Appropriate Educational Programming - Page 2

4.1.9 For students with exceptional learning needs, a transition to school plan shall be implemented in a timely manner and according to the interdepartmental transition protocols:

a) Guidelines for Early Childhood Transition to School for Children with Special Needs

b) Guidelines for School Registration for Students in Care of Child Welfare Agencies

c) Interdepartmental Protocol Agreement for Children / Adolescents with Severe to Profound Emotional / Behavioural Disorders

d) Manitoba Transition Planning Process Support Guidelines for Students with Special Needs Reaching Age 16

e) Unified Referral and Intake System (URIS)

4.2 Early Identification Procedures

4.2.1 Schools shall inform parents of the Kindergarten Screening Process.

4.2.2 In the Kindergarten Screening Process, clinicians will identify students requiring a referral for specialized assessment.

4.2.3 To identify students with exceptional learning needs and in accordance with Provincial Guidelines for Early Childhood Transition, the school shall hold meetings with parents prior to students entering Kindergarten. Such meetings shall involve relevant school, divisional and outside agencies personnel.

4.2.4 Information required for planning and implementing a student’s educational programming upon school entry may be gathered, as appropriate, from transition protocols identified in Section 4.1.9 above.

4.2.5 Information shall be gathered from parents / guardians, teachers and, as deemed appropriate, from clinicians, outside agencies, previous schools, and pre-school service providers.

4.2.6 Early identification of learning needs in Kindergarten to Grade 4 may include consideration of the following:

a) general observation and assessment by the classroom teacher

b) Kindergarten screening by a speech-language pathologist

c) results of the Early Development Instrument (EDI)

d) annual vision and hearing screening results

e) results of early literacy programs,

f) results of early numeracy programs

g) results of provincial assessments in literacy and mathematics, such as the annual Grade 3 Assessment.

4.3 Assessment for Specialized Programming Procedures

4.3.1 After implementing differentiated instruction and adaptations, the classroom teacher may, in consultation with the resource teacher, identify students who require specialized assessment.

4.3.2 If a student is having difficulty meeting the expected learning outcomes with adaptations and differentiated instruction in place, the teacher shall, through the principal, refer the student to the school resource department for an in-school team assessment.

4.3.3. Documentation by the teacher of implemented differentiated instruction for the class and adaptations for the student shall accompany the request for an in-school assessment.

4.3.4 The principal shall ensure that the student is assessed as soon as reasonably practical.

4.3.5 The principal shall ensure that the parent / guardian of the student is informed of the need for an in-school team assessment.

4.3.6 The in-school assessment by the resource department may include both informal and formal assessments.

4.3.7 After completion of the assessment, the resource teacher, classroom teacher, student (where applicable), parent / guardian and other school personnel / professionals will meet to discuss the results and recommendations. The referral, report and meeting with the parents will take place in a timely manner.

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