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- Attentional & Behavioural Concerns
- Academic Concerns
- Speech and Language Concerns
- Fine Motor, Gross Motor and Sensory Concerns
- Social-Emotional Concerns
Identification and assessment of student needs often begin at the teacher level, through direct observation. At this level, intervention is delivered in the form of adaptations and adjustments to the learning environment or subject matter. Teacher consultation regarding concerns and progress should occur with parents/guardians and the school team.
When further consultation is needed, the next step is a discussion with a school-based consultant. The consultant: Registered Psychologist (Reg Psych), Speech Language Pathologist (SLP), or Occupational Therapist (OT) is typically contacted through the school-based administrative team or the Educational Support Teacher. However, teachers are free to make contact directly.
A discussion with the consultant will yield either direct strategies to try in the classroom, a team-based meeting for further information and strategy creation, or standardized assessment through formal referral. Formal referrals cannot be made without initial discussion with the referring consultant.
Consultations and referrals are typically sought out in the following areas:
Attentional & Behavioural Concerns
Many students have attentional and/or behavioural difficulties that are due to factors such as interpersonal difficulties, sensory needs, changes with home life, social-emotional needs, etc.
The reasoning behind these difficulties are diverse and student dependent, as are the strategies that will aid in the students success.
To address the needs of these students and offer a wide array of strategies in a user friendly manner, the SRPSD Behavioural Protocol was created.
The Behavioural Protocol is divided into 3 tiers – whole class, student specific, and consultative (with school and division-wide staff - e.g. making referrals). Each tier has a tool box of strategies that are broken down into areas of difficulty (e.g. behavior management, social-emotional needs, attentional needs, etc.).
The Behavioural Protocol is for teachers to use with any student displaying behavioural or attentional difficulties. The Behavioural Protocol acts as a means to obtain resources and supports from school-based and division-wide staff.
Access, download and use the SRPSD Behavioural Protocol
**The protocol will guide you as to when to make contact with school-based staff and division-wide consultants.
Step 1:
Classroom teacher consults with school-based Educational Support Teacher to brainstorm strategies.
Step 2:
Visit the Curriculum website Link to “curriculum” page for subject specific learning tools and to access contact information for curriculum consultants.
Step 3:
Consult with your school-based Registered Psychologist, SSS Consultant. Formal referral will be decided at that point.
Step 1:
Classroom teacher consults with school-based Educational Support Teacher and brainstorm strategies.
Step 2:
Visit the Speech and Language website for further strategies and tools.
Step 3:
Consult with your school-based Speech and Language Pathologist. Formal referral will be decided at that point.
Fine Motor, Gross Motor and Sensory Concerns
Step 1:
Classroom teacher consults with school-based Educational Support Teacher and brainstorm strategies.
Step 2:
Consult with your Occupational Therapist, a formal referral will be decided at that point.
Step 1:
Classroom teacher consults with school based Educational Support Teacher and brainstorm strategies.
Step 2:
Consult with your school-based Social Worker and/or Registered Psychologist. Formal referral will be decided at that point.