Model of Support

​​​​​​Response to Intervention (RTI)
Response to Intervention is a three leveled approach to the early identification and support of students with learning and behaviour needs. The RTI process begins with high-quality instruction and assessment in the classroom along with universally designed supports. Students who struggle with learning are provided with interventions at increasing levels of intensity to meet their learning needs. The services may be provided by a variety of personnel, including general education teachers, resource teachers, school counsellors, learning assistance teachers and other specialist staff. 

The RTI framework and process guides the work of educators as they collaborative with parents/guardians and school staff to understand the needs of individual students and plan for student success. 

Level 1 Universal Supports

Universal Design for Learning 
Research shows that most students (80%) within a given classroom, will achieve and make progress when provided with classroom instruction, assessment, feedback, and universal support. This is referred to as Level 1 instruction. The most meaningful supports are designed as a part of lesson planning and are embedded into daily teaching practice. Universal supports may be embedded in areas such as skill sequence, pacing, methodology, materials, technology, equipment, services, and setting. Based on the principles of Universal Design for Learning (UDL), educators plan with the end in mind.  UDL begins with thoroughly knowing the concept one is going to teach and knowing the range of learners in one's classroom.  Teachers present the information using a variety of modalities (i.e., demonstration, acting out, video, pictures, etc.) in efforts to meet the learning preferences of the students in the classroom. Teachers plan for students to access information through different means (i.e., reading, listening, experimenting, speaking) and provide students options to demonstrate their learning in a variety of ways (i.e., writing, oral presentations, PowerPoint presentations, skits, projects, etc.).  When planning for the widest range of learners within a classroom from the start, UDL principles and strategies benefit all learners by maximizing access points. 

Examples of Level 1 Universally Designed classroom supports that are available to all learners include but are not limited to:

• digital/audio texts or peer helpers to assist with assigned readings
• access to assistive tools/technology (e.g., work processors, calculators, text to speech/voice to text tools, magnifiers, FM system, etc.)
• alternate ways of demonstrating learning standards
• graphic organizers/strategy list to assist students
• extended time to compete assignments or tests
• extra support to develop and practice study skills
• pre-teaching key vocabulary or concepts and providing multiple exposure to materials
• explicit teaching to nurture a classroom community and sense of belonging
• differentiated Instruction
• goals identified by the student
• class profiles 
• culturally responsive teaching
• self-regulated learning
• social-emotional learning
• student voice and choice​

Differentiated Instruction (DI)
Differentiated Instruction is a flexible approach to teaching in which a teacher plans and carries out varied approaches to address content, learning processes, learning styles, presentation strategies, and assessment tools.  This approach results in a more personal, proactive learning environment that is inclusive of a wide variety of learners. When teachers differentiate instruction, they provide students with the structures to maximize strengths, support stretches or needs, and experience timely remediation. This enables students to take advantage of effective learner strategies as they discover their own personal learning styles, interests, identity and needs to engage in learning. As a result, student motivation increases.

Level 2 Targeted Supports
Research shows that approximately 20% of students within a given classroom, will require targeted instructional support (Level 2) at some time during their school years. Students who require supports through adaptations to the B. C. curricular learning standards may have gaps in their learning or may require specific instruction to address their learning needs.

Examples of Level 1- 2 targeted supports may include, but are not limited to:

• learning plan to support the academic and/or behavioural needs of a student
• differentiated instruction
• consultation from Inclusive Education staff and school support staff
• small group instruction provided by the learning assistant teacher
• in class, targeted support provided by support staff (literacy support teacher, learning assistant teacher, counsellor, social emotional teacher, etc.)​

Level 3 Intensive Supports
In any given classroom, few students (1% - 5%) will require more intensive interventions (Level 3) to support their learning throughout their school career.  In most cases, this will involve assessment of the student's significant learning needs and/or diagnosis in support of a B.C. Ministry of Education and Child Care, Special Education designation for supplemental funding.  School personnel will work closely with parents and guardians to develop an Competency Based Individual Education Plan (CBIEPs) to support the student's access to learning.  Please see the section on CBIEPs for more details. Typically, students who require personalized (or modified) CBIEP learning goals aligned with the B.C. curriculum, are students who have moderate or profound intellectual disabilities.  For students who require level 3 intensive supports, the school team, including parents will identify adaptations and modifications that are specific to the needs of the individual student and will be identified in the student's CBIEP.

Examples of Level 3 essential supports may include but not limited to:

• BC Ministry of Education and Child Care, Special Education Designation
  
• an Competency Based Individual Education Plan (CBIEP)
• access to supports and consultative services from Inclusive Education staff such as an occupational and/or physical therapist, resource teacher, school psychologist, etc.
• specialized equipment and resources
• support from provincial programs such as the Provincial Program for Autism and Related Disorders (POPARD), Special Education BC (SET BC), etc. 
• shared support provided by a certified educational assistant (CEA)
• special education bussing 

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Classroom Profile Meetings
The classroom profile meeting is an opportunity for a classroom teacher to collaborate with the school-based team and some members of the Inclusive Education staff to review and plan for the classroom as a community of learners.  The classroom profile meeting is held in the fall with a possible follow-up meeting held in the winter or spring.  During the meeting, the teacher shares classroom and individual student, strengths, interests, passions, and needs.  During this meeting, support staff explore ways to assist the classroom teacher in addressing classroom and individual student goals.  For example, the team may decide, that the school counsellor will support the class for six weeks to work on social skills.   

School-Based Teams
The school-based team (SBT) is comprised of the school principal and/or vice principal, the learning assistant teacher, the classroom teacher, school counsellor and other staff as required (i.e., Indigenous Advocate, ARC worker, Inclusive Education staff, etc.). This team meets regularly and plays a formal role as a school-based problem-solving team to:

• assist the classroom teacher in developing and implementing instructional, environmental and/or behavioural management strategies for students.
• problem-solve, review and/or coordinate resources and services for students within the school.
• assist with access to additional resources and services in the district or the community as needed (i.e., referral for occupational therapy services).

Parents are to be notified if their child has been referred by the classroom teacher to the school-based team.

Accessing Support for Students Through the School Based Team
If a teacher's assessment data shows a student is not responding to the universal supports and classroom instruction, the teacher begins the process of investigation and collaboration with the student's parent/guardian and school support staff to better understand the student's learning needs and how to plan for student success.

Stage 1:  Collaborative Problem Solving ~ Student, Parent and Classroom Teacher
At this stage, the classroom teacher:

• reviews the student's history by viewing the students file and previous report card, (now referred to as "written learning  update. )
• considers the student's individual strengths and needs whether academic achievement and/or social/emotional development.
• collects and shares data with the parent/guardian.
• conferences with the student and parent/guardian to share observations and ask questions. Inquires about vision, hearing and/or medical screening).
• introduces variations in instructional approaches such as
• • breaking assignments into manageable chunks
  • front loading expectations and providing a visual schedule
  • allowing extra time for completion of tests or assignments
• develops an informal plan with the student and parents to address student's needs. 
• implements various inclusive, strength-based strategies to support growth areas.
• reflects upon success of interventions, reviews the impact of these supports and adjusts as needed.

If challenges persist, then Stage 2 interventions may be required. The teacher will consult with the school support staff such as the social emotional teacher, school counsellor, learning assistant teacher, etc.

Stage 2:  Collaborative Planning for Students Through Teacher Consultation and Collaboration
In efforts to better understand the learning needs of the student, the classroom teacher will then collaborate with support staff within the school.  For example, the teacher might collaborate with the student's previous teacher for input, or request the counsellor conduct a classroom observation. At this stage, the classroom teacher may collaborate with the:

• • Learning Assistant Teacher
  • Resource Teacher
  • Inclusion Teacher
  • School Counsellor
  • Administrator
  • Indigenous Advocates
  • Social Emotional Teacher or Behaviour Intervention Teacher, etc.

With insight from these school staff, the teacher and parent/guardian continue to strengthen the learning plan established in stage 1.  If challenges persist, then Stage 3 interventions may be required. The teacher will refer the student for discussion at a school-based team meeting.

Stage 3: Collaboration with the school-based team to plan for student supports.

​In this stage, the classroom teacher will complete a referral to access problem solving support from the school-based team.  Teachers will ensure parents or guardians have been informed that a referral to the school team has been made. 

The school-based Team will:

• invite staff from Inclusive Education to attend the collaborative problem-solving discussion.  Referrals will be based on the needs of the student. 
• work collaboratively with the teacher to determine if the presenting concern is specific to curriculum, classroom context, learning difficulties, social/emotional needs, etc.
• arrange for further assessment by school-based support staff. This may include informal observation, achievement testing, and in some cases, more formalized assessment by the school psychologist.
• collaborate with parents to strengthen home/school relationships and use of shared strategies.
• provide specialist consultation/in service on classroom adaptations.
• initiate appropriate referral to community agencies for further social emotional or mental health support.
• plan for and coordinate specialist services for the student.

BC Ministry of Education and Child Care, Special Education Designations

School districts may apply for supplemental funding to support students with more significant needs (Level 3 interventions).  Within each category of 'special need', the Ministry of Education and Child Care has specific criteria that must be met.  The school-based team and Inclusive Education staff work together with parents to gather the required documentation needed to request a special education designation.  

According to the BC Ministry of Education,

"Students with special needs have disability of an intellectual, physical, sensory, emotional, or behavioural nature, or have a learning disability or have exceptional gifts or talents as defined in the Manual of Policies, Procedures, and Guidelines, Section E."
​Special Education Services, A Manual of Policies, Procedures and Guidelines, p. 1.

The purpose of a "special needs" ministry designation is not to label a student, but rather to ensure that additional resources and support arrangements are made available to meet the student's needs. The specific requirements are outlined in Special Education Services: Category Checklists -2010 and can be found on the Ministry of Education website in the Special Education Services Manual. Please refer to these Ministry resources for specific descriptions of each category as well as examples of diagnoses:

• BC Ministry of Education Special Education Services Category Checklists
• BC Ministry of Education Inclusive education resources
  

Students with a significant level of additional need and who require Level 3 supports, are assessed, and receive a ministry designation based on the following BC Ministry of Education, Special Needs categories:​

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These categories allow districts to apply for supplemental funding to support the students in accessing the curriculum.   

Categories A, B, C, D, E, F, G and H are commonly referred to as "low incidence" categories because there is a relatively "low incidence" of students in these categories. Categories K, P, Q and R are referred to as "high Incidence" categories. It is important to recognize that a medical or educational diagnosis, does not in itself, determine the designation.

The funding provided by the Ministry is allocated to the school district, which is in turn, distributed to schools.   Central Okanagan Public Schools allocates these supplemental funds to schools based on students with "low incidence" ministry designations. This funding is to be used to provide specialized supplemental service to enable students with diverse learning needs to access educational programs. This may come in the form of specialized teachers, programs, resources and/or certified educational assistants. Ministry funding is not attached to specific students.

Supplemental Services
Specialized supplemental resources and services may include one or more of the following (depending on the level of student need and the Ministry Designation):

• Certified Educational Assistants (typically in the form of shared support)
• ARC workers and mental health clinicians
• Inclusive Education staff:
• • Teacher of the Visually Impaired
  • Teacher of the Deaf & Hard of Hearing
  • Occupational Therapist
  • Physical Therapist
  • Inclusion Teachers at the elementary school level
  • Social Emotional Teacher at the middle and high school
  • School Psychologist
  • Resource Teacher at the middle and high school
  • Speech, and Language Pathologist
  • District Social Emotional Teacher
  • Inclusive Education Consultant

Please follow the "IE Staff" top tab of this website for a detailed description of the services provided by these staff along with how to access their services. 

The programming offered through these supplemental services will vary depending on the educational needs of each student.  Some students may receive support within the classroom; others may receive some services outside the classroom in one-on-one or small group settings. Sometimes indirect service and resources are provided to the classroom teacher with no direct services to the student. The Competency Based Individual Education Plan (CBIEP) will outline the supports for the student.

Inclusive Education staff provide support based on referrals made to the school-based team. The student's strengths and level of individual need is always the focus of discussion when allocating supplemental services. Assessment of the student's strengths and needs helps determine what supports are necessary for each student with a ministry designation. The school-based team in collaboration with Inclusive Education staff, determine what supports are necessary for each student with a ministry designation. The goal is to support student learning while nurturing independence, social connections and self-determination.