professional
Professional
Audio tape
Video tape
Professional
Professional
Professional
Professional
Professional
Professional
P D . Video
Audio tape
Video tape
Audio tape
Video tape
Professional
Professional
Audio tape
Video tape
Preview
Professional
Professional
Professional
Professional
Professional
Professional
Video tape
Professional
Video tape
Professional
Professional
Professional
Audio tape
Video tape
General
Video tape
General
Video tape
Professional
Audio tape
19
APPENDIX 3
SPECIAL E D U C A T I O N
TITLE
ID
Living and learning with fetal alcohol syndrome
Living and learning with fetal alcohol syndrome
Man who thought with his hat. The (cc)
Math predictable storybooks kit
Maybe you know my kid
Mind of a child. The
Mindglow: Classroom encounters with creative thinking (SSS)
Mindglow (SSS)
Movement (cc)
My world—Earth
Natural language
No-glamour grammar
One million children: The CELDIC report
Parents' guide to attention deficit disorders. The (2nd edition)
Personal computers and special needs
Phonetic word cards
Planning and implementing programs for the gifted (SSS)
Plants are different and alike (2nd edition) (cc)
Play the whole range
Powers of partnerships
Preventive discipline
Regular lives
Resource report: Study tour on special education—Holland, Germany, France ...
Review of special education services
Review of special education services
Role of intelligence
School's out, now what?: Choices for your child's time (SSS)
School-wide enrichment model: A comprehensive plan for educational excellence
Selection and use of a simple technology in home, school, work, and community
Sign language training for the developmentally delayed: Part 1, Food and kitchen ...
Sign sign sign—An instructor's sign language video
Signed English video learning system, The
Special education core curriculum supplement, 1983
Special educator's almanac: Ready-to-use activities for a resource room or a ....
Speech and language services
Stories from the attic (sign language and voiced)—The greedy cat
Stories from the attic (sign language and voiced)—The house that Jack built
Stories from the attic (sign language and voiced)—The magic pot
Substitute teacher's handbook: Activities for Kindergarten through Grade 6
Substitute teacher's handbook: Activities for Kindergarten through Grade 6
Take off: "Time" (cc)
Teaching and challenging gifted and highly capable students
Teaching models in education of the gifted (SSS)
Teaching students with learning and behavioural differences: A resource guide
Testing materials resource book for psychologists, speech pathologists, ...
Therapies for ADHD children
Three looms waiting
Triad reader, The (SSS)
Tutoring one to one: Reading, writing, and relating
Twilight (cc)
Vision video—Integrating the visually impaired students in the '90s
Whack on the side of the head: How you can be more creative, A (SSS)
What's wrong with my child?
Who's gifted: Role of creativity
Why won't my child pay attention?
Total: 111
105595
174231
104493
103008
174278
176290
103326
104445
104501
104489
102491
172870
102485
175686
104475
103717
103324
105596
100192
100193
100194
175080
102489
175446
175447
100195
103328
103335
104473
102730
100977
100978
101488
103803
100196
100980
100979
100981
173478
173479
104499
172842
103329
175625
101183
100197
105541
103333
105609
104494
176004
103327
175442
100198
174323
20
NUMBER
ITEM T Y P E
Video tape
Video tape
Video tape
General
Professional
Video tape
Professional
Professional
Video tape
Video tape
Professional
General
Professional
General
General
Activity
Professional
Video tape
Audio tape
Audio tape
Audio tape
Video tape
Professional
General
General
Audio tape
Professional
Professional
General
Video tape
Video tape
Video tape
Curriculum
Professional
Audio tape
Video tape
Video tape
Video tape
Professional
Professional
Video tape
Audio tape
Professional
General
General
Audio tape
Video tape
Professional
General
Video tape
Video tape
Professional
Video tape
Audio tape
P D . Video
APPENDIX 4
GOLDEN EARS RULES
Golden Ears Elementary School, Maple Ridge, B.C.
1. Students will respond appropriately and immediately to
directions from an adult in a position of responsibility.
2. Students will treat fellow students and all adults with
respect.
3. Students will demonstrate behaviours conducive to
their own and others' learning.
4. Students will show care and respect for school and
personal property.
Philosophy of Behaviour
At Golden Ears Elementary School, we believe that:
• All children, through positive influences, are encouraged
to demonstrate responsible behaviour.
• Long-term changes in children's behaviour are achieved
with instruction that has consistent expectations and
consequences.
• Children have the responsibility and ability to learn to
control their own behaviour.
• Children learn by example—positive and consistent role
modeling must be encouraged in the home and
community and practised in the school.
Behaviour Goals
1. Students will demonstrate respect for self, others, and
property.
2. Students will respond appropriately and immediately
to an adult.
3. Students will demonstrate active, productive learning.
4. Students will be punctual and spend a maximum time
on task.
5. Students will learn and implement positive problemsolving skills to resolve conflicts.
Classroom Consequences
1. The teacher will use normal teaching techniques.
2. Verbal and non-verbal warnings may be issued.
3. The child chooses an alternate place to work within the
classroom, at the teacher's discretion.
4. The teacher chooses an alternate place for the child to
work within the classroom.
5. The teacher chooses an alternate place for the child to
work outside the classroom.
6. The child moves to the school office with a note, or is
preceded or accompanied by a messenger.
7. Repeat office referrals or severe behaviour will result in
a suspension, with work provided, for completion at
home, and with parents expected to attend a re-entry
meeting with the child when the suspension is complete.
Consequences in Common Areas
(Outside of classroom and class time—normally
recess duty teachers or noon supen/isors.)
used by
1. A verbal reprimand will be given as appropriate for
behaviour which is not serious.
January 2000
2. The responsible adult may briefly delay the student.
3. Positive practice may be used; for example, if the
student is running in the halls, he/she may be directed
to go back and walk.
4. The student may be directed to practise the responsible
behaviour for several minutes.
5. The student may be provided with an alternate activity
such as school service.
6. A summary office referral should be used only
for insubordination or for dangerous/illegal situations.
7. Repeated incidents of disobedience, insubordination,
or similar behaviour will result in a letter going home
the same day.
8. A third incident will result in the parent making
alternate arrangements for the appropriate time
period. (A normal consequence would be a few days
of having lunch at home or another location away
from the school.)
Additional Notes
We expect the students to treat property at school with
respect. The School Act requires the school to charge
parents and students for damage resulting from
intentional vandalism and carelessness.
Parents and students must recognize that the school and
the district have a policy of not tolerating any threats or
acts of violence ("Zero Tolerance Policy"). Students may
not bring matches, lighters, knives, or other weapons or
replicas of weapons near the school. This ban extends to
fireworks of any kind. We will ask parents to sign an
acknowledgment of the above, so there will be no misunderstanding. (The form for this is located at the end
of this handbook.) Our students DO conduct themselves
with the highest level of safety and regard for the rights
of others, and we are proud of them.
Where circumstances warrant, the principal may suspend
a student for one to five days. During the time of the
suspension, a full day's work is assigned for each day of
the suspension. The student is prohibited from being
near the school without permission. At the end of the
suspension, a re-entry meeting is required, and this
meeting must include the parent or guardian with the
student, the teacher, and the principal. All work must
have been completed and a commitment to comply with
the school expectations must be made by the student.
Although suspensions are given rarely, they are effective
in ensuring that students take their responsibilities
seriously, and that all students enjoy their right to a safe
and secure school environment.
To further ensure the safety of our students, we require all
visitors to the school to identify themselves to the office,
and to wear identification tags provided while they are at
the school.
21
APPENDIX 5a
CONSEQUENCES
Maple Ridge Primary Scliool
In keeping with our Discipline Policy, the following plan is progressive in nature and identifies
consequences for inappropriate behaviour.
First Offence
• problem-solving discussion/warning with the Principal
• may be followed by "time out," loss of privileges, or community service (i.e., grounds clean-up)
as appropriate
• may be recorded in the Student Conduct Book
Second Offence
• as first offence
• discussion and use of problem-solving sheet (attached') with a copy sent to parents
Third Offence
• as second offence
• use of first letter (attached') with a copy going home for parent to sign
• fourth-offence procedure is discussed
Fourth Offence
• as third offence
• use of second letter (attached') with a copy going home for parent to sign
• student receives an "in-school" suspension, is sent home for lunch hour, or is removed from
the classroom (if that is where difficulty occurred^) for a period of time to be determined by
the administrator in discussion with the classroom teacher and parent.
Fifth Offence
• as fourth offence
• conference with parents is requested and district and/or ministry (i.e., Health, Social Services)
resource personnel are contacted
Sixth Offence
• if the above have not been found effective, then official suspension procedures may be put
in place
Exception: There may be actions by students which require an immediate and firm response from the
Administrative Officer. Such actions would be considered by the Administrator to be very serious in nature
and detrimental to the safety and well-being of other students. In such cases, the Administrator reserves the
right to enact whatever response she deems necessary to ensure a safe environment for all students.
' See "Problem-Solver" on the following page.
^ While this is not a frequent response, removal from the classroom is sometimes best to maintain a learning environment for
the child and other students in the classroom.
Behaviour Problems and Early
Intervention
APPENDIX 5b
PROBLEM-SOLVER
IVIaple Ridge Primary School
Name
Date
Behaviour observed
This behaviour was a problem because
could have
Student's signature
Dear Parents:
We are striving to ensure that our playground is a respectful and safe environment where all children
can play. The above behaviour caused a problem at school today. Please discuss with your child other
behaviour choices she/he could have made. Your child should then review the form with you and
bring it back to school tomorrow morning. Please sign the form and make comments if you wish.
Thank you for your co-operation and support.
Sincerely,
Parent's signature
Comments
January 2000
23
APPENDIX 6
HELPLINE FOR
How to Reach
the Helpline
for Children
HL
IDREN
1 . Pick up the phone.
2.
Dial " 0 " for operator.
3.
Ask for Zenith 1234.
Know a
child who
needs help?
4 . Tell vour stor
To use the
Telephone Device
for the Deaf, dial
THE HELPLiNE
FOR CHILDREN
1-800-667-4770
A S K FOR
This is a toll-free service. And if you are
calling from a pay-phone, there is no
charge to call the operator.
For more information, contact your
local Ministry of Social Services
office.
ISBN 0-7726-7321-7
24
20M/I2;94
QP 12624
PUB 015
CALL
ZENITH
O 1234
Province of British Columbia
LSS/
Ministry of Social Services
APPENDIX 6
Child Abuse
You Are Responsible
A child is anyone under the age of 19.
Abuse can be physical, emotional or
sexual. Abuse can be abandonment,
desertion, neglect, ill-treatment, or failure to meet the physical, emotional
needs or medical needs of a child. Abuse
can be stopped.
If you are aware of a possible case of
c h i l d a b u s e , y o u are r e q u i r e d by
provincial law to contact the Ministry
of Social Services. Your immediate
action can prevent further child abuse
and help the family. A s long as your
report is made in good faith, you are
not liable for any loss or damage.
Your call can help stop child abuse.
Round the Clock Help
When it concerns abuse, anyone can
call the Helpline for Children... anytime,
day or night. Simply dial " 0 " and ask
the operator for Zenith 1234.
At the End of the Line
There is always a social worker at the
end of the telephone willing to listen,
someone to take action, someone who
cares. Just reach for the Helpline. Anyone can call.
Children
A child who is being abused
at home, at school, in the play
ground - anywhere - can call
for help.
Parents
Parents who are afraid they
might hurt their child can call
for help.
Community Members
If you know a family where a
child is being abused, call the
Helpline. You can call anonymously.
January 2000
Services Available
T h e M i n i s t r y of S o c i a l S e r v i c e s
provides services for families in need.
•
•
•
•
•
•
Temporary Shelter
Foster Care
Direct Financial Aid
Homemaker Programs
Day Care Programs
Social Workers
There are other community services
available:
•
•
•
•
•
Police Detachments
Local Health Units
Parental Stress Lines
Crisis Lines
Family Support and other
Self-Help Groups
Safety for Children
In schools and day care centres, young
children are being taught that, if they
are ever abused, help is available and
as near as the telephone. Make your
own children aware that they can say
no to abuse. On the back of this brochure is a way to show children that
getting help is as easy as 1234.
25
RITICAL COMPONENTS
OF A
CODE OF CONDUCT
Loraine Anchor,
Brenda Bryan, Helen Homer
A
/
CRITICAL COMPONENTS OF A CODE OF CONDUCT
he goal of the discipline policy and the Code of Conduct is to
encourage self-discipline, responsibility, independence, and mutual
respect.
Philosophy of Behaviour
In Maple Ridge and Pitt Meadows schools, we believe that:
• A l l students, through positive influences, are able to demonstrate
responsible behaviour.
• Long-term changes in students' behaviour are achieved with
instruction that has consistent expectations and consequences.
• Students have the responsibility and ability to learn to control
their own behaviour.
• Students learn by example. Positive and consistent role-modeling
should occur in the home and community and be practiced in the
school.
• Accepting responsibility for one's own action is a major component
for becoming a socially responsible person: self-control and
communication are life-long skills.
W
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w
28
Behaviour Expectations
Rights And Responsibilities
The Code of Conduct is in effect for all school activities, whether on
or off the school grounds, and on the way to and from school.
1. I have a right to learn in the school.
It is my responsibility to be punctual, listen to instructions, work
quietly and diligently, and raise my hand if I have a question or
concern, or need to leave.
2. I have a right to hear and to be heard.
It is my responsibility not to talk, shout, or make loud noises when
others are speaking.
3.
I have a right to be respected in the school.
It is my responsibility:
• not to annoy or bully other people, or hurt their feelings.
• to respond appropriately and immediately to adult requests
without challenging those in authority.
• to dress in a tidy and modest manner.
• not to use profane language or gestures.
4.
I have a right to be safe in this school.
It is my responsibility not to threaten, kick, punch, or physically
harm anyone else.
5.
I have a right to privacy and to my own personal space.
It is my responsibility to respect the personal property of others
and accept their right to privacy.
6.
I have the right to use school equipment and property.
It is my responsibility to use the equipment and property according
to the school rules and with care and respect.
School's Expectations of Parents
• To actively support the educational process.
• To be aware of, and support, the expectations and requirements of
the school.
• To see that students' attendance is both regular and punctual.
• To properly equip students for all subjects, and for all weather conditions.
• To be available to confer with school staff.
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January 2000
29
a
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Discipline Procedures for
Misconduct and Misbehaviour
During Teaching Times
When students are unable to follow the Code of Conduct, the
following process is used:
The student is given the choice to comply with the adult request or ...
• go to a designated quiet area until ready to comply.
• be sent to a designated alternate classroom for a specified amount of
time.
Progressive Discipline
A referral is made to the administrator. The child moves to the school
office, preceded by notification to the office.
First Consequence
A "Problem Solver" form is used in an interview with the principal.
Time to "think and reflect" will be provided. (An example can be
found in Appendix 5 of another report in this publication, "How Do
Maple Ridge Schools Deal With Behaviour Problems?", also by these
authors.)
Notification will be made to parents by sending home the "Problem
Solver" paper.
"Problem Solver" is returned to the school, signed by a parent.
"Problem Solver" is filed in a behaviour binder and at the end of the
year, placed in the student's permanent file.
Second Consequence
A conference is held with the student, parent, principal, teacher, and
appropriate support staff.
In-school suspension is discussed.
Third Consequence
H
U
In-school suspension: Student does not have any contact with
other students while completing school assignments. Students who
are disruptive or unco-operative during in-school suspension will be
sent home or to emergency contact.
IWi
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30
Further consequences (out-of-school suspensions) are discussed.
Note: Depending on the nature of the offence, a student may be susperuied
without first, second, or third consequences occurring.
Fourth Consequence
Repeat office referrals or severe behaviour will result in a suspension
with work provided, for completion at home, and with parents
expected to attend a re-entry meeting with the child when the
suspension is complete.
When all other avenues for modifying unacceptable behaviour have
been tried without success, we may refer a child to the District support
staff (District Behaviour Team) or suspend a child from attending
school for an appropriate period of time.
If remedial action has proven ineffective, the student will be subject
to progressive stages of suspension, up to and including indefinite
suspension or exclusion from the school. A n appearance before the
school board's Suspension Review Committee may be necessary before
re-admittance is approved.
Discipline Procedures for
Misconduct and Misbehaviour
During Non-Teaching Times
Following the Code of Conduct at recess and lunch is particularly
important, as it ensures that the classroom and playground are safe
places to eat and play.
When a student chooses not to follow the Code, he/she will be sent
to the office and an "Incident Report" will be completed in triplicate.
Copies will be placed in the office file, in the permanent record file,
and be given to the classroom teacher. (An example of an "Incident
Report" can be found in Appendix 2 of another report in this
publication, "How Do Maple Ridge and Pitt Meadows Elementary
Schools Deal With Behaviour Problems?", also by these authors.)
V
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Students who are disruptive at lunch-time will be required to make
alternate arrangements.
January 2000
lib
31
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w
Students who fight or repeatedly cause distress to other students will
have to be supervised off the school property. To re-enter the school/
classroom a meeting must be held with parent(s) in attendance.
Students who intentionally damage anything will either pay for the
damage and/or lose the use of the equipment.
Progressive discipline measures may also be used.
Students who misbehave during field trips or extra-curricular activities
may be suspended from future activities. Parents may be required to
take the child home.
School Board and School Act Policies
"Zero Tolerance" Policy
Parents and students must recognize that the school and the district
have a policy of not tolerating any threats or acts of violence.
Any action which constitutes threats or acts of violence will result
in a progressive suspension process. Normally, the process is to receive
a one-day suspension for the first offence, three days for the second
offence, and five days for the third offence. After the five days
suspension, the next offence will result in an indefinite suspension
and the student's name will be forwarded to the District Suspension
Review Committee. In all cases, the administration of the school
reserves the right to enact whatever response it deems necessary to
ensure a safe environment for all students. In the judgment of the
administration, in-school suspensions may be put in place before
the home suspension. With a home suspension, work is provided for
completion at home. Conditions for re-entry include a meeting with
the parents and student, completion of all work, and the development
of an action plan.
Vandalism
The School Act requires the school to charge parents and students for
damage resulting from intentional vandalism and carelessness.
w
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32
CÂRLY INTERVENTION AT
YENNADON ELEMENTARY
Screening and Assessment
of Kindergarten Children
At Risk
Desmond Doyle
Yennadon Elementary
•
SCREENINC AND ASSESSMENT OF KINDERGARTEN CHILDREN AT RISK
CONTENTS
37.... FOREWORD
38..., PARTI: Introduction
Yennadon Elementary: Some Background
Yennadon Elementary Promotes Early Intervention
Logistics of Early Intervention
Which Children Are Best Served by
A n Early Intervention Program?
40 .... PART 2: An Overview of Early Intervention at Yennadon
Six major steps:
1. First Information and Observation
2. Classroom Assessment
3. Formal Assessment
4. Identification
5. School-Based Team
6. Building Bridges and Collaboration
42 .... PART 3: Before School Starts: Information and Referrals
Four tasks:
1. Referral of Children Identified
Before Kindergarten to Services
2 Pre-Kindergarten Parent Review Questionnaire:
Getting Acquainted at Yennadon
3. Kindergarten Orientation
i. Group demonstration
ii. Buddy play and observation
iii. Parent information: Early intervention
and expectations for Kindergarten
iv. Collation of observations with the
pre-Kindergarten review questionnaire
4. The Home Visit
• Observe the child in the home setting
• Additional information on a child and their
learning needs
• Biological or environmental risk
34
46.... PART 4: First-Term Tasks for the Classroom Teacher
1. Gradual Entry: First Impressions In School
2. First Report Card: Evidence as a First Assessment
for Intervention
3. Tracking, Consulting, and Referrals
4. Organizing Classroom-Based Intervention in the First Term
• Parent helpers and interventions
49...
PART 5: Assessment In the Second Term
1.
2.
3.
4.
5.
52...
Screening: Using the TSRI and the Conners Rating Scale
Testing for Learning Problems: TERA, TEMA, PPVT, TOPA
Formal Psychometrics
In-School Identification and the School-Based Team
Building Bridges Between Parents and Teachers
PART 6: Interventions Strategies: Our Recent Efforts
Language Arts
Mathematics
Technology
Grade 1 Workshop
53 ... PART 7: Tracking the Early Intervention at Yennadon
1996-97
1997-98
1998-99
Grade 1 Experience of Children Identified
in Kindergarten in 1996-97
56 ... PART 8: Research and Issues In Early Intervention
Support in the Research for Early Intervention
Early Intervention in Reading and Writing
Role of Parents in Screening and Assessment for Intervention
Teacher Rating Scales as Screens for Early Intervention Testing
Psychometric Testing
Problems with Screening and Testing Children
• Exclusion
• Test sensitivity
• Teacher error
January 2000
35
SCREENING AND ASSESSMENT OF KINDERGARTEN CHILDREN AT RISK
58 .... PART 9: Yennadon Response to Problems in Assessment
Language Arts Bias
Work in Mathematics and Motor Skills
Validity
Trauma in Testing
59.... PART 10: Advocating for Children:
Responsibilities of Teachers and Parents
Teacher Responsibilities
• Child and family centred
• Reporting
• Understanding parents as well as children
Parent Responsibilities
• Parents as partners in assessment
• Parents as partners in programs
61 .... Conclusion
62.... References
63 .... Bibliography
64 .... Tests and Screens
65 .... Appendices
1. Pre-Kindergarten Parent Review Questionnaire (Version 1):
2. Hand-out for Parents at Kindergarten Orientation:
Pre-Kindergarten Summer Activities
3. TSRI—Teacher's School Readiness Inventory
4. Page from TERA-2
5. Page from TOPA
Yennadon Informal Math Assessment (Prototype),
and Teacher Instructions for Yennadon Informal
Math Assessment
36
P arit) i n t e r v e n t i o n is p r e d i c a t e d o n t b c belief t b a t
cKildren h e l p e d e a r l y will Kave f e w e r p r o b l e m s in t b e
later s t a g e s of the! r scbooling;. ~\^Wis in t u r n will belp
promote academic and personal growtb, and
c o n t r i b u t e t o a p o s i t i v e image o f self a n d s c b o o l i n g .
FOREWORD
'creening and assessment for early intervention at Yennadon
Elementary can best be described as a multiple-risk model. We believe
that the causes of at-risk behaviours can be attributed to a complex
set of circumstances which include developmental, biological, and
environmental factors in the home and at school.
The methods used to screen, detect, and collect data on children,
therefore, look at the many contexts of a child's behaviours, and
present a picture of the child which is both quantitative and
qualitative. This picture must be sensitively interpreted by a team
of teachers, parents, and administration, to determine a course of
action which will benefit each child. The overlying concern of
parents, teachers, and administration is that all intervention efforts
point to the child's inclusion in school programs.
The early-intervention screening and assessment process described
in this paper is essentially a story of events, recorded in chronological
order. It describes a change in how we see Kindergarten children
—not as "empty slates," but as sophisticated individuals who have
already developed their own way of seeing the world.
According to Piaget (1952), children have a biological inclination to
learn: they accommodate environmental demands and assimilate what
the environment offers. This view sees children coming to school with
strengths and weaknesses, bestowed upon them by their biological
inheritance and the environment in which they live. Early intervention
helps children at risk early in their school career to adjust to the
school environment.
Our model has been developed by support teachers—^Joanne Simmie
and Sherron Mjanes—and classroom teachers—Becki Kozol and Des
January 2000
37
Doyle—over the last few years. It makes the best use of resources and
practices already in place at Yennadon and in our school district.
Many of the administration- and special-education practices outlined
in this paper are common enough in most schools, and can be found
in the Special Education Manual (Ministry of Education, 1995).
What is significant about Yennadon is that we are bringing together
the expertise of our Support and Kindergarten teachers in new ways
—moving on from past practice at our school. The idea now is to focus
attention on the learning needs of Kindergarten children as a way to
pre-empt problems later in schooling. In this we have had some success.
Any errors or liberties taken with events or materials are entirely the
fault of the author, Des Doyle. This report's content is part of a larger
academic paper by the author, in part fulfilling the M . Ed. degree
requirements at the University of British Columbia. We at Yennadon
hope you enjoy the story of our efforts and get some ideas for your
school.
PART 1: Introduction
Yennadon Elementary:
Some Background
Yennadon Elementary is located in Maple Ridge, British Columbia,
and has a school population of about 370 children in grades Kindergarten to 7. The three Kindergarten classes are divided into a morning
and an afternoon class, and a Kindergarten—Grade 1 class. The
student population is drawn from a mix of urban and rural households
and various economic conditions.
Yennadon Elementary Promotes
Early Intervention
The first steps of the Early Intervention Program at Yennadon
Elementary were taken to address concerns about the inequitable
provision of services to early Primary students. It was felt that children
identified by teachers in late Kindergarten and Grade 1 as needing
support were not considered for help, because there was no articulated
policy and evidence had not been gathered.
38
Primary teachers and support teachers decided that early detection,
assessment, and intervention in learning and conduct problems were
important to ensure the success of all children at school: early intervention is predicated on the belief that children helped early will
have fewer problems in the later stages of their schooling, which in
turn will promote academic and personal growth and contribute to a
positive image of self and schooling.
To support these Kindergarten and Grade 1 children, early intervention
screening and assessment efforts commenced in the winter of 1997.
A l l Kindergarten children were included in this program. Screening
helped to identify and set programs for those who might have
learning difficulties or behaviour difficulties, and contributed to
designing program directions for all individuals in Kindergarten and
Grade 1.
We were inspired by the publication of the document "Early Intervention of Learning Difficulties" (British Columbia Ministry of Education,
1996), which offered ministry support to the ideas of early intervention
in reading areas.
Logistics of Early Intervention
Time and people are required to design a program and provide school
resources for each child. The pool of support teacher time must be
divided so that both the child at risk and the gifted child receive help
immediately. School-based and district-driven financial considerations
dictate the amount of support each class and individual will receive.
The school district administration requires justification for requests
from schools for support time, and the principal and school organization
need justification for distributing the school-based resources where
they will do the most good. The assessment and testing battery, in
concert with clinical and anecdotal data, provides this justification.
Multi-source data and documentation allows us to rationally allocate
the time of our support teachers, support teachers, and special education
assistants who are an essential part of learning and behaviour service
provision.
We believe that by providing services and intervention early, less
intervention will be required later on in a child's schooling, when it
can become more costly and difficult in terms of money, time, and a
child's ability to cope, learn, and respond.
January 2000
39
Which Children Are Best Served
By An Early Intervention Program?
As teachers we know that some things we can make "right" in the
course of a school year. Some children can make friends in school,
achieve academic and physical success, and learn to be happy with
Kindergarten. Many of these children are well served by a developmental Kindergarten curriculum (Primary Program, 1989) and their
teacher. Many may and should receive enrichment or individualized
programs. Their success in early Primary will help to set a pattern of
success for the rest of their school career.
The problems for "at-risk" children are many. Some may try very
hard in school and seem to be very happy, but still the teacher knows
that something is not quite right. These children do not understand
what others do about letters, numbers, or playing with their peers.
Others may be petulant or non-compliant, fighting with the teacher
over any request or activity. Aggression towards other children and
the teacher may be a problem; passivity and attention problems are
also apparent in some children. These at-risk children need help
to learn, to get along with others, and to succeed. This is not just
a Kindergarten issue, it is a school, home, and community issue.
These are the children who need an early intervention program.
PART 2: An Overview of Early
Intervention at Yennadon
The early-intervention screening, assessment, and identification
process at Yennadon follows six major steps:
1. First Information and Observation
Review information and documentation that may come with a child
from outside sources, such as other ministries, pre-schools, and serviceproviders. Collect information from parents about the nature of their
child's needs using a review questionnaire, and during the Kindergarten
orientation. Collate observations and refine student information
during the home visit.
2. Classroom Assessment
Assess and evaluate all children using appropriate classroom techniques.
40
such as observation, during gradual entry. As the term progresses, use
clinical observation during instruction time, portfolio assessment, and
regular reporting to determine possible candidates for formal screening
and assessment. Act upon professional concerns any time during the
term, if necessary.
3. Formal Assessment
Screen all Kindergarten children using a normative screen such as the
TSRI (Simner 1986). Use an appropriate standard testing instrument
which has substantial claims of validity and reliability in literature, to
test for particular concerns. These tests would include:
• PPVT—language areas
• TERA—reading
• TEMA—mathematics
• TOPA—first letter sounds
4. Identification
As a group. Kindergarten teachers and the support teacher assess the
case of each candidate recommended for early intervention. After
analyzing all data collected, the group makes recommendations on
disposition of cases, such as type of program or service, and placement
in Grade 1, and provides information to the School-Based Team.
5. School-Based Team
Refer children with problems to the school-based team for confirmation
and administrative action.
6. Building Bridges and Collaboration
For each child who is formally identified, discuss school-program
adaptations and modifications in detail with parents. The support
teacher or classroom teacher can assume this duty. Further at the end
of the Kindergarten year. Each child is discussed with the Grade 1
teacher(s) in preparation for full-day schooling.
The early intervention process integrates features of Kindergarten
practice, such as the home visit and the existing formal vehicles for
identifying students at risk such as the school-based team. Early intervention at Yennadon also builds upon existing district policy.
January 2000
41
PART 3: Before School Starts:
Information and Referrals
Four tasks or events are completed to help children make the adjustment to Kindergarten. These tasks and events lay the groundwork for
the Yennadon screening and assessment process. They are:
1. Referral of children identified before Kindergarten to services
2. Pre-Kindergarten parent review questionnaire:
3. Kindergarten orientation
4. Home visit.
1. Referral of Children Identified
Before Kindergarten to Services
Children identified by disclosure of important information at registration via interagency information and parents, are investigated
by Yennadon support teachers. Many of these children have been
identified through normal procedures and referrals from the school
or service of origin. Many times the support teachers have been in
the field to observe the child first-hand. Often intake meetings will
have occurred in the spring, with support teachers, parents and service
providers. Referrals are made to appropriate school agencies such as
speech therapy or ESL.
Acting upon significant information and identification as soon as
possible is one of the best and most effective interventions the school
can undertake. The earlier the intervention takes place, the more
effective it will be in the long term.
Health professionals are another source of pre-Kindergarten data on
children. Hearing, health, and vision screenings carried out by health
professionals can reveal problems that can impede a child's learning.
2. Pre-Kindergarten Parent Review Questionnaire:
"Getting Acquainted at Yennadon"
For children in the mainstream intake and registration process, we
begin with a pre-Kindergarten parent review questionnaire, "Getting
Acquainted at Yennadon" (Appendix 1). This questionnaire asks for
information about the new Kindergarten pupil's conduct, attention
span, favorite activities, interaction with children and adults, motor
42
behaviours, academic knowledge and skills, health issues, and any
pre-school interventions from agencies (e.g., speech therapy). This is
completed at the time of registration or Kindergarten orientation,
before the home visit.
The review contributes information about a child's social, kinesthetic,
and intellectual nature, and helps to sketch out a picture of interests,
strengths, and weaknesses. The review is parent-friendly, and we have
found it to be readily accepted by parents at Yennadon Elementary.
It is currently being refined by a School District #42 committee for
district-wide adoption. With some changes it will be recommended
for implementation in the 1998-99 school year.
A Kindergarten orientation is held in June for the new children
coming to school the following September. A t this time parents,
and children visit their new school, look at the facilities, meet the
teacher and support staff, learn about the programs and curriculum,
and take care of administrative items. Orientation has two functions:
it introduces Kindergarten students to school, and educates parents
in the nature of today's schooling.
Orientation is also a time for staff to add to the picture being built
of each new Kindergarten child. Through observing the children and
talking with parents, information on group play, sociability, and motor
skills can be collected.
Orientation has four parts that serve different functions for different
people:
i. group demonstration;
ii. buddy play and observation;
iii. parent information: early intervention and expectations for
Kindergarten;
iv. collation of observations with the pre-Kindergarten review
questionnaire.
i. Group demonstration (the show)
The first item on the program for Kindergarten Orientation is a show:
parents and children are entertained by the current year's Kindergarten
students presenting some of the creative and academic skills they have
learned. The presentation serves to create some anticipation in the
minds of the new Kindergarten children, and to give parents an idea
of the level and potential of Kindergarten learning.
January 2000
43
ii. Buddy play and observation
We then buddy the new children with current Ks, and together they
go to the Kindergarten rooms to have some free play supervised by a
Kindergarten teacher and support teacher(s), while the other Kindergarten teacher goes over the Kindergarten program and administrative
details with parents. Most children are quite willing to go off and play,
and become quickly engaged with the activities prepared for them.
Observations are essentially limited to social behaviours. However,
teachers will note exceptional behaviours if they see them.
iii. Parent information:
Early intervention and expectations for Kindergarten
During the Kindergarten Orientation we explain the early intervention
process to parents and enlist their support. We introduce parents to
the school-based staff who are involved in the education of their
child: teacher, support teacher, librarian, and principal.
Finally, parents are given some advice on what they can be doing over
the summer to help their child be successful at school. This includes
reading to the child, helping them learn how to spell their name in
upper and lower case letters, and some other helpful and easy-to-carryout activity such as coloring. Early Primary and Support Staff strongly
recommend that parents have an optometrist examine their children's
eyes before starting school (see Appendix 2).
Our advice for the summer is part of a primary preventive effort to
minimize problems in the first months of school. We therefore begin
the process of educating parents on how they can help their child
achieve success in school before their child actually attends. A t pickup time, the staff often engage in some informal conversations with
parents.
iv. Collation of observations with the
pre-Kindergarten review questionnaire
After the orientation, Kindergarten and support staff collate the
results of the pre-Kindergarten review questionnaire, begin to note
any areas the parents have brought to our attention, and combine this
with any teacher observations noted. The pre-Kindergarten questionnaire helps us to focus our observations of each child in the upcoming
school year. The questionnaire is also a starting point for our discussion
with parents during the home visit.
44
4. The Home Visit
Late in August or early in September, the Kindergarten teacher makes
a home visit to each of their new students. School District #42 supports
Kindergarten teachers in this by giving them a day in lieu for each
class they teach, as most of the visits are done outside school time.
During the home visit there are a number of activities for the child,
parent, and teacher to accomplish:
• the teacher observes the child in the home setting;
• the teacher collects historical information the parent can supply;
• the parent and teacher discuss the needs of the child in an open
manner;
• the teacher looks out for potential risk stemming from biological or
environmental factors in the child's life.
Observe the child in the home setting
The home visit is an opportunity for the teacher to see the child in his
or her home setting, and to make some preliminary observations, such
as noticing how well the child attends to them when they read a book,
asking the child to print their name and make a picture, and seeing
what sort of pencil skills they have. The teacher can also begin to
assess alphabet and number knowledge such as 1-to-l correspondence.
Additional information on a child and their learning needs
The home visit is also a time for the parent and teacher to discuss
the needs of the new Kindergarten child in an open manner. The PreKindergarten Student Review, done earlier, gives the Kindergarten
teacher a basis for preliminary discussions during the home visit.
Parents are given an opportunity to collaborate with the Kindergarten
teacher to set some goals for the coming term to address the new
student's first needs.
Biological or environmental risk
Teachers learn about the home setting and possible effects it might
have on a child's learning in school. Problems in family health,
nutrition, congenital conditions, and the child's health (prone to
earaches, asthma, migraine, etc.) affect a child's potential for learning.
Environmental factors like economic standing, siblings, parent
activities, careers, family literacy, personal habits, and attitudes
toward school, all have an effect on school performance.
January 2000
45
PART 4: First-Term Tasks for the
Classroom Teacher
The First Term is underway, and there are a number of things the
teacher does as a matter of course. It is simply a matter of understanding the importance of the classroom teacher's assessment.
1. Gradual entry: first impressions in school
2. First report card: evidence as a first assessment for intervention
3. Tracking, consulting, and referrals
4. Organizing classroom-based intervention in the first term.
1. Gradual Entry: First Impressions In School
School District #42 implements gradual entry into Kindergarten.
As is usual in many Kindergarten rooms, we bring in half the children
at a time, every other day, for a week. This school time is used for
socialization, learning routines, and getting to know the other children.
The first weeks of school are also an important time for staff to gather
more data to add to the child's profile. Behaviours during free play and
centres can be observed and noted; information on a child's ability to
focus on adults during instructions or story time can be a meaningful
addition to the clinical evidence on the child's behaviours.
2. First Report Card: Evidence as a
First Assessment for Intervention
As evidence for the first report card is collected, trends in a child's
behaviours and learning become important data for determining if
intervention may be needed. The child's performance in all of the
different styles of learning points to possible areas for enrichment
or remediation. Academic, kinesthetic, artistic, social, and musical
strengths and weakness are all commented upon in a report card,
supported by material gathered in evidence. This synthesis of data
collected over the term makes the strongest rationale for intervention.
This is the basis upon which to start the formal intervention process.
During the first term, teachers must be willing to act upon "hunches
and intuition," without substantial evidence. This is a good time to
acquaint the support teacher with any children you have concerns
about. Part of early intervention is providing remediation or solutions
early. Feel free to act as early as necessary, especially in the area of
behaviour or conduct problems. A n informal classroom intervention
46
may be of great help in preventing larger problems later on. Often
curiosity about a student will lead to a solution to their problem or
to preparing parent and child for formal or long-term intervention.
Using the TSRI or Conners Checklist for behaviour can be a good
start to focus discussions with parents and colleagues (see Screening,
in Part 5).
3. Tracking, Consulting, and Referrals
Some important indicators of a possible need for intervention have
been studied. They include phonological awareness (letter names and
sounds, after instruction) (Blachman, 1991, Angerelli and others,
1998), mathematical awareness (understanding of quantity and
memory difficulties) (Ginsberg 1997), speech, fine and gross motor
skill, spatial and copying skills, social and emotional maturity, and
ability to remember and follow multi-step instructions (Blumsack,
Lewandoski, Waterman, 1997).
For tracking purposes, I make a class list organized by date of birth,
listed from oldest to youngest. By ordering the children by birth 1 am
able to take into account age in relation to other measures. Across the
top, I label columns for letters, numbers, speech, print, movement,
copying, listening, conduct, and instructions. With a "+", "-", or "=",
I indicate if they are performing above age norms, about at age norms,
or below age norms. I use the document "Supporting Learning:
Understanding and Assessing the Progress of Children in the Primary
Program" (1992) for guidance in determining norms. This tracking list
gives me a quick and ready reference for looking across the table to see
if there are multiple issues, to address through full-class instruction,
or particular issues best addressed individually or through small-group
instruction. For instance, if I have given many children a " - " for print,
it might be time to concentrate some extra time on print and fine
motor skills in my class lesson time. In math, students may not yet
have had enough experience with materials. In letter sounds, 1 may not
have been sure to teach the short vowels in such as way that they were
distinct for a particular child. In other words, it might not be a student
problem, it might be a problem of teaching (Ginsberg 1997, p. 27).
This tracking list tool helps me as a teacher to make sure I spend
enough time on any curriculum that many children are finding difficult,
to eliminate my teaching as a cause for a child having difficulty.
This tracking method serves as a first diagnostic tool. It is a subjective
assessment of a child, based on a teacher's experience and clinical
knowledge of that child and the normative performance of children
in general. It can help to stimulate the assessment process using
instruments of proven validity and reliability.
January 2000
47
The thing to be careful about when building a picture of a child for a
report card or an intervention, is that any one or number of needs in
any area does not necessarily indicate a problem needing intervention.
However, one should not ignore indications of difficulties. This is why,
in Yennadon's model, we have multiple assessments by more than one
individual, in order to confirm or eliminate possibilities, to pinpoint
causes, and, if possible, to recommend remedies. 1 consider my firstterm impressions and evidence important enough to initiate discussions
about children with my support teacher and parents and begin some
pointed classroom interventions.
4. Organizing Classroom-Based Intervention
in the First Term
First interventions consist of the sort of in-class activities and
organizations that are normal in a Kindergarten class. Such activities
might include a student receiving help in individual or small-group
instruction, and using specific programs to address a deficit in
performance such as speech and language or ESL. In cases of conduct
or behaviour problems, informal measures such as time-outs or a home
communication book might be introduced to help change behaviours.
A t Yennadon, we have found it helpful to meet with parents to discuss
issues, to brainstorm for solutions, and to agree upon interventions to
be implemented in various settings. These first meetings with parents
can be as informal or formal as necessary, and may be all that is
required to help a child.
In the classroom, the schedule may have to be reorganized so the
teacher is available more readily to an individual or small group, or
to accommodate support teachers. Special Education Assistants, Peer
Tutors, or parent helpers. Effective intervention by specialists can be
promoted by providing adequate working space for them to do their
jobs. Yennadon, as a matter of policy, ensures that specialist teachers
have a place to work in the school that is conducive to effective
delivery of their particular program.
Parent helpers and interventions
Parents really want to be a part of their child's education; however,
parent helpers need to have meaningful and effective tasks to perform.
Parents have been a great help in my classroom, where their tasks
include working with a guided reading group for practice, one-on-one
practice on letters and letter sounds, general guided practice in journal
writing, playing math games, and supervising messy or potentially risky
activities such as our woodworking centre. I use a few, trained parents.
48
all with regular days, to perform these tasks. Other parents 1 encourage
to help for special events such as field trips, etc. Parent helpers are one
of your most valuable early-intervention resources.
Parent helpers must be employed under specific and controlled
conditions. This is not to say that parents are not sensitive or unable
to react to specific behaviours in a child; however, it is inappropriate
to place the teaching load upon a volunteer, who does not possess the
expertise or the training to deliver and mediate between the child
and the curriculum. Parents can aid in enhancing the quality of the
program.
PART 5: Assessment in the
Second Term
In the second term the classroom interventions and programs are in
full swing and specific children with possible learning difficulties are
addressed for specific program or further assessment actions by the
classroom and support teachers. By February, we begin our formal
process to determine and assess children who appear to be at risk.
In this endeavor we are guided by the policy "Students With Learning
Disabilities" contained in "Special Education Services: Manual of
Policies, Procedures, and Guidelines" (Ministry of Education, 1995,
Section E, pp. 11-15).
The formal program at Yennadon consists of five general steps:
1.
2.
3.
4.
5.
Screening: Using the TSRI and the Conners Rating Scale
Testing for learning problems: T E R A , T E M A , PPVT, T O P A
Formal Psychometrics
In-school identification and the School-Based Team
Building bridges with parents
1. Screening: Using the TSRI and the
Conners Rating Scale
TSRI
The Teacher's School Readiness Inventory (Simner 1986; sample in
Appendix 3) is completed for every one of our Kindergarten children.
We chose the TSRI because it is available to the school, inexpensive,
easy to use, recommended by district staff, covers items we felt were
important to address in an assessment, and claimed a high rate of
validity and reliability as a screen for many learning and behaviour
January 2000
49
areas. Simner (1986) asserts that a score of 12 suggests that there may
be learning problems in the child screened; we use the score of 12 to
proceed to formal testing.
Conners Rating Scale
In the case of children whom we suspect may have conduct disorders
or behaviour problems, we use the Conners Rating Scale (Conners
1989). This is a checklist of behaviours that point to various classifications of behaviour. Both teacher and parents complete the checklist,
and the results are compared in order to refine our classification of
behaviour in the child.
We use the TSRI and Conners Rating Scale to begin to plan intervention, make further recommendations related to testing or assessment
by a doctor. Speech and Language specialist. Occupational Therapist,
or physiotherapist, and provide data, if required, to the District Behaviour Team.
2. Testing for Learning Problems:
PPVT, TERA, TEMA, TOPA
Kindergarten teachers at Yennadon can recommend that a child be
considered for testing if they meet the suggested cut-off in the TSRI
of 12.
Depending on the problem we are exploring, support teachers can
select from the following tests to administer to a Kindergarten child:
P P V T — T h e Peabody Picture Vocabulary Test is used to get a baseline for ability in receptive vocabulary. It shows the extent of English
vocabulary acquisition (Dunn and Dunn, 1981).
T E R A — T h e Test of Early Reading Ability, Second Edition
(TERA-2; see Appendix 4 for a sample) is used to test in reading
areas (Reid, Hresko, and Hammill, 1989).
T E M A — T h e Test of Mathematical Ability is used to test in
mathematics areas (Ginsberg and Baroody, 1983).
T O P A — T h e Test of Phonological Awareness is used to test first
letter sounds (Torgensen and Bryant, 1994); we began using it in 1998
(see Appendix 5 for an example).
These tests have been normed for Kindergarten children.
50
3. Formal Psychometrics
There are times when a formal psychological-educational assessment
is required, especially when a child has multiple and profound issues.
These include:
• medical diagnoses such as: Attention Deficit/Hyperactivity Disorder
(AD/HD), Fetal Alcohol Syndrome/Fetal Alcohol Effect (FAS/FAE),
Rett's Syndrome, Aspergers's Syndrome, Tourette's Syndrome, and
others;
• mild or moderate/severe intellectual disabilities;
• behaviour disorders.
Support teachers have knowledge on how to manage these cases.
Information about conducting assessment in each of these areas
is contained in "Special Education Services: Manual of Policies,
Procedures, and Guidelines," Section E (Ministry of Education, 1995).
4. In-School Identification and the
School-Based Team
The screening assessment and identification process for Kindergarten
is completed with a meeting of the Kindergarten teacher and support
teachers to assess the available evidence and make recommendations
on disposition of cases. The appropriate type of program and parent
communication must be decided, as well as a recommendation made
to the school-based team weighting each exceptional learner in classplacement decisions for Grade 1.
The school-based team reviews the recommendations of the earlyintervention teachers and takes appropriate administrative and
resource-allocation action.
5. Building Bridges Between Parents
and Teachers
• sharing the results of assessment with parents
• meeting with Grade 1 teachers
• meeting with parents on day-long schooling
The last task before intervention is to meet with the parents of each
child who completed the testing battery, to disclose results and
recommend activities for the summer between Kindergarten and
Grade 1. During the meeting we tell parents about the curriculum
modifications (Individual Education Plan) and special programs
provided for their child.
January 2000
51
Meetings are held with Grade 1 teachers in June to brief them on
the particular learning conditions of children identified by the earlyintervention assessment. The Grade 1 teacher reviews the lEP and
resources are directed at the receiving classroom.
Our final early-intervention activity is a workshop with parents to
outline simple activities and strategies they can do with their children
over the summer holidays to maintain skills and learning.
PART 6: Intervention Strategies:
Our Recent Efforts
We have been trying various strategies to encourage learning for all
children, as well as for identified children. This proactive, frontloaded intervention effort is based on learning-styles theory, which
postulates that children learn in variety of ways.
Language Arts
We were fortunate to pilot a program in phonological awareness
during the 1997/98 school year (Angerelli and others, 1998).
The hope is to replicate the impressive invented spelling and reading
results of the children in another district where the program is piloted.
We wish to see if this can be a way to deliver effective and interesting
instruction in language arts for children with different abilities.
In our early Primary classes, we have guided reading programs where
children read with the teacher and with parent helpers (Wright and
Ireton, 1995). We have a computer-learning language-arts lab, where
children write stories and make books using our computers, and laserprint the results.
In small-group instruction we have been using "Explode the Code," as
well as other letter-sound programs, to promote phonological awareness.
Mathematics
1 have used small-group card games such as "addition snap" (e.g., box
cars and one-eyed Jacks), and elements of such diverse math programs
as "Mathematics Their Way" (Baratta-Lorton, 1976) in my Kindergarten classroom. As a teacher 1 have been looking at ideas about
mathematics teaching in general; the work of Ginsberg (1997) has
52
been particularly interesting and illuminating regarding the underlying
developmental and professional issues of appropriate math instruction.
See Appendix 6 for an example of the informal math assessment used
at Yennadon.
Technology
We are building up a set of CD-ROM titles on instruction, drill and
practice, and problem-solving, in every conceivable subject, with a
broad range in language arts (alphabet, phonics, sight vocabulary,
interactive story books) and math (algorithms, graphing, sequencing
and matching). These are used to instruct, provide remediation, and
motivate children.
Grade 1 Workshop
At Yennadon, Grade 1 teachers host a brief workshop for parents near
the end of the school year about summer activities their children can
do in preparation for full-day schooling. Parents are given some ideas
of the sort of academic and behavioural expectations for Grade 1 of
the Primary Program. Items of interest, such as curriculum, reporting,
and norms for performance are touched upon. We make the assumption that parents who are educated about expectations at school are
better able to judge what sort of progress their child is making and will
become allies of the school in finding solutions for their children.
PART 7: Tracking the Early Intervention
at Yennadon
We have been tracking our experience with the Early Intervention
Programs since the 1996-97 school year. The following accounts
provide a summary:
1996-97
In 1996-97 we began developing Yennadon's Early Intervention
Program with the tools that were readily available. Our first short-term
goal was to identify Kindergarten children for intervention in Grade 1.
We understood, however, that the first step in a successful intervention
could be taken even before the child came to school, and could be
useful to children in Kindergarten.
January 2000
53
We completed TSRls on all Kindergarten children and tested all
children who scored below 12. Those who were referred for further
testing received a P P V T and a T E R A or a T E M A . School-based team
meetings were convened, and disclosure meetings were held for parents
and Grade 1 teachers. A n information seminar was held for Kindergarten parents on what they could do during the summer to prepare
their child for Grade 1.
When we had completed data-gathering on each child, involved staff
met as a group to decide what to do. Three children were referred to
the School-Based Identification Team as "at risk" students, which
would help generate support teacher time for them in Grade 1.
Provisions were made for three others for school-based support to
tutor them in letter identification and sounds.
We decided to monitor the progress of two children closely in Grade
1, as we suspected their learning problems were caused by emotional
conduct disorders and would be addressed by a different agency.
1997-98
In 1997-98 we completed full alphabet testing and TSRIs on children
as well as completing a P P V T and a T E R A on each child. We were
able to do this due to the extra time we received from the Phonological
Awareness program. In addition, we will be revising our review to
include more information on day care and special programs that
children may have been involved with such as speech, hearing,
seeing, and other conditions, and indicators of attention and behaviour
problems. M y personal professional development is oriented to learning about conduct disorders such as A D H D .
In co-operation with district services, our early first referrals resulted
in three children receiving speech therapy regularly, and three children
enrolled in ESL classes.
As a strategy for proactive intervention, we introduced a course of
instruction in Phonological Awareness in the Kindergarten. As a
result of instruction and assessment, we formed two small groups of
children who would receive support in letter sounds and phonological
awareness in general.
Two children were given formal behaviour plans, which made a
great difference to their conduct. In consultation with the District
Behaviour team, one child was recommended for outside conduct
assessment; the parent followed the recommendation and returned
54
with important data. As well, historical data provided by the parent
helped a great deal in implementing a plan that is having some
success.
Our testing program resulted in recommending one child to the
school- based team as an "at risk" student. One child was assessed by
the District Psychologist and receives special time from an SEA in
language and motor skill areas. Two other children were identified for
close monitoring and with parents are in the exploration stage. We
await the final reports on the results of ESL and Speech and Language
interventions.
1998-99
For 1998-99 we have begun to look at ways of understanding mathematical awareness and fine and gross motor skills. We are piloting the
new district Pre-Kindergarten Review as a first step in the screening
and assessment process for new Kindergarten children.
Based on the work of Ginsberg (1997) we are developing a screen to
check for informal mathematics knowledge. We are active in finding
ways to refine our expertise in assessment and strategies for intervention
through research and courses.
Grade 1 Experience of Children Identified
in Kindergarten in 1996-97
Two of the children on the monitored list have made sufficient
progress to become less of a concern. The three "at risk" students
continue to receive small-group support and have made very good
progress in reading areas.
January 2000
55
PART 8: Research and Issues in
Early Intervention
Support in the Research for Early Intervention
The efforts of Yennadon Elementary in early screening identification
and intervention are based on current research, some of which is
briefly outlined in this section.
Early Intervention in Reading and Writing
There is support in the literature for the view that early intervention
in reading gets results. Such programs as Reading Recovery and Success
for AU have made impressive claims for success in helping children
learn to read. A l l of the programs described intense tutoring and
intervention by persons in addition to the classroom teacher.
Williams and others (1990) demonstrated a simple intervention with
a direct teaching methodology for learning letters and letter sounds
(see and say) that has had a high degree of success with children
identified as having a performance deficit in reading areas. Positive
results have been confirmed for programs that teach phonological
awareness (Blachman 1991, Angerelli and others, 1998). There has
been a strong link in the research between early problems with letter
sounds in Kindergarten and Grade 1, and later problems in reading.
Research indicates that the benefits of effective early intervention in
reading lasts well into intermediate years (Slavin, 1996).
Role of Parents in Screening
and Assessment for Intervention
According to Fisher and Fagot (1996), parents are the first and most
reliable indicators of their own children's behaviour and learning
performance. The notes teachers make in their discussion with parents
are therefore very important to future planning.
Meisels (1991), in his discussions, recognized a number of elements
essential to effective early identification for intervention purposes.
These include clinical data from families, parent-child interactions,
family functioning, and the child's environment. Meisels and others
(1993) state: "The joint impact of biological risk and environmental
risk is much more likely than any single predictor to lead to serious
and persistent learning and behaviour problems."
56
Lloyd (1995) reminds us that parents are aware of problems with their
own children, and that teachers must treat parents of children with
special needs with respect and sensitivity.
Teacher Rating Scales as
Screens for Early Intervention Testing
Meyer and others (1990) concluded that well-chosen, teacheradministered rating scales may have a good potential as efficient
and effective screens for children who need early remedial assistance.
It is with this justification that we give all children an alphabet test
and complete a Teachers School Readiness Inventory (TSRI)
(Simner, 1986) on every child.
Psychometric Testing
PPVT has been the subject of numerous reliability and validity studies,
especially for Kindergarten test batteries (Salvia and Ysseldyke, 1988,
in Meyer, 1990). TERA and TEMA all claim high validity and reliability (Anastasi, 1988). The standardization demographic characteristics
of the test indicate a mainly white, urban test population. Of the test
population, 63% came from western, north, and north central USA.
We felt that the TERA met the norms of our demographic. Other tests
used upon occasion include the Test of Non-Verbal Intelligence
(TONI) and the Beery Visual Motor test.
In 1997-98 we introduced the TOPA, Test of Phonological Awareness
(Torgensen and Bryant, 1994), as a benefit of participating in a field
study on a Phonological Awareness program.
Problems with Screening
and Testing Children
Exclusion
Testing and screening can be used for purposes of exclusion. May and
others (1994) have pointed to school-readiness testing as a practice
that is pedagogically unsound, and described how it interferes with early
intervention and the practices of inclusion in the schools. They argue
that testing which promotes delayed entry to Kindergarten prevents
children from entering school with their peers and prevents teachers
from implementing needed early intervention for problem areas. We
at Yennadon believe that delayed entry only delays intervention.
January 2000
57
Test sensitivity
Glascoe and Byrne (1993) warn us to consider the sensitivity of
various tests and profiles. They outline a positive predictive value of
70% as acceptable for most tests. Wenner (1995) supports the data
on the variability of various screen pointing between 74% and 92%
prediction of teacher recommendation for intervention and a low
sensitivity rate for actually predicting children at-risk rating from
23% to 50%. Therefore, readiness screens are actually correct about
half the time. The lack of sensitivity of screening instruments and
their variability points to using additional methods such as clinical
observation, parent descriptions, and teacher reports, to build a more
in-depth profile of a child.
Teacher error
Teachers are not perfect when it comes to predicting which children
are at risk. Wenner (1995) discusses the bias of assessment towards
language areas, which he characterizes as social knowledge, and less
stress on motor skills and the logical and mathematical domains.
Ginsberg (1997) goes as far as claiming that problems of mathematics
performance can be a result of improper or inappropriate instruction.
Teachers must be aware of their areas of expertise (or lack thereof),
and work collaboratively with others to present a holistic picture of a
child during assessment.
PART 9: Yennadon Response to
Problems in Assessment
Language Arts Bias
It is true that language areas are stressed in early-intervention testing,
and that much of the available research and intervention programs
are directed in this area. A t Yennadon, much of our first efforts were
directed at these areas because of the expertise of our classroom and
support teachers. Yet we know that children have multiple areas of
learning, and we are endeavoring to include these in our assessment
program.
Work in Mathematics and Motor Skills
A t Yennadon, we are paying attention to the issues of motor skills
and logico-mathematical cognition by pursuing ongoing health and
physical education reporting, developing appropriate screens, and
58
using the T E M A (Test of Mathematical Ability) in the testing battery.
Further, we are actively researching effective mathematical and motorskill screens.
Validity
Using multiple measures adds validity to an assessment. The team
approach for final evaluation of a child brings a number of strengths
to the table when determining the outcome of assessment and setting
program directions.
Trauma in Testing
There is no evidence in the literature examined so far to indicate that
screening or testing is in any way a source of permanent trauma for
most children. However, in doing some alphabet testing we noticed
some anxiety on the part of a few children tested. This may cause a
noticeable degradation of performance in some children.
We have realized that not all programs and methods are suitable for
all children. Much the same information as is gathered from testing
can be gained through observation of performance in more relaxed
classroom settings such as shared reading or buddy reading. Additional
instruction in problem areas such as taking tests (marking boxes or
making choices) helps to reduce anxiety and improve performance
on subsequent tests.
PART 10: Advocating for Children:
Responsibilities of
Teachers and Parents
Teacher Responsibilities
Child and family centred
As teachers we are advocates for children. Therefore, in any assessment
and subsequent intervention we must be sensitive to all dimensions
of a child's development and strive for inclusion and integration into
our core programs, not exclusion from programs. A t Yennadon we
endeavor to be sensitive of the feelings of children and their parents
as we assess. We use multiple types of measures to ensure validity in
the process. We include parents in every step taken. Most importantly,
we must give a child every chance to succeed.
January 2000
59
Reporting
In the case of situations where remediation is indicated, we formally
report our findings to the parents, along with a plan to address concerns. We are as sensitive as possible to reasons for poor performance
on measures. These might include such variable reasons as developmental stage, emotional, family, and environmental problems, as well
as health and congenital conditions. A n appropriate school response
to any of these reasons is required.
Understanding parents as well as children
We must understand that parents of children with problems have
profound issues due to the nature of the child in their family, and
cannot be treated in a "normal" way. Lloyd (1995) reminds us that
teachers must keep parental stress in mind in their dealings with
parents of children with exceptional situations.
Parent Responsibilities
Parents as partners in assessment
Parents are partners with the school in the early intervention effort.
Participation by parents in the intervention effort helps the school
to build a more rounded picture of their child. Parents must read the
report card, and respond when appropriate, with their own anecdotal
contributions. In some cases, the school may request contributions
from parents to filling out screening checklists or other measures of
their child's strengths and weaknesses.
Parents as partners in programs
Parents need help to choose and pursue activities at home and at
school that will ameliorate problems detected in Kindergarten.
Early intervention assessments may pinpoint areas of learning that
can be helped by activities at home; activities such as parents reading
to their child, encouraging sports and outdoor activities, coloring,
inviting friends over to play, and discouraging constant T V or passive
video watching, may all help a child to develop.
Some types of intervention might require more serious efforts, such as
teaching parenting and household skills, or directing parents to obtain
a medical assessment (as in the case of A D H D , Tourettes, hearing and
vision problems, and other conditions). The assessment and testing
battery lends credence and data to this effort, helping parents and
teachers to decide what effort needs to be made on behalf of the child.
60
Conclusion
The first steps of the Early Intervention Program at Yennadon
Elementary were taken to address concerns about the inequitable
provisions of services to Early Primary students in need of support.
Early intervention is predicated on the belief that children helped
early on will have fewer problems in the later stages of their schooling.
Staff at Yennadon Elementary use instruments and tools that have
substantial claims of validity and reliability, and employ them in a
multi-risk model of screening detection and assessment.
Initial screening and detection is performed by the classroom teachers
in the belief, borne out by the literature, that teachers' assessments
are reliable in the prediction of at-risk students. Further assessment by
psychometric testing is carried out by trained persons to further refine
and confirm initial assessments. Final assessment is made by the a
group of teachers consisting of the Kindergarten teachers and support
teachers, who refer each case to the school-based team for confirmation
and action.
Early intervention is built upon Yennadon and district school policy
already in existence, and is linked to the existing formal vehicles for
identifying students at risk, such as the school-based team.
In building our program we understand that tests and other instruments
alone do not give us the whole picture. Parental information, clinical
observation, and teacher assessment all combine to provide a picture
of a child and his or her needs. We must be sensitive to all dimensions
of a child's development and strive for inclusion into our programs.
Finally, we must take into account the child's family situation and
balance our teaching responsibilities with those of the parent, especially
in cases of early intervention.
January 2000
61
References
Anastasi, A . (1988). Psîc/ioiogical Testing (Fifth Edition). New York:
MacMillan.
Angerelli, S., Cleaveland, D., Doyle, D., Mjanes, D., Simmie, J., Westwood,
B. (1998). A Report on Phonological Awareness Instruction to Support
Invented Spelling in Maple Ridge Schools (unpublished manuscript).
Baratta-Lorton, M . (1976). Matheniatics Their Way. Don Mills, O N : AddisonWesley.
Blachman, B. (1991). "Early Intervention for Children's Reading Problems:
Clinical Applications of the Research in Phonological Awareness." Topics
in Language Disorders 12 (1), 51-65.
Blumsack, J., Lewandoski, L., Waterman, B. (1997). "Neurodevelopmental
Precursors to Learning Disabilities: A Preliminary Report from a Parent
Survey." Journal of Learning Disabilities 30 (2), 228-237.
British Columbia Ministry of Education (1989). Primary Program. Victoria,
B C : Queen's Printer.
British Columbia Ministry of Education (1992). Supporting Learning:
Understanding and Assessing the Progress of Children in the Primary
Program.
British Columbia Ministry of Education (1995). Special Education Services:
Manual of Policies, Procedures, and Guidelines.
British Columbia Ministry of Education (1996). Early Intervention of
Learning Difficulties. Victoria, BC: Queen's Printer.
Fisher, P., Fagot, B. (1996). "Development of Consensus About Child
Oppositional Behavior: Increased Convergence with Entry into School."
Journal of Applied Developmental Psychology 17, 519-534.
Ginsberg, H . (1997). "Mathematics Learning Disabilities: A View from
Developmental Psychology." Journal of Learning Disabilities 30 (1), 20-33.
Glascoe, E , Byrne, K. (1993). "The Accuracy of Three Developmental
Screening Tests." Journal of Early Intervention 17 (4), 368-379.
Lloyd, S. (1995). "Unexpected Findings in Interviews W i t h Parents of
Children With Learning Disabilities." British Columbia Journal of Special
Education 19 (2/3), 46-54.
May, D., Kundert, D., Nikoloff, O., Welch, E., Garrett, M . , Brent, D. (1994).
"School Readiness an Obstacle to Intervention and Inclusion." Journal of
Early Intervention 18 (3), 290-301.
Meisels, S. (1991). "Dimensions of Early Identification." Journal o/Early
Intervention 15 (1), 26-35.
Meisels, S., Henderson, L., Liaw, F, Browning, K., Ten Have, T. (1993).
"New Evidence for the Effectiveness of the Early Screening Inventory."
Early Childhood Researcher Quarterly 8, 327-346.
Meyer, M . , Wilgosh, L., Mueller, H . (1990). "Effectiveness of TeacherAdministered Tests and Rating Scales in Predicting Subsequent
Academic Performance." The Alberta Journal of Educational Research 36
(3), September 1990, 257-64.
Piaget, J. (1952). The Child's Conception of Number. London: Routledge and
Kegan Paul.
62
Slavin, R., Madden, N., Dolan, L., Wasik, B. (1996). Every Child, Every
School: Success for All. Newberry Park, C A : Corwin.
Torgensen, J., and Bryant, B. (1994). "Individual Difference Variables that
Predict Response to Training in Phonological Awareness." Journal of
Experimental Child Psychology 63 (1), 1-21.
Wenner, G. (1995). "Kindergarten Screens as Tools for the Early Identification
of Children at Risk for Remediation or Grade Retention." Psychology in the
Schools 32 (4), 249-254.
Williams, G., Baring, N . , White, O, Rudsit, J., Cohen, J. (1990). "The PIRL
Project." Teaching Exceptional Children, Spring, 58-61.
Wright, A., Ireton, H . (1995). "Innovative Practices, Child Development
Days: A New Approach to Screening for Early Intervention." Journal of
Early Intervention 19 (3), 253-263.
Bibliography
British Columbia Ministry of Education (1995). Integrated Resource Package:
Mathematics.
Doyle, D. (1998). Towards an Ecological Kindergarten Practice. M.Ed, paper,
UBC.
Egertson, H . (1987). "The Shifting Kindergarten Curriculum," ERIC
Clearinghouse on Elementary and Early Childhood Education [Eric Digest
ED293630I, Urbana, IL.
Elkind, D. (1995). "School and Family in the Post-Modem World," Phi Delta
Kappan 77 (1), September 1995, 8-14.
Epstein, J. (1995). "School/Family/Community Partnerships: Caring for the
Children We Share," Phi Delta Kappan 76 (9), May 1995, 701-712.
Ferness, S.R., Kavale, K.A., MacMillan, D.L., Asamow, J.R., Duncan, B.B.
(1996). "Early Detection and Prevention of Emotional or Behavioral
Disorders: Developmental Aspects of Systems of Care." Behavior Disorders
21 (3), 226-240.
Kincheloe, J. (1995). "Meet Me Behind the Curtain: The Struggle for a
Critical Postmodern Action Research." In P. McLaren and J. Giarelli
(Eds.) Critical Theory and Educational Research (71-89) Albany, NY:
Suny Press.
Nurss, J. (1987). "Readiness for Kindergarten," ERIC Clearinghouse on
Elementary and Early Childhood Education [Eric Digest ED291514], Urbana,
IL.
Stanley, L. (1995). "Multicultural Questions, Action Research Answers."
Quest 47, 19-33.
Walcott, H. (1983). "Adequate Schools and Inadequate Education: TTie Life
History of a Sneaky Kid." Anthropology and Education Quarterly 14 (1), 3-32.
Webby, J.H., Dodge, K.A., Valente. E. (1993). "School Behavior of First Grade
Children Identified as At-Risk for Development of Conduct Problems."
Behavioral Disorders 19 (1), 67-78.
January 2000
63
Tests and Screens
Conners, C. (1989). Conners Rating Scales. North Tonawanda, NY: MultiHealth Systems.
Dunn, L.M., Dunn, Leota M . (1981). The Peabody Picture Vocabulary Test
(PPVT). American Guidance Service.
Ginsberg, H., Baroody, A. (1983). Test of Mathematical Ability (TEMA).
Pro ED, Austin, TX.
Reid, D., Hresko, W , Hammill, D. (1989). Test of Early Reading Ability,
Second Edition (TERA-2). Pro ED, Austin, TX.
Simner, M . (1986). Teacher Student Readiness Inventory (TSRI).
Torgensen, J., Bryant, B. (1994). Test of Phonological Awareness (TOPA).
Pro ED, Austin, TX.
64
Appendices
APPENDIX 1
Pre-Kindergarten Parent Review Questionnaire (Version 1):
APPENDIX 2
Hand-out For Parents at Kindergarten Orientation:
Pre-Kindergarten Summer Activities
APPENDIX 3
TSRI—Teacher's School Readiness Inventory
APPENDIX 4
Page from TERA-2
APPENDIX 5
Page from TOPA
APPENDIX 6
(a) Yennadon Informal Math Assessment (Prototype)
(b) Teacher Instructions for Yennadon Informal
Math Assessment
January 2000
65
APPENDIX 1
GETTING ACQUAINTED AT YENNADON
•
Child's name.
(first)
(last)
Male
• Female
(initial)
Birth date
My child likes to be called
(month)
(day)
(year)
Relationship to child
Your name
A word to parents: Your answers to these questions can help us to understand your child. They also let us know what questions
and concerns you may have about your child. With early knowledge of possible problems we may be able to do some early
intervention.
1. What are your child's strengths?
2. What are your child's concerns?
3. What questions or concerns do you have about your child?
4. What has your child been doing lately?
The following are some interests that your child may have.
^. My child usually plays with:
• neighbourhood children
Are these children: • older • younger
• brothers and sisters
• alone
G same age
2. Did your child attend Daycare/Preschool?
• yes
•
no
If yes: Which one?
for how long?.
3. My child's favourite playtime activities are:
Q indoors
•
outdoors
4. Does your child watch TV?
• yes
• no
What are your child's favourite shows?.
5. Does your child like to read or be read to?
G yes
G no
Do you have a special reading time?
The following will provide information on some skills that your child may have.
Is your child:
• right-handed
Q recognizes names
• left-handed
• hasn't made a definite hand choice
• knows first and last name
Uses crayons and pencils for:
• drawing
G prints name
• colouring
G printing
•
counts to ten orally
• counts objects
• can say the alphabet
• identifies some letters
•
identifies colours
•
• can throw a ball
• can catch a ball
can bounce a ball
Other things you should know about my child and our family: _
66
APPENDIX 2
PRE-KINDERGARTEN SUMMER
ACTIVITIES
Some things you can do over the summer to
make your child's experience at Kindergarten more
successful:
1. a) If possible, read with your child every day.
b) Talk about what you have read: favourite
picture, predicting what will happen on
the next page, etc.
c) Read street signs, store fronts, billboards, etc.
d) Go to the Public Library.
2. Count things: cors, trees, houses, money, fingers and toes.
3. Colour and draw with crayons or coloured pencils.
Display their work proudly on the refrigerator.
4. Print first name like this:
Robert
Mary
(capital)
(lowercase)
5. Go for walks outside, and talk about what you see.
6. Teach your child to look after their own belongings.
Put things away, etc.
7. Tell your children you really like their help.
8. Play outside with your children and show them your skills.
9. Encourage your child to speak in sentences.
10. Set clear boundaries with your child, especially for personal
safety issues, behaviour towards other people.
11. Sing songs and say the alphabet, nursery rhymes, etc.
January 2000
67
APPENDIX 3
Teacher's School
Readiness Inventory
INDIVIDUAL RATING FORM
School
Name_
Date
Grade
Total S c o r e .
Instructions: Using the five point rating scale shown below, rate the child on e»ch of the following items. Record your
ratings on the appropriate lines in the column to the right Add all of your ratings to obtain the child's total score.
1) In-class distractibilitv. attention span and memory span: Is the child easily distracted by other
children; does the child have difficulty remembering and following instructions and remembering
the details and content of material presented in class?
Rating:
1
hi^y
distractible
Ratings
5
very good
attention span
2) Verbal fluency Does the chUd tend to use precise words and convey abstract ideas reasonably well
when asked to describe events?
Rating:
poor verbal
fluency
very good
verbal fluency
3) Interest and participation: Does the child show interest, enthusiasm, and eagerness to participate
in various classroom activities and does the child readily convey this overall sense of enthusiasm
to other children or to adults?
Rating:
1
very
unenthusiastic
5
very
enthusiastic
4) Letter identification skills: Approximately how many upper case letters can the child name correctly
when shown pictures of these letters one at a time in random order?
Rating:
0 to 15%
about 25%
about 50%
about 75%
85 to 100%
5) Printing skills: Prom your observations of the child's printing in class, approximately how often does
the child distort the overall form of letters and numbers by adding, deleting, or misaligning parts
thereby producing form errors that are similar to (or worae than) the form errors shown below?
1
B
C
D
E
F
G
J
K
L
N
Rating:
1
very often
'0». I""!}^
E P«E 5
s. ^ « 9 3
u V u <y r g ^
y Y y 1hM
OCP •
f i f
z ^ ^J I ^z
E 1=
2 1 5 c ad z
T 5 ^ ^ e 3
C CCG6 b
4
U J
a ^^ f r V
5
^ X
6 9 ) PX
7 0 Pi
"i
2
3
4
often
rarely
occasionally
5
never
Copyrigfal ^Simner 1986
From Simner, M.L. (1995). Predictrng axiA ?êvemmg Early SckxA Failure: Classrcxm Activities jtrr the Preschxil Child. Ottawa, ON: Canadian Psycholi)(!ical
As«>clation. Reproduced with permission from the author. Copies of this puhhcation may he ohtaincd hy contacting the Association (1-888-472-0657).
68
APPENDIX 4
SAMPLE OF TERA-2
January 2000
69
APPENDIX 5
SAMPLE OF TOPA
0 i»
Jinim>n..-'"«H
•
•
70
APPENDIX 6a
YENNADON INFORMAL MATH ASSESSMENT
Name
Date
ooooooooooo
O
Rote counts to
Counts backwards from 7
from 12
One-to-one correspondence to
Conservation
Number combinations to
01
2 3 L f 5 6 7 8 9
•
•
OQO
oo
•
•
r-1
^
1 1
QOQO
(See next page for Teacher Instructions.)
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APPENDIX 6b
Teacher Instructions
YENNADON INFORMAL MATH ASSESSMENT
Date
Name
©
•
•
©
•
•
©
•
•
O
O
O
O
O
O
O
O
O
O
O
Have child finish the pattern.
Counts bacl<wards from 7
Ask the child to count for you, and record the number. Tell the
child that you may stop them (this gives you an out, if they are
repeating, etc.). If the child stops on their own, encourage them
by asking, "Do you know the next number?")
from 12
Give the example of counting backwards from 10, and then ask
them to do it from 7 and from 12.
7Rote counts to
Have about 17 real objects for them to count.
One-to-one correspondence to
Have child count a number of objects, rearrange them, and then
ask how many there are. Child should answer without recounting.
'conservation
Starting with 3 objects, hide some in one hand and show the
remainder Ask the child how many you are hiding. Repeat several
times. If the child is able to work with 3, try 4 and 5.
Number combinations to
Ask the child
to show you
the numerals,
and then write
them.
01
Ask the child which
there are more of
—circles or squares.
Circle the shapes
that there are more
of
2 3 l f 5 6 7 8 9
oRoo
OQO
• • •
•
Write the numeral
under the picture.
o o
C
)
QOQO
If the child has difficulties with the informal (classroom) assessment, then they are referred to the support teacher, who will do
a formal assessment with the TEMA.
72
ESIDENTIAL CENTRES
AND PROGRAMS FOR
HIGH-RISK STUDENTS
IN THE
LOWER MAINLAND
Trish Faurot, Barbara Card,
Larry Kliparchuk, Leslie Ramsay
Interminlsterlal
Committee
Maple Ridge
Special Education Review
RESIDENTIAL CENTRES AND PROGRAMS FOR HICH-RISK STVDBNTS IN THE LOWER
his report is intended to give the reader a brief overview of the
major acute and therapeutic care facilities in the Lower Mainland.
These facihties assess and recommend programs, treatment, and
therapy for youth who are at high risk because of emotional, social,
and behavioural maladjustments. The goal of this paper is to create
a better awareness, and therefore better preparedness, for schools
receiving children back into their communities from these programs.
The care facilities are:
Attorney General PLEA Homes
B.C. Children's Hospital
Children's Foundation
Provincial Resource Program for Autism and Related Disorders
Gateway Society
Maples Adolescent Treatment Centre
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The inforvnation in this report was current u'hen the report was utitten;
it wiU change over time.
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RBSIOENTIAL CENTRES AND PROGRAMS FOR HIGH-RISK STUDENTS IN THE LOWER M
Attorney General PLEA Homes
Review of Admission Process and Services
The Pacific Legal Education Association (PLEA) is a non-profit
society which runs family-model foster homes throughout the
Eraser Valley and Coast Garibaldi regions. These foster homes
are exclusively for youth aged 12-18, and can be accessed only
through referral by a probation officer or through a court order,
as an alternative to custody. There are two types of orders: bail
orders where, instead of incarceration, a youth goes directly from
court to a P L E A Bail Home for a two-week period, and probationofficer-directed post-dispositional probation orders, where youth
are sent to a P L E A home for 3-6 months. Depending on how they
do in their P L E A Home settings, youth either return home, go to
independent living, or back to incarceration.
otnmercial ^ t r c & t
Vancouver,
Tel- (^04) 571-0+:50
rax(^04) 5/1-0405
A wide range of services is offered to youth in care in P L E A homes,
depending on the child's needs and the capacity of the family or
individuals providing the residential care. The goal is to normalize
the life of the youth in care as much as possible, so most attend
regular neighbourhood schools, have a job or seek employment, and
are "plugged in" to as many local community resources as possible
(examples include Alcohol and Drug, Community Counselling, Parks
and Recreation, etc.). They also receive support from P L E A Child
Care Workers, their Probation Officers and Social Workers, and their
own families when possible, especially in planning for how and when
they are "released" and "now what do I do with my life?".
Whenever possible, P L E A homes keep a very low profile in their
communities, as the youth with whose care they are charged are
stigmatized enough, without the whole community knowing they are
in trouble. Because many of these kids manage to keep their school
life on an even keel despite their court-related problems, schools are
often not informed of any difficulties the P L E A youth may have
—unless it is felt the difficulties may create problems for the school.
Most P L E A homes strive to keep the typical day of their charges as
close to normal as possible, with regular meal times, bedtimes, and
family routines.
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Formal testing is conducted on an individual, as-needed basis.
It is more likely to happen for "high risk" youth attending a P L E A
alternate school; there are two in Vancouver, one on the North Shore,
and one in Port Coquitlam. In these situations, and in some regular
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RESIDENTIAL CENTRES AND PROGRAMS FOR HIGH-RISK STUDENTS IN THE LOWER
school settings, teachers and counsellors are included in the planning
for the individual concerned. Follow-up expectations for schools are
included in the planning process, and information to a new school is
released according to the individual plan.
Eighty per cent of the youth in care with P L E A are males. The 20%
who are female tend to have more visible social and psychological
problems than their male counterparts, and are often victims of
physical, psychological, and sexual abuse and/or violence. Most youth
in P L E A homes come from families with a history of substance abuse,
poverty, violence, physical, sexual, emotional abuse, or a combination
of some or all of the above.
As stated above, information to teachers receiving students coming
out of a P L E A facility is released on a "need to know" basis, according
to the individual's plan and prognosis for success.
445003!^ Street
B.C. Children's Hospital
Vancouver,
T e l . (^04) 575-2545
B.C. Children's Hospital is British Columbia's only acute-care centre
just for children from birth to age 16. It serves as the major child
health resource centre of the province. The hospital operates 41
outpatient clinics, seeing up to 6,000 patients each month. This
report highlights two of these many units.
A l l units have a common access process, starting with the General
Practitioner or local Psychiatrist, who completes an assessment and
refers to Children's Hospital for specialized treatment. Wait-time for
service varies with each unit and takes into account the urgency for
service of individual cases. Upon discharge, units conduct a multidisciplinary planning meeting or develop a discharge care summary,
which is sent to the Regional Health Nurse.
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Residential Programs
3
Child programs care for children up to 12 years of age, and Youth
or Adolescent programs care for children 13-17 years old. Days are
organized to replicate a normal day (i.e., breakfast, school, lunch,
therapeutic groups or bedside lessons, dinner). These programs are
not suitable for children whose primary problems are severe behaviour
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RBSIOENTIAL CENTRES AND PROGRAMS FOR HIGH-RISK STUDENTS IN THE LOWER MAINLAND
disorders or substance abuse. Evaluation of a patient is carried out by
a multi-disciplinary team, such as nursing staff, psychiatric workers,
social workers, occupational therapists, teachers, psychiatrists, and
other disciplines as needed. The goal is to obtain a comprehensive
assessment and provide recommendations to the patient, family, and
care providers in the community.
Child and Adolescent Psychiatric Units
(Contact person:
fvlarigrace K^nnie
The units consist of 10 beds, and the program runs seven days per
A d o l e s c e n t fscjcbiatrL), G - 1
week. Usual length of stay is 4-6 weeks. Since the unit provides
an in-depth evaluation rather than an initial psychiatric opinion,
Tel- (^04) 575-2240
referrals must come from the psychiatric care provider in the
community who has assessed the patient and who will assume
responsibility for the patient's care upon discharge. The staff continue
to be available for ongoing consultation to community agencies who
work with the patient. For teachers to be invited to the discharge
meeting, signed parent permission must be in place. Within this unit
is an Urgent Assessment unit, an emergency unit for quick response
and planning of treatment of children and adolescent short-term care
(4-5 days).
Child and Adolescent Care Units
Both units handle medical care. The 10-bed units try to replicate
a typical day, consisting of school, rest, and medical procedures.
Bedrooms, singles and doubles, are made more pleasant with the
addition of television, VCR, and telephones. The school room
is located on this floor, with patients going there to work in the
morning. The hospital's school program is staffed by Vancouver
School Board teachers, who help children keep up with their studies.
Planning for continuation of school work varies depending on the
length of patient stay. A teacher will contact the child's home-school
teacher for information. Frequently, the parent brings work and
projects from the classroom teacher. In the case of longer hospital
stays, the education program is more independent of the home-school
schedule.
(Contact person:
Leyanne ^ u r c b e l l
Cêpartment |~êacl
V 5 & S'^lôol S e r v i c e s
at Clîldren's M ospital
Tel- (^04) 575-2545
Local 7^5^
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Where do teachers start?
it
Whether you seek access for a student in your class to services provided by Children's Hospital or a summary of a student's health status
and strategies developed in a post conference, the way the school is
brought into the discussion is by forging links with the parents.
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A l l referrals to specialized treatment units begin with a visit to the
Family Doctor. O n some occasions, it is the teacher's concerns that
initiate further medical investigation. A t other times, the teacher is
told after the medical incident. Having the parents agree to sign two
forms, a Permission for Release of Information to School District #42 and
a Perrrxission for Release of Information from School District #42, will
assist the school to exchange information that can become part of
a student's permanent record. Through the parents, or because of a
family-arranged introduction of the teacher/support teacher to the
health team, the school representatives may be invited to a discharge
planning meeting.
Acknowledgment
Mr. William Stewart, Hospital/Homebound Teacher, District #42
Hospital/Homebound Conference, Children's Hospital, Vancouver,
February 1998
Contact person: Marigrace Rennie, Adolescent Psychiatry C-1
2 7 5 o E L a s t I 5th A v e n u e
Children's Foundation
Vancouver,
V ^ M +W5
Tel- (^04)454-^101
Tax (^04) 4 5 4 - ^ ^ 5 5
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Children's Foundation is a non-profit society which runs two fullystaffed residential programs for children aged five to twelve years.
A l l admissions are through referral by a social worker and the
programs are 90% funded by the Ministry of Children and Families,
with the remaining money being acquired by fund-raising or donation.
The first program, called Eileen Corbet, is a three-month, 22-bed
assessment program where the wait-time for service varies, and is
often dependent on the severity of the case. The second program,
called Esther Irwin, is a three-month to one-year, 16-bed treatment
program with a long wait-list, again dependent on the severity of
the case. The discharge planning in both units involves a multidisciplinary team approach with written and oral reports to all
concerned, including the client's school.
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RESIDENTIAL CENTRES AND PROGRAMS FOR HIGH-RISK STUDENTS IN THE LO
EILEEN CORBET RECEPTION
AND ASSESSMENT CENTRE
This residential program for 5- to 12-year-old children is accessible
solely through referral by a social worker from the Ministry for
Children and Families. Of the twenty-two beds, only two are for
children from areas outside of Vancouver, and all beds are only for
very high-profile cases. The main reason for referrals used to be child
protection, but now it is more often because the child is unmanageable. Wait-time is dependent more on the severity of the child than
on the length of the referral list. While it is mainly a three-month
assessment program, they also have an overnight to one-year holding
program for children who are difficult to place.
(Contact person:
Wayne ^ydorchuk
frogram [director
Tel- (^04)455-1551
The facility offers a broad range of services, which include social
assessment, behavioural programs, educational assessment, psychological
testing, speech and language, parental and family counselling and
support, medical and dental care, schooling. Art Therapy, and planning supports for the future. Reporting might include results of family
relationship testing, a Hochenboch Behavioural checklist, Art Therapy
results, medical or dental concerns, or other relevant information, all
of which would be included in the final report passed on to the child's
home school upon discharge.
The program's goal is to keep the child's life as normal as possible, so
most clients are driven to their own schools each day; there is a very
strong liaison between the Childcare Workers and teachers through
daily planners and communication books, as well as frequent verbal
contact. For those clients unable to attend their home school, there
is a Vancouver School Board Special Education school on site staffed
with one teacher and one APW (Alternate Program Worker, a role
similar to that of a teacher's assistant).
Clients live in two cottages, each staffed by 11 Childcare Workers
(CCWs), with 3-4 on duty at once, the ratio being 1 C C W to 3.5
children. Life is very structured. Weekdays revolve around meals,
house routines, school and homework. Free time activities are kept
as non-cost as possible, with hiking and biking being two of the most
popular out-trip events. Nintendo, movies, and computer games are
popular rainy-day activities, and there is a shed full of sports equipment for outdoor play. Throughout the day, the CCWs work with
children on life skills (chores, clothing, manners, etc.). There is
also as much parental involvement as possible, with required formal
meetings every three weeks. A key Childcare Worker and the Social
Worker use a concrete positive approach, including the teaching of
January 2000
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parenting techniques that work, to support the parent to have the
child return home successfully. Most children go home for weekends
as part of keeping the family involved and the child connected with
his/her community. For children who stay on weekends, a range of
leisure activities are offered with C C W s , again mostly non-cost, as
the parents are often not financially in a position to carry on with any
expensive activities when their children come home.
Staff expectations are high, with a team-oriented approach. There are
daily verbal reports, conference questions at every shift change, weekly
written reports, and strict routines and consistency around working
with the children in care. Two cooks take care of the meals which are
at the same time each day for every meal except lunch. The program is
quite set, and staff are expected to use a non-physical, non-aggressive
approach with clear choices being given to the clients based on positive
and negative consequences. Consistency is the foundation of the
program, based on everyone knowing what everyone else is doing, and
clear guidelines and communications for both staff and children. Staff
are highly experienced, and have either a degree in Childcare Work
or a certificate from the two-year Douglas College C C W Program.
The ratio of boys to girls is normally about 80% male to 20% female,
but currently there are 9 girls and 13 boys, the highest ratio of girls to
boys ever. The typical background is that these are almost all "squeaky
wheel" kids who are unmanageable in their home settings and have
problems at school and in the community too. Physical aggression
with peers and siblings, running away, sexual intrusiveness, fire setting,
bedwetting and soiling, are some of the presenting behaviours these
children arrive with.
A l l relevant information regarding each child is released directly to
Beaconsfield Elementary and then to the child's home school, and
includes all reports and testing done during the child's stay at Eileen
Corbet, as well as the regular daily school liaison reports from the
Key worker.
(Contact person:
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3
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ME
Tel- (^04)454-^101
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ESTHER IRWIN HOME
This residential program for 6—12 year olds is also only accessible
through referral by a M C F social worker. There are 16 beds for the
Vancouver area, and two for out-of-district, so there is a long wait
list for this year-long treatment program, which, like Eileen Corbet,
is only for very high-profile cases. Wait time is often more determined
by the severity of the case than how long an individual has been on
the list.
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The goal of this program is to provide whatever treatment interventions
are necessary to help the child be able to reintegrate into their own
family and community more successfully. To this end, clients initially
attend school at Esther Irwin at the Roy Lisogar Educational Center,
which consists of three classrooms which were donated by the Lisogar
family, are owned by Esther Irwin, and run by the Vancouver School
District. Two teachers and two youth-and-family workers staff this
school. When it is agreed by a child's management team that the
individual is ready, the child is integrated back into his or her home
school setting or, if not returning home, to the neighbourhood school
where they will be living. This process is planned in advance between
staff from Roy Lisogar and the SBT of the school they will be attending.
The structure of this program is very similar to that of Eileen Corbet,
with two residences, each housing nine children, with the same ratio
of staff to clients. Staff are of the same calibre as those at Eileen
Corbet.
In addition, staff includes a family counsellor. The program has a
behavioural structure with a large counselling component, the teaching
of life skills, anger management, boundaries, etc. Structure and routines
are the cornerstone of the program. It also offers play therapy and
speech and language therapy, which are paid for through fund-raising,
as there is no allowance for these services in their contracted budget.
Parents are required to attend family counselling weekly, spend time
with their children and their child care workers weekly, attend a
parent support group, and spend some time in the classrooms. Parents
are also invited to attend meetings regarding their children's general
progress in the program. These meetings are kept safe for the parents
to be able to talk freely about their family life and history, as no written
reports are kept on what is said. The main focus of these meetings,
however, is to determine what works for the child and family in
question and what doesn't work.
The current ratio of male to female residents is 14-4. The typical
background of children is similar to those in Eileen Corbet.
Contributing problems for many of these children are that their
parents often have poor life, parenting, and coping skills, and many
are also struggling with addiction problems, especially alcoholism.
Therefore the presenting behaviours of children at Esther Irwin may
be more acute and entrenched than those of the children at Eileen
Corbet.
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A l l relevant information is released directly to the child's home or
new school before the child is reintegrated.
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s
REStDENTIAL CCNTmS AND PROCHAMS FOR HICH-RISK STUDENrS IN THf LOWER M
(
I
4512 (jeorgia ^ t r e c t
I Delta, BC V+IC ^S?
I Tel-(^04) ^4^-5^10
I rax(^04) ^4^-2^5^
Provincial Resource Program
for Autism and Related Disorders
The Provincial Resource Program for Autism and Related Disorders
(PRP) is funded by the Ministry of Education, Special Education
Branch, and hosted by School District #37 (Delta). The mandate
of the PRP is to provide assistance to school districts throughout the
province of British Columbia by providing consultation on educational
programming for school-aged children and youth who have been
diagnosed as having a pervasive developmental disability (PDD) with
accompanying behavioural problems. P D D diagnosis includes Autism,
Asperger's, Tourette's, Fragile X, and/or non-specific mental retardation
with associated behavioural difficulties.
The Provincial Resource Program offers two different services:
a Provincial Outreach Program and an Educational Program.
The Provincial Outreach Program provides consultation and
support services to approximately 200 to 250 school-aged children
and adolescents annually throughout British Columbia who have been
diagnosed as having a pervasive developmental disorder. Referrals are
submitted to the PRP by the referring district's Director of Special
Education or District Partner. Consultation and support services to
school districts include:
• Program/student consultation in the home district (one site-visit per
day, limited number of days assigned per district per school year)
• Environmental assessment and on-site training in the home district
(3-5 day assessment with bi-annual follow-up)
• Student-specific functional skills assessment (5-10 days at the PRP
in Delta, with pre- and post-site visits)
• Team consultation in the home district to district teams serving
autism spectrum disorder students where autism/PDD low-incidence
teams have been previously trained by the PRP
• In-service and personnel training in the home district (1-5 days in
district)
• Personnel training (10 days at the PRP in Delta). This is provided
at no additional cost to school districts. PRP money is 100% funded
by the Ministry of Education. The school district is the client of the
Provincial Resource Program.
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Educational Services for school-age children with autism and
related spectrum disorders include a residential school program, a
day-school program at Delta Senior Secondary, and Delta's communitybased program. Referrals for the day programs are submitted to the
Director of Special Programs, School District #37 (Delta).
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The Day School is located at Delta Secondary in Ladner. It is staffed
by two teachers and seven special education assistants and services
12 to 16 students with autism. Functional electives are taught in the
home room. Grade 8 to 12 elective and academic courses are taught in
integrated classrooms, and work experience and job training is offered
in community settings.
The Residential School is located at the PRP in Delta. The program
is staffed by two teachers and seven special education assistants, and
services 12 to 18 students with autism and one to two students with
severe mental retardation. The program focuses on the development
of functional academics, community and life skills, recreation skills,
communication skills, vocational and pre-employment skills, and
work experience.
Delta's Community-Based Program is a program staffed by one
teacher and four special education assistants which services five to
seven Delta-school-district students. The program focuses on the
development of functional academics, community and life skills,
recreation skills, communication skills, vocational and pre-employment
skills, and work experience.
Gateway Society
4507 (jeorgia ^ t r e e t
—Services for Persons with Autism
Delta, B C V+IC2T1
Tel- (^04) ^4^-0401
Gateway Society—Services for Persons with Autism is funded by the
Ministry for Children and Families and provides day, community, and
residential programs to assist children and adults with autism and
other pervasive developmental disorders, and their families, residing
in the province of British Columbia.
Tax (^04) ^4^-5425^
Gateway Residential Services offers supported living environments
for adolescents and adults with a primary diagnosis of autism or
autism-like behaviours. Residential services include:
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Gateway Residence in Delta offers a residential program with
10 beds for adolescents with autism or autism-like behaviours
(1-3-year program stay) and three beds for mentally-handicapped
adolescents with behavioural problems (6 months to 1-year program
stay). Students are provided an educational program through
Provincial Resource Program Educational Services.
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Referrals for the residential program most frequently come from parents,
schools, social workers, assessment facilities, and medical doctors,
and are reviewed by an Admissions Committee. Clients must be
ambulatory, have no severe chronic medical disability or uncontrolled
epilepsy, have no history of ongoing violence or fire-setting, be toilettrained, and have family involvement for some weekend and holiday
care. Applications are made to the Ministry of Children and Families.
Group Homes offer a teaching home environment operated on a
house-parent model for adolescents and adults with a diagnosis of
autism or developmental disability. Two group homes house four beds
for children/adolescents age 10 to 16, with length of stay ranging from
three to five years.
Two group homes offer two or three beds for adults which can be
life-long placements.
Gateway Society also establishes Teaching Homes for adolescents
and adults with autism to house individual clients in private home
settings throughout the Lower Mainland on a contract basis.
Gateway Behavioural Support Services is an outreach program which
offers a range of community and home-based support services to assist
children with autism and other pervasive developmental disorders,
and their families. The family and child are the clients for this service.
Behaviour support services available include behavioural assessment to
establish individual behavioural management strategies and programs
to address identified priorities and goals, informal assessment to clarify
issues of concern, consultation, hands-on demonstration, and informal
and formal training to parents, staff, teachers, and caregivers working
with the client.
Gateway Behavioural Support Services sites are located in Vancouver
and the Lower Mainland (Delta), the Kootenays (Nelson), and
northern B.C. (Prince George). Referrals are made through the
Ministry of Children and Families offices by parents of children
meeting the criteria of their mandate.
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Behaviour Problems and Early
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REStDENTIAL CENTRES AND PROGRAMS FOR HIGH-RISK STUDENTS IN THE LOWER
Maples Adolescent
Treatment Centre
The Maples Adolescent Treatment Centre (Maples) is a specialized
provincial resource for students aged 12 to 17 who have various
conduct disorders and/or mental health conditions. The 46-bed
facility is a service of the Ministry for Children and Families
operating within the context of the Mental Health Act. Services
are designed to maintain youth in their communities and to
provide short-term residential care when required. Each of the
four programs at Maples uses a multi-disciplinary, team approach
to assessment, treatment, and development of a Community Care
Plan designed to assist youth and their caregivers (including a
mandatory designated case manager) in their communities.
5405 Will
Ingdon A v e n u e
5urnaby,5C
V ^ G ^ M ^
T e l . (^04) ^ ^ 0 - 5 5 0 0
rax(^04) ^^0-5514
C o n t a c t person:
l_es D e r l c s e n
A \ / ^ o c ' \ a \ Work Supervisor
Maples receives referrals through the community child and youth
mental health delivery system of the Ministry for Children and
Families, and criteria vary with each program. Gatekeepers screen
documentation and determine need. Most youth are admitted under
the authority of the Mental Health Act.
T e l . (^04) ^ ^ 0 - 5 5 0 0
Maples Secondary School provides educational services on site while
students are in residence.
The Response Program
The Response Program provides a 28-day needs analysis for referred
youth. A Community Care Plan is developed which involves the
youth, the caregiver, and the community. This program is ongoing,
portable (that is, it follows the student wherever he/she goes), and
supported by a Care Plan consultant at Maples.
A 25-minute video describing the Maples Response Program is
available for viewing through the community offices of the Ministry
for Children and Families.
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The Crossroads Care Program
The Crossroads Care Program is a residential program to assist youth,
caregivers, and communities when there are very substantial problems
in providing care in the community. Difficulties include severe
Conduct Disorder, Tourette's Syndrome, ADD, ADHD, Asperger's
(Semantic Pragmatic Disorder), or a psychiatric disorder that requires
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care in a supervised setting. In addition to treating the youth, the
program offers training and counselling for families and caregivers.
The Crossroads Care Program is a designated facility for youth who
are found "unfit to stand trial" under the Young Offenders Act, or
"not criminally responsible due to a mental disorder" as a disposition
of a Youth Court. It is a "secure" facility, and provides intensive
supervision. Most youth are in the program by voluntary admission.
The Orinoco C.A.R.E. Program
The Orinoco C.A.R.E. (Caregiver Adolescent Resource Enhancement)
Program is designed to assist adolescents and their families, through
an intensive, short-term intervention, to address their difficulties by
exploring alternative methods of relating and problem-solving, and
by learning and practising new skills; there is also a follow-up phase.
The residential component of the program lasts three months
(Monday-to-Friday at Maples, home on weekends), and is followed
by two to three weeks of community-based support. Community
agencies are required to be actively involved while the youth is in
the Orinoco C.A.R.E. program.
The Dala Program
The Dala Program provides a six-bed residential facility for assessment,
either through voluntary admission or through committal under the
Mental Health Act, for youth who have disorders of thought or affect,
or anxiety where Conduct Disorder is not a problem. This program
is helpful in assisting youth to understand the implications of their
disorder on themselves and others. A Community Care Plan is
developed, treatment is provided, and youth are usually discharged
to reintegrate into their community after three months.
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86
)ARLY INTERVENTION
AT MAPLE RIDGE
PRIMARY SCHOOL
Mary Johnston
Maple Ridge Primary
EARLY INTERVENTION AT MAPLE RIDGE PRIMARY SCHOOL
CONTENTS
89.... Introduction
89 .... The Importance of Early Intervention
89 .... Community and School Profile
91 .... School Philosophy Statement
92 .... Seven Factors That Support Early Intervention
1.
2.
3.
4.
5.
6.
7.
Communication with Pre-schools Before Kindergarten
Kindergarten Orientation
The Kindergarten Home Visit
Gradual Entry into Kindergarten
The Role of the Resource Teacher
Communication Between Teachers
Parental Support for Interventions
97 .... Early Intervention Strategies Used
at Maple Ridge Primary
101 .. Summary
102.. Appendices
Note:
Since this paper was written, changes in staffing have resulted in different processes.
This report reflects the practices that were in place during the 1997- 98 schoo! year.
88
Introduction
The intent of this report is to provide a model that may inspire or
reinforce early intervention directions in Primary classrooms. M y
belief is that a combination of components and strategies establishes
effective early interventions at Maple Ridge Primary School (MRP).
Flexibility is also very important, and is central to carrying out many
successful early intervention strategies. Children grow and develop
most rapidly in the years they spend in a Primary classroom; encouraging and strengthening this growth to promote academic advancement
and establish behavioural expectations is crucial to a child's future in
the school system.
The Importance of Early Intervention
Early Intervention is vital when factors are inhibiting a child's
emotional and/or intellectual development. Research shows that
early intervention has a positive influence on a child's development.
(See Desmond Doyle's report, "Early Intervention at Yennadon
Elementary School," in this publication.) The nature of a Primary
school allows for early intervention, as staff are "committed to
developing the whole child...."
Community and School Profile
Community Characteristics
• public transit and commuter trains serve the area; about half of our
parents work outside the community
• the area is largely residential bordered on commercial
• local businesses have been very supportive of the school
• we have a good relationship with the secondary schools in our area
(i.e., presentations, craft day visits, work experience students, etc.)
Family Characteristics
• children from 120 families attend our school
• M R P is one of the most transient schools in the district
• a number of families transfer younger children out of M R P when
the older sibling moves to Maple Ridge Elementary for Grade 4
• families both rent and own their homes; there is one large, rental
townhouse complex (Mayo Place) that "feeds" our school
• middle- to low-income earners
January 2000
89
• many single-parent, income-assistance families
• the majority of homes are 20+ years old, with some pockets of
newer homes (i.e.. River Road)
• we have a small, but very active, group of volunteers in the school.
Student Numbers, 1997-98
141 students:
Kindergarten
Grade 1
Grade 2
Grade 3
41
41
29
30
Student Characteristics
•
•
•
•
•
•
one student is designated as "gifted"
10 students are designated "special needs"
the majority of students are of Caucasian Euro/Canadian descent
six students speak a language other than English in their home
nine students are identified as having Native ancestry
school-bus service for MRP was discontinued, beginning the
1996-97 school year
Maple Ridge Primary School (MRP) is a small school set in the
middle of the town of Maple Ridge. It is unique in that it has a large
population of children who enter school at Kindergarten and exit the
school upon completion of Grade 3. Class sizes meet the District 42
contract limits, with an average of 21 students. Many diverse teaching
styles reflect a commitment to the Principles of Learning and the
philosophy of the Primary Program (1992). That the district has
recognized the uniqueness of Maple Ridge Primary is evident in an
advertisement for a new principal in the Vancouver Sun (February 21,
1998). The advertisement recommends the successful applicant have
an:
"ability to work collaboratively with a strong and
competent professional and support staff in order to
plan, implement, and evaluate programs to meet student
needs and continue improvements in student learning."
The school has a positive and warm atmosphere—visitors to our
school often remark on the "cosy feeling." Children are friendly, and
the staff is caring, flexible, and positive. Staff strengths include active
communication skills, coUegial and co-operative planning, and a
commitment to effective Primary teaching. The result is programs
that run smoothly and yet are flexible.
90
School Philosophy Statement
Motto
LIVE, LOVE, AND LEARN
Mission Statement
Maple Ridge Primary is committed to developing the whole child
through an atmosphere of living, loving, and learning in a safe,
organized, caring and co-operative environment.
Philosophy
We at Maple Ridge Primary are committed to fostering the development of responsible, life-long learners with high self-esteem.
Our Primary Program nurtures the continuing growth of children's
knowledge and understanding of themselves and their world.
It provides a safe, caring, stimulating environment where learning
flourishes.
We honour the development of the whole child. This reflects an
understanding that children learn through active involvement and
play and that children represent their knowledge in a variety of ways.
Our school's belief is that all individuals are unique and valued
members of their learning community and as such have a right to
quality education within their neighbourhood school. A l l children are
learners. Differences are valued and respected. We place a high priority
on communication, collaboration, and problem-solving among staff,
students, and parents.
January 2000
91
Seven Factors That Support
Early Intervention
1. Communication With Pre-schools
Before Kindergarten
Maple Ridge Primary has established good lines of communication
with the Child Development Centre and local area pre-schools.
These open lines of communication alert M R P to any incoming
children who have special needs of any kind.
In May and June, MRP's Resource Teacher contacts parents of children
with special needs, and arranges a visit to their child's pre-school. The
parent (or parents) usually attends these visits, or, if unable to come,
he or she has given permission for the observation. During the visit,
the Resource Teacher, and most often the classroom teacher, are able
to gain an initial understanding of the child and his/her needs.
Pre-schools provide copies of relevant documentation to parents, who
are asked to pass it on to M R P staff. Typically, such documentation
includes any of the following: a report or a letter from a pediatrician,
with his/her diagnosis and medical intervention; a speech and
language report that indicates speech difficulties and the therapy
that has been offered; a psychologist's reports indicating diagnosis
and/or therapy the child has received or may continue to receive.
This information aids in implementing programs for students with
Speech and Language special needs, A D H D / A D D children, behaviour
disorders, and other special needs or conditions.
Intake meetings involving the parents, classroom teacher, principal,
and Resource Teacher, are organized to establish procedures and
produce tentative lEPs before the child is introduced to the Kindergarten classroom. These generally take place in May and/or June, or
the first week of September, if necessary. This makes for a smoother
transition from pre-school to Kindergarten, and minimizes any
September surprises.
Maple Ridge Primary has a basic registration form, as well as a form
for children with special needs (see Appendix 1).
In June, parents and new students are invited into the Kindergarten
classroom to explore the materials and activities. The children play
92
with pattern blocks, table-top activities such as puzzles, and art
materials, and are called togethet at the end of the session for circle
time to listen to a story. Circle time provides an opportunity for the
teacher to observe the students in a quiet setting, and to notice how
quickly they are able to settle and attend. The principal uses this time
to talk to parents as a group and explain the services available in the
school. Classroom Kindergarten teachers are invited in to meet and
speak to the parents in a very casual atmosphere.
Pre-school children are invited to share in a pre-school story-time
once a week with the Kindergarten teacher/principal. This provides
another opportunity for the principal to observe potential Kindergarten students.
Kindergarten orientation activities provide a marvellous opportunity
to observe Kindergarten children and get some idea of how they
interact and behave as a group and as individuals. Qualities such as
curiosity, and prior knowledge of activities, can be observed informally.
Interactions between parent and child can be observed and questions
about dependency, separation anxiety, and behaviour can be put to the
parent in an informal way. This visit is intended to be informative as
well as stress free!
3. The Kindergarten Home Visit
Maple Ridge Primary staff recognize the importance of having each
child meet individually with his/her Kindergarten teacher prior to the
first day of classes. The nature of a small school, where the principal
is part-time and must teach Kindergarten, and two other classroom
teachers have Kindergartens with Grade 1 students, means that various
methods of contact with the new Kindergarten children are made at
this school. Some Kindergarten students receive a home visit from
their teacher. Other children visit the principal/Kindergarten teacher
at school.
The home visit is set up about a week ahead of time and is generally
made during daytime hours in the last week of August or the first
weeks of September. The district allows approximately one half-day of
T O G time per eight children to do these visits. Each visit lasts about
thirty minutes. The teacher introduces herself, and generally sits down
with the child right away. She has a handbook that has pictures of
children in Kindergarten doing many activities. The conversation
generally begins by discussing the pictures. Once the child is feeling
relaxed the teacher may ask him/her to make a picture or identify the
colours of some pattern blocks. The child is asked many questions that
January 2000
93
are simple to answer and that give the teacher the opportunity to
interact and hear speech patterns, and observe body language and
response time along with the actual responses. Note-taking is done
after the visit (often in the car en route to the next home!). Teachers
value this time spent with their new students and find the children
are generally more comfortable with their first day at school, as the
teacher is a face that they recognize and are comfortable with. Action
on other issues such as speech and language and occupational therapy
referrals can be initialized at that time.
The Kindergarten teacher has the opportunity to talk to parents
about housekeeping items and what sorts of things might happen in
September during instruction time, talk about experiences with books
and other literacy activities, as well as learning about how a scrap
book may be used in Kindergarten as a portfolio of a child's growth
and progress.
4. Gradual Entry into Kindergarten
Children who are coming into Kindergarten at M R P are not immersed
right away. For the first few days of school, parents are given a schedule
of times their child is expected to attend. Generally, they come three
times in the first week for an hour with a small group of children.
As the days progress, the groups are combined until the whole class
is finally together and the Kindergarten year is on its way.
5. The Role of the Resource Teacher
The Resource Teacher at M R P provides a great deal of support to
the Early Primary teachers, setting up meetings and observations of
children, drafting Individual Education Plans (lEPs) and behaviour
plans, and alerting teachers to children with special needs who are
new to their classes. The Support Teacher also spends time with these
children to further her understanding of their needs, which assists
in planning lEPs and provides necessary assistance to the Special
Education Assistants (SEAs).
In September, all the children are assessed to identify any learning
needs for the coming year. A l l new children from grades 1 to 3
entering school in September are assessed informally by the classroom teacher, and if any academic concerns are noted, the Resource
Teacher is available to do some more formal testing.
The Resource Teacher has an open schedule for this first month of
school, and is able to visit classrooms, assess individual children
94
formally as well as informally, and make observations where behaviour
concerns have been identified. The Support Teacher is also able to
make recommendations for interventions or perhaps changing classrooms dynamics that may not be conducive to "at risk" students.
Throughout, the school encourages collaboration with the Resource
Teacher, classroom teachers, principal, SEAs and parents. Children
may be moved into other classrooms, or formal strategies for intervention may have to be developed. There is flexibility in class placement.
If a classroom becomes "at risk," changes can be made to improve the
environment for both students and teachers.
This flexibility in September allows adjustments and intervention to
happen smoothly and easily. The Resource Teacher is able to use her
expertise to collaborate with classroom teachers to find ways of working with children who may need early-intervention assistance.
Students having difficulties learning in grades 1 to 3 who had not been
identified earlier, are brought to the attention of the Resource Teacher
by a classroom teacher. For example, a student may not be meeting
the expectations for his/her level in Language Arts. The classroom
teacher would bring this child to the attention of the Support Teacher
as soon as they feel intervention is necessary. The Support Teacher
begins with some informal testing such as listening to the child read,
doing phonological awareness, having the children do writing tasks,
and observing them in their regular classroom situation. The Resource
Teacher, in communication with the classroom teacher, decides on
an effective program for the child. This may lead to developing an
Individual Education Plan (lEP), learning assistance time with a small
group, a Home-School communication book, a simple classroom plan
of action, filling in an application for speech therapy, requesting counselling assistance, or perhaps in very rare instances a change of setting
such as moving into another classroom (see the lEP in Appendix 2).
6. Communication Between Teachers
One of the most important features of dealing with children at Maple
Ridge Primary is the freedom teachers feel to discuss the needs of their
children with other staff members. Each member of staff, teacher or
SEA, is able to contribute to the discussion about a child and their
needs. Every staff meeting has fifteen minutes at the beginning for
"Kid Talk." N o minutes are taken during this portion of the meeting
—all communication is verbal. This is a time for teachers to discuss
children who may be experiencing some difficulty in the school setting.
The difficulty may be behavioural or academic. The idea is that teachers
may want to make other staff members aware of this child when they
January 2000
95
are on playground supervision, for teaching purposes when team
teaching is happening, or for help in dealing with the child. These
"Kid Talk" times are very valuable to the staff and have been part of
the staff meeting agenda for the past five years. Teachers appreciate
the help from their colleagues as well as the opportunity to share
their expertise. This discussion informs all teachers of changes such
as behaviour interventions and specific children's needs. For example,
helping the child's self-esteem with words of praise, highlighting that
child with positive strokes, is often encouraged. These discussions
influence class compositions for the succeeding years. Class compositions are worked on in June for the following September. This usually
takes two afternoons in succession to complete. The Support Teacher
is present along with every teacher, S E A , and the principal.
The principal provides one half-hour per week for classroom coverage
so that a teacher has the opportunity to confer with the Resource
Teacher. This is called a conferencing time, and sign-up is made
available to all teachers. When an emergency situation occurs, this
time is given to that emergency case even if another teacher has
signed up for this time. This policy was voted on and agreed to at the
first staff meeting in September.
7. Parental Support for Interventions
Staff indicate that parents play a key part in developing early intervention strategies. Parents are expected to attend all lEP planning
sessions, and are strongly encouraged to play a role in the actual plan
that is developed, as well as to support all school intervention that
may be required. Parental involvement is very important to all staff
at the school, and is reflected in the following excerpt from Maple
Ridge Primary's philosophy statement:
"We place a high priority on communication, collaboration,
and problem-solving among staff, students, and parents."
Parental input is respected and desired, and is used for developing
plans, setting up reward systems, and finding the most appropriate
ways to help each parent's child become an effective learner and a
responsible member of the community. Success with children is at its
highest level when there is strong parental support and direction for
developing early intervention strategies. For example, when a child is
having behavioural difficulties, parents are asked for input regarding
their child's behaviour at home, in other settings such as sports teams,
dancing lessons, etc. In this way, methods that have not been successful are studied and new and innovative strategies may be developed;
96
or in fact the old tried and true interventions that a parent may not
be aware of are discussed and the parents are asked for their input.
Parents' opinions and desires are reflected in the finished lEPS and
behaviour plans, as well as in the school Growth Plan. The Growth
Plan has an area that was designed in response to a parent survey that
indicated they would like more communication about how all the
programs at the school are developed.
Early Intervention Strategies Used
at Maple Ridge Primary
Sample behaviour plan strategies which have
been written up and agreed to by parents and
school:
1. For Reinforcing Positive Behaviour and
Dealing with Negative Behaviour
a. Token system: Child is given a number of bingo chips to start
the day. For each negative behaviour, the child loses a bingo chip. If
any chips are left at the end of the day the child is rewarded (a sticker,
a special stamp, etc.). If all chips are gone, the child receives a punishment (isolated from classroom, loss of recess outside, etc.). If behaviour
is serious or excessively aggressive, the child is sent home for the
remainder of the day.
b. Stamps: Child is given a stamp for on-task, desired behaviour
for set periods of time, such as opening bell to recess, recess to lunch,
lunch to after school. These stamps are used for rewards, such as time
on the computer, centres. If child receives stamp before time limit is
up—that is, they have completed all their work and met expectations
early—they may use the extra time to go on the computer, to a centre,
etc.
c. Social skills training: Use personal planning times for class
meetings to discuss importance of good social skills. Children are
provided with actual lessons in good manners, expected social
behaviour, and so on. Some programs currently in use at M R P are the
Second Step Program and the Care program, which are kits designed
to be presented in a group situation. Another program, i-2-3 Magic
(Thomas Phelan, Illinois: Child Management Inc., 1995), is a book
and video designed for working with children on an individual basis.
The school is currently (Spring 1998) focusing on social skills with a
series of presentations from classes at assemblies around issues such as
"Put ups," "Good manners," and "Telling Tales."
January 2000
97
d. Counting: Child is given three warnings, such as "That's one ...
That's two ... That's three ..." (for repeated undesirable behaviour).
On "three," the child suffers a consequence, such as writing out a set
paragraph on rights and responsibilities. Child is removed from the
classroom and will need about fifteen minutes to complete the
exercise. Another consequence might be minutes lost from a favourite
activity like P.E., computer time, or recess. There are no rewards using
this system, as it is hoped the child will begin to follow expected
manners and behaviours. This method is generally a strategy used
with Grade 2 and 3 students.
e. Behaviour paragraphs: Paragraphs, composed ahead of time,
which state the expected behaviours of children in school, are set out
for a child to copy out in their best printing. The child is usually sent
to the hall or an office to print out the paragraph, instead of participating in a classroom activity. The following is an example:
either no. domg as oske ,
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having to
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I this paragraph. It is n >
2. For Speech and Language Difficulties
When it is observed that a child is not able to pronounce all letters
of the alphabet, cannot pronounce several words, has a speech impediment such as a lisp, or any unusual patterns of speech, a child is always
sent for a hearing test. If hearing is normal, then a form for speech
98
therapy is filled out. The speech therapist only visits the school once
a week. She will do some observations of the child in the classroom
setting (this is ideally, and at the beginning of the year), chat informally with the student, and make a decision on whether to do some
formal testing. If the child requires speech therapy, a school-based
team meeting is planned. The Resource Teacher, parents, and classroom teacher are in attendance, with the speech therapist leading the
meeting. She is only available once a week and takes the most severe
cases. She will suggest a series of exercises for the S E A , parents, and
teacher to work on. Generally, the S E A is doing the speech practise
at school. Parents are required to support intervention with exercises
to do at home. They are often simple and easy to perform, as the
following samples illustrate: practising word repetition with the child,
listening to the child read and correcting or working on pronunciation,
building a word bank, working with a tape recorder, looking in
a mirror as words are pronounced, and so on. (See Appendix 3 for
examples.)
3. For Academic Difficulties
Scenario: Child is not learning to read, write, grasp mathematical
concepts, and/or print within the widely-held expectations for his/her
age group or grade level. The classroom teacher meets with the
Resource Teacher (on own time) to discuss difficulties child is having.
The Resource Teacher may do some classroom observations, informal
or formal testing, and discuss results with the classroom teacher.
Parents are contacted if it is decided that the child needs to receive
learning assistance. When there are serious problems with academic
learning, an Individual Education Plan (lEP) is designed for the child.
Many children who receive Learning Assistance do not have an lEP.
Because we feel it is important to inform parents, we notify them
before their child receives Learning Assistance. Parents are also
informed on report cards and on special individual reports that the
Resource Teacher writes for every reporting time. Parents and children
attend three-way conferences in every classroom, and are encouraged
to attend a three-way conference with the Resource Teacher if they
are receiving Learning Assistance.
Plans, learning assistance time, and settings
which support these strategies:
Individual Education Plan
The developed plan is revisited three times in a school year. A t these
meetings, plans may be changed, enriched, or ultimately the child
may achieve the goals of their lEP and no longer need intervention.
January 2000
99
Most children with an lEP receive Learning Assistance time with the
Resource Teacher. (See Appendix 2 for a sample of the lEP format
used at Maple Ridge Primary School.)
Learning Assistance Time
Child is sent to work with a small group in the resource room. The
Resource Teacher will work on increasing basic skills to help the child
cope in the classroom: phonics may be stressed; printing skills may be
worked on; a sight vocabulary may be developed; creative writing may
be a focus. The Resource Teacher, classroom teacher, and parents
meet to set goals, and the Resource Teacher develops a program that
is generally enhanced by the classroom teacher. Many children in
Maple Ridge Primary are referred to Learning Assistance for a "Quick
Fix," if they may have missed a lot of school, lack confidence, or have
a mental block with a particular concept. We understand that some
academic problems are developmental problems, lack of confidence,
or lack of home support.
Pull-out is the most common model for Learning Assistance time.
Children move from their classroom into the resource room and are
often with children from other rooms who have similar difficulties.
We believe this is the most efficient model for maximizing the time
spent with the Resource Teacher.
Classroom Settings
Lesson planning follows the Primary Program and IRP documents
as closely as possible. Many lessons are open-ended to allow for the
diversity of abilities in a classroom. Teachers are constantly developing
professionally and attend many workshops, courses, and conventions,
as well as keeping up with professionally educational literature that
helps children learn to the best of their ability. Children are encouraged to work co-operatively, take risks, and make decisions.
Modified Programs
Work and packages made up of specific tasks are often developed at
lEP meetings. They may also be created by the Resource Teacher
and/or classroom teacher and S E A . These packages contain materials,
which the child may work on independently. Teachers may simply
modify the work for a student by having them complete only certain
part of assignments. These plans are discussed in consultation with
Resource Teachers and those SEAs who will be working with the
child.
100
Summary
Successful early intervention at Maple Ridge Primary School is the
result of a combination of strategies, flexibility, support from all staff
members, and flexibility as to their roles, as well as collaboration with
staff, pre-schools, and parents. We are constantly searching for more
effective ways to do early intervention. We are still refining the
process and welcome input from other schools about their successes
with early intervention. The important purpose for early intervention
is to help children to reach their potential both academically and
socially. We believe it is possible that, by intervening at an early age,
we are helping to alleviate many difficulties that could otherwise occur
as the child matures. Many a Kindergarten teacher has been able to
predict when a particular child will not become a model citizen or
will have severe academic difficulties as they get into older grades.
Maple Ridge Primary respects the expertise of teachers of young
children, and encourages them to "grab the bull by the horns" and at
least try some intervention strategies. Again, 1 would like to reiterate
that we are growing and changing with our intervention ideas every
year, and would be interested to hear ideas from other schools and/or
districts.
January 2000
101
Appendices
APPENDIX 1
Forms:
(a) Request for Student Support Services
(b) Kindergarten Intake for Students with Special Needs
(c) Pre-Referral Checklist for Speech and Language Services
APPENDIX 2
Maple Ridge Primary School Individual Education Plan
APPENDIX 3
Resources related to assisting with speech
and language difficulties
(a) Talking With a Child Who Stutters
(b) Conversations Questionnaire
(c) Assessing Communication Style
(d) Steps to Fixing My "R"
102
APPENDIX la
The information
S C H O O L D I S T R I C T N O . 42 (Maple Ridge-Pitt Meadows)
on
REQUEST FOR S T U D E N T SUPPORT SERVICES
this form is collected
under the
authority
of the School Act,
1.
Sections 13 and 97.
NAME:
The
DATE OF BIRTH:
information
PARENT(S) NAME:
_
_POSTAt, CODE;
purposes
and, when
CHRONOLOGCAL AGE:
(DAY)
(MONTln
ADDRESS:
educational
program
DATE OF REFERRAL:
(YEAR)
provided will be used
for
STUDENT jf.
IDENTIFYING INFORMATION
(Work)
TELEPHONE: (Home)
required,
may be provided
PHYSICIAN:
to health services,
SCHOOL:
(Please specify II losler parent)
LANGUAGES SPOKEN AT HOME:
LEVEUGRADE:
social services, or the
other support services
2.
REASON FOR REFERRAL:
3.
SERVICES REQUESTED:
State the School-Based goals and expectations for the requested services:
as outlined in Section
97(2) of the School
Act. If you have any
questions about
the
School Psychologist Services
Services for the Hearing Impaired
Hospital/Homebound Services
collection and use
of this
information,
n
please contact
Nancy Weeks, District
4.
Speech and Language Services
Services for the Visually Impaired
Physiotherapy/Occupational Therapy
R E L E V A N T MEDICAL INFORMATION- (attach reports as necessary)
General Health (ear infections, colds, allergies, vision, hearing, medication, etc ):
Education Office,
22225 Brown Avenue,
Maple Ridge, BC
V2X 8N6,
(604)
REPORTS:
telephone
The following reports must be attached
Vision Screening
I
I Hearing Screening
463-4200.
OpthalmologisI
Audiogram
SCHOOL-BASED INFORMATION:
A.
Areas of concern:
B
I
I academic
Sawices presently received:
Counselling
I
January 2000
I
I behavioral
I
1 other
I School Support Ro50urcesA.earning Assistance (attach I.E.P )
C.
Please summarize below the current assessment data collected by school-bised personnel and attach:
D.
School-based case manager:
7.
OTHER AGENCIES INVOLVED: Please specify below and attach any available reports.
3.
ADPrTIQNALINFORMATPN/CQMMFNTSFROMPAnENT(Sl:
5.
SCHOOL AUTHORIZATION: Information contained in this referral is regarded as confidential. Any such information
and/or reports from this referral will only be released to persons authorized to receive such information and/or
reports.
Date:
(Signature of School Principal)
(Signature of School-Based Representative)
Version: July 1994
I social
Itinerant District Services (Specify):.
(Signature of Classroom Teacher)
Origiruil retained by
Student Support Services.
Copy to
school and to parent(s).
I
Date:
Date:
10. PARENTAL CONSFNT -1, parent or guardian of.
agree that this
referral be submitted to the Student Support Sen/ices Department of School District 42. I understand that I will be
invited to attend any meetings which may be held to discuss assessment results. I further understand that I will
receive a copy of any written report(s).
(Signature of ParentASuardian)
Date:
103
APPENDIX lb
SCHOOL DISTRICT NO. 42 (Maple Ridge-Pitt Meadows)
STUDENT SUPPORT SERVICES
Kindergarten Intake for Students with Special Needs
1. IDENTIFYING INFORMATION
NAME:
CHRONOLOGICAL AGE:
DATE OF BIRTH:
(YEAR)
ADDRESS:
(MONTH)
(DAY)
PARENT(S) N A M E L .
(Please specify if foster parent)_
.TELEPHONE: (Home)
POSTAL C O D E L
PHYSICIAN: _
(Work)_
LANGUAGES SPOKEN AT HOME:
SCHOOL
TELEPHONE:.
PRESCHOOL: (If attendedL
2.
DESCRIPTION OF PRESENT CONCERNS/IDENTIFICATION:
3.
HISTORY OF ASSESSMENT AND SERVICES
Reports
n
Hearing
must
be attached
and/or
Visual
in order
for this
form
to b e c o n s i d e r e d
complete.
Impairment/involvement
Whom/Where:
n
Medical Involvement
Whom/Where:
Speech and Language
Whom/Where:
Involvement
Occupational Therapy
Whom/Where:
and/or
Physiotherapy
Involvement
Other Agency/Community
Involvement
(e.g. Mental Health, Social Services, Sunny Hill Hospital, B.C. Children's Hospital,
Psychiatrist (Whom/Where):
4. ADDITIONAL INFORMATION/COMMENTS FROM PARENT:
5. PARENT PERMISSION: -1, parent or guardian of.
agree that
Student Support Services may review the information attached to assist w/ith my child's educational
programming.
Date:
(Signature of Parent/Guardian)
The information on this form is collected under the auttiorily of the School Act, Sections 13 and 97. The information provided
will be used for educational program purposes and, when required, may he provided to health services, social services or the
other support services as outlined in Section 97(2) of the Sctmot Act. If you have .my questions atxiut the collection and use of
this information, please contact Student Support Services. 24789 Dewdney Trank Road Ivlaple Ridge, B.C. V 2 X 8N6.
Telephone: 467-1101
NOTE:
104
This form is for information gathering purposes and sliould not be used to request specific services.
A P P E N D I X 1c
Pre-Referral Checklist
for
Speech & Language Services
student's n a m e :
birthdate:
c o m p l e t e d by:
school:
grade:
current d a t e :
Please C o m p l e t e ttie Following information a n d a t t a c h to referral form if you are
referring a student for concerns regarding:
•
Articulation,
•
Voice, or
•
Fluency (stuttering)
please V the following boxes to show you have included the following:
n
signed referral form
•
hearing screening (attach Public Health/audiologist's results)
•
other formal reports (i.e. from other school districts, Min. Social Services,
Hospitals, physicians. Ridge Meadows Child Development
Centre)
attach photocopies of the above, if not already sent to SSS
If you are referring a student for concerns regarding
n
•
•
•
language
skills please also include the following
information:
please V the following boxes to show you have included the following:
student information
(file review) for students beyond kindergarten
current I.E.P. (if there is one a n d if not already sent to SSS)
achievement
testing (attach copies of protocols: report in standard scores and
percentiles for age level)
KTEA Brief (if completed)
1.
PPVT-R (form
)
2.
Other (please list here a n d attach)
3.
note: please send the a b o v e information with a signed referral to SSS at least two
weeks prior to the scheduled beginning of the student's s p e e c h & l a n g u a g e
assessment
please see reverse side of this form for Language referrals
January 2000
105
APPENDIX 1c
Please hove the classroom teacher for this student connplete the
following questions ONLY if you are referring for concerns regarding
a student's language skills.
What would you like to see your student do that would increase his/her classroom
success?
What do you hope to gain from this speech & language assessment?
Other comments that may help us?
Created September 1996
106
SLP form 2 for SSS referral
A P P E N D I X 2a
MAPLE RIDGE PRIMARY SCHOOL
INDIVIDUAL EDUCATION PLAN
Date of Birth
Student's Name
School
Grade
Persons attending
Present Level/
Can Do's/Growth
Goals and Needs
Action Plan
(What, Who, When, Where)
Social Development
and Communication
January 2000
107
APPENDIX 2b
Student's Name
Grade
School
Present Level/
Can Do's/Growth
Goals and Needs
Action Plan
Intellectual Development
Reading
Writing
Math
108
APPENDIX 2c
Student's Name
Grade
School
Present Level/
Can Do's/Growth
Goals and Needs
Action Plan
Behaviour
Medical
January 2000
109
APPENDIX 3a
Talking With a Child Who Stutters
hy Daniel DeJqy, PkD.
The way parents communicate with their child is
very important. Most parents talk with
youngsters in a way that helps them to pay
attention, understand what is said, and use what
they have heard. Parents can give extra help to a
child who stutters. The child who has difficulty
learning to talk needs more patience and
encovu-agement. But the results are well worth it!
What is stuttering?
Learning to talk is not always easy. Some
children have difficulty combining sounds into
words. They repeat or prolong the beginning
sounds of many words. These repetitions and
prolongations are called disfluencies, because they
break up the smooth flow of speech.
Disfluencies may be accompanied by tightness in
the speech muscles, changes in the pitch or
loudness of the voice, or a look of fear. Frequent
occurrence of these stressful types of disfluencies
is called "stuttering."
Why does stuttering develop?
Some authorities believe that stuttering develops
when children try to avoid disfluencies that
listeners have criticized or tried to correct. Also,
it has been suggested that stuttering may
develop when a child feels pressure to talk faster,
respond more quickly, or speak more perfectly.
But pressure does not have to come from the
listener. Some children are very sensitive and
"put pressure on themselves." These youngsters
can be quite disfluent despite a pressure-free
listening environment. Also, some children have
immatiare speech and language skills. Almost
any interaction strains their speaking abilities. It
is quite possible that a combination of reasons,
some coming from the child and some from the
listening environment, influence the patterns of a
child's disfluencies.
H o w can parents reduce pressure on
their child?
Is your child rushing to keep up with your
speaking rate? Do you think and speak very
quickly? Yoiu- young child may have trouble
keeping up. The child may feel rushed to take a
turn in conversation, for fear of being "left out."
If so, the child may seem in a hurry all the time.
You can help the child who stutters to develop a
"leisurely" attitude toward talking The goal is
for the child to view talking as easy rather than
difficult. It is often helpful for parents to model
speech that is slower in rate and easy in
movement. A trained speech clinician can help
parents learn this new way of talking with their
child. The child who has "copied" a faster
speaking rate may then, in time, begin to imitate
a new model of slow, easy speech.
H o w c a n parents help their child i n
conversation?
1. Pause to give your child a little "breathing
room" after the child fmishes a sentence
Delay briefly before commenting on what the
child has just said. If your child thinks of
something else to say, the child can begin
without the need to rush.
2. Allow yoiu: child to finish words and
sentences without interruption.
Don't interrupt a moment of disfluency to
complete the word for the child. Such
interruptions over time may put the child under
even greater time pressure to "get the word out."
3. Set up family rules for turn-taking at
meals and other feumly gatherings.
Give everyone a chance to speak without
interruptions.
4. Set aside a special time each day to be
alone with your child.
This is especially helpful for children with
immature speech and language skills. During
this one-to-one interaction, you can model a
slower rate of speech while the child has an
important adult's imdivided attention. With a
clinician's help, parents can plan the conversation
at the child's level of language, speech, and
fluency. For example, you can read a book and
ask questions about the story or pictinres that
require short, simple, predictable answers. Also,
most children find talking about ongoing
1988 by Communication Skill Builders, Inc. This page may be reproduced for instructional use.
110
J
APPENDIX 3a
activities easier than talking about the past
or future.
5. Avoid criticisms such as "Stop that!,"
"TEike your time," or "Think about what you
want to say first."
The child may tense up and struggle more to
keep from stuttering when the disfluency is
called to their attention. This tension can
actually increase stuttering. Critical suggestions,
even when intended to help, just don't work.
6. Work closely with the clinician.
You and other family members can help each
other become more aware of yoiu- reactions to
your child's speech. One person can observe
interactions between the child and the other
adult and then share the observations.
7. Avoid situations where your child feels
pressured.
Some children tend to stutter more when asked
to answer many questions or when asked to
display speech ("Tfell Daddy what we did today").
8. Spend more time in situations where yoiu:
child tends to be fluent.
Are there times of the day when you tend to be
more patient or when your child seems less
rushed? If possible, take advantage of those times
to have more relaxed, positive interactions with
your child.
Vocabulary
Disfluency—A break in the smooth, meaningful
flow of speech.
PiteA—Sound quality associated with high or low
frequency of vibration, such as high or low
musical notes.
Prolong-^ lengthen or stretch out in time
Refer to:
4.7 Tum-lUdng and Conversation
6.4.1 Disfluent Speech Behavior in Children
6.4.3 Stuttering: Early Intervention Therapy
6.4.4 Stuttering Therapy for School-Age Children
6.4.5 The Confirmed Stutterer
Talking Tips for Parents
• Make talking enjoyable Keep it easy
and fun.
• Give your child enough time to
speak.
• Avoid interrupting
• Pause briefly before you respond to
the child.
• Take time to talk with your child
alone Use language at the child's
language level, so your child can
understand.
• Avoid criticisms or corrections of the
child's speech.
• Increase time in situations in which
your child tends to be fluent.
• As much as possible, avoid
situations in which your child tends
to stutter.
Mocfe/—5b provide an example of good speech or
other behavior; to demonstrate a desired verbal
response
1988 by Communication Skill Builders, Inc. This page may be reproduced for instructional use.
January 2000
J
111
APPENDIX 3b
Conversations Questionnaire
Barbara Hoskins, Ph.D.
Today's date.
Your name
Filling out questionnaire about.
(parent, teacher, speech therapist)
Your relationship
His/her birthdate
Grade in school
His/her age_
Rarely
Directions: Circle the number that best describes this student.
Sometimes Usually
1. Talks in group/family discussion
Comment:
1
2
3
4
5
2. Starts conversations easily.
Comment:
1
2
3
4
5
3. Asks questions in group/family discussion.
Comment:
1
2
3
4
5
4. Seems interested in what others are saying in a conversation.
Comment:
1
2
3
4
5
5. Knows how to keep a conversation going appropriately.
Comment:
1
2
3
4
5
6. Knows how to tell stories to start conversations.
Comment:
1
2
3
4
5
7. Knows how and when to change topics in conversation without interrupting.
Comment:
1
2
3
4
5
Moves easily from one logically-related topic to another in a conversation.
Comment:
1
2
3
4
5
1
2
3
4
5
10. Can clarify or explain when others do not understand.
Comment:
1
2
3
4
5
11. Is a good conversational partner.
Comment:
1
2
3
4
5
9. Asks people to explain when needed.
Comment:
Scoring: Add up circled scores on items I-IO:
112
APPENDIX 3c
Assessing Communication Style
(These are sample questions that would be discussed with the
teacher to decide whether to refer a student for language assessment.)
Some students have a communication style that seems different from their peers. They may not understand
the importance of listening, or know how to communicate effectively. This poor communication style may
develop into poor social skills and poor peer relationships.
In answering these questions, please consider this student's communication "appropriate" if it does not
call negative attention to the student, or stand out as significantly different from the student's peers.
Check the items that best describe this student.
Listening
This student appropriately:
follows oral directions
pays attention when someone else is talking
avoids interrupting
refocuses his/her attention after an interruption.
Non-verbai Language
This student expresses himself/herself by using appropriate:
gestures and facial expressions
loudness and expression.
understands other people's feelings based on their non-verbal language behaviour.
Sociai Language
understands and anticipates classroom routines
(hanging up jackets, lining up, daily sequence of activities, etc.)
seeks your attention or asks for help
switches tasks or learning activities readily
works well independently
interacts with other students in and outside the classroom.
uses words, not just gestures, to communicate
communicates with words when upset or excited
takes the initiative to ask questions and start conversations.
Additional Information
In general, do you think this student's communication style and social language skills are appropriate for
his/her age? If not, please list communication areas that may need more development.
Ages 5 thru 11 (Pragmatics)
January 2000
copyright ©1993 UnguiSystems, Inc.
113
APPENDIX 3d
Steps To Fixing My 'r'
April 22
use my new
r 'ln all
my talking
Kris is mal<ing a good 'r' in words. Yeah!
'r' In short
conversations
1. Ask him to explain the "Steps To Fixing My 'r'."
2. Here are some 'r' pages he can practise; even
one row a day is helpful. His 'r' is slow, but
should be correct to your ear. Say it for him
yourself, if you are not sure.
r'wlth
friends
r'ln
games
r'ln
reading
'r' In
sentences
r'ln
phrases
r'ln the
middle of words
'r' at the
ends of words
'r' at the
beginning of words
say 'r' with
different vowels
make ah-r-ah
curl my tongue
(no sound)
understand how to
make the 'r' sound
114
APPENDIX 3d
Words with 'r' in them.
cherries
bird
fork
dirt
turtle
pirate
dart
forest
14
barrel
January 2000
berry
fourteen
card
115
OTES ON
THE AUTHORS
NOTES ON THE AUTHORS
oraine Anchor
Loraine began her teaching career in 1974 in Quesnel. She
has also taught in Surrey. She has taught French, Math, Art,
and ESL at the secondary level, and Grades 1, 4, and 5 at the
elementary level. Her support teacher work has ranged from
K-7. She is currently a support teacher at Ecole Riverside
Elementary School. Loraine has been active in her local
teacher associations and in 1995 she completed her PB+15.
(^^renda Bryan
Brenda began her teaching career 24 years ago in Maple
Ridge-Pitt Meadows. She has taught all intermediate grades,
and currently has a Grade 5 class at Riverside Elementary.
French, computer literacy, and the gifted program are some of
the areas in which she has specialized. She passes on her love
of dance through involvement with numerous school musicals,
district presentations, and community events. Brenda has her
B.Ed, and M.Ed, degrees.
es Doyle
Des started teaching in Maple Ridge in 1989 after moving to
B.C. from Ontario. He currently teaches Primary grades at
Yennadon Elementary School, and has a strong interest in
children's early learning. Des recently completed his Master's
degree at UBC, where his focus was on early intervention.
rish Faurot
After completing her teacher training at SFU, Trish worked
as a substitute teacher. Subsequently, she worked with foster
children and at Social Services group homes, and became a
child care worker, which she has now done for ten years.
Trish's work focuses primarily on supporting students with
behaviour problems.
arbara Gard
Barbara worked in the Maple Ridge-Pitt Meadows School
District for 10 years as a school psychologist, as part of the
district's Special Education Services. She recently changed
jobs and now works in Abbotsford School District's Student
Services at one of the district's three team centres. In her
non-teaching time, Barbara raises border collies.
ae
Q
X
X
IU
118
N0r£5 ON THE AUTHORS
elen Homer
Helen began her teaching career 19 years ago in Prince
Rupert; she has taught Grades 2 to 6 in Prince Rupert and
Maple Ridge-Pitt Meadows. In addition to serving as a
Staff Rep, she has been a member of the local bargaining
committees in both districts. She is interested in how students
with behavioural problems and special needs affect teachers.
After watching five teachers in an eight-year period take stress
leave in one school, she is hoping to find teaching strategies
to relieve teachers' stress.
ary johnston
Mary currently teaches a Grade 2/3 class at Maple Ridge
Primary. She began her career in 1972 in the CaribooChilcotin School District, and has also taught in Abbotsford.
She is very motivated by teaching Primary-aged children, and
is keen to try many early intervention strategies. Mary has
been active as a local representative in several capacities, and
recently spent two weeks in England on a teaching exchange
for professional development.
cîârry Kliparchuk
Larry started teaching in 1970 at Cariboo Secondary School
in Burnaby. He has a BSc in Science and Kinesiology, a
Master's degree in Educational Administration, and a diploma
in counselling. In addition to counselling, he has taught in a
variety of subject areas including Science, Biology, and PE,
mainly in Grades 8-10. He has been involved in sports for
over 35 years, competing, officiating, and coaching at high
school, provincial, national, and international levels. He is
a member of the Board of Directors of the B.C. Wrestling
Association and a member of the Douglas College Advisory
Board for Thomas Haney campus.
c-Mêslie Ramsay
Leslie began her teaching career in 1990 as a support teacher
in two Maple Ridge elementary schools. She has participated
in teams which developed resource materials and has presented
at district and provincial conferences on the integration of
students with special needs.
o
X
I-
<
HI
X
»-
2
O
M
e
January 2000
119
British Columbia Teachers' Federation
B C T F Research

"1 - BC Teachers` Federation

Transcription

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