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General
Information/The Summary Form
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Record of Interventions/Pre-Referral Form
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Pathway 2
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Pathway 3
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Pathway 4
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Pathway 5
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1. Why do we have new forms? After the implementation of the Pathways to Programming and Graduation, teachers expressed concern about the forms presented. In the fall of 1999 a working group composed of NLTA, Department of Education and school district personnel reviewed the forms and recommended simpler, more compact methods of recording each student’s program reducing the paperwork formerly required. These forms are the result. 2. What about the old forms? Can we keep using them? No. Destroy the old forms. You can identify the new forms by looking at the bottom of each page. On the left is the name of the form or the Pathway for which it is used. On the right is the date, August 2000. These are the only forms to be used beginning September 2000. 3. My school has developed a set of forms, are they okay to use? Although the original purpose of the forms in the Pathways to Programming and Graduation was a guideline for teacher and school use, these revised forms are the only acceptable forms after September 2000. 4. What about the students whose forms and ISSPs (Individual Support Services Plans) we have completed? You are not expected to redo any forms or ISSPs you have completed to date. However, when those ISSPs are updated as part of the natural review process or you are planning for new students, the revised forms are to be used. 5. When do I use the Pathway Summary form? This form is the cover sheet used with all of the Pathways forms. Any completed form or group of forms will be attached to this sheet. 6. I had a full review of the student’s ISSP and Pathway supports last spring. Do I rewrite all of this for the fall meeting? In the fall, you are reviewing the plan already developed by the team the previous year. This meeting should be a short review of what has flowed from the existing plan. After the first meeting and the development of the initial ISSP, you have review meetings only. Don’t make more work by revamping the existing plan. Your Pathways document, the educational component of the ISSP, can be changed as the student progresses through the system, but major rewrites should not be necessary. 7. What Pathway does the Bridges, Reading Recovery and other intervention programs fit under? These are district funded and offered resources that are not provincially prescribed programs and therefore are not part of the provincially prescribed curriculum. As a result, they fall outside the realm of any Pathway. 8. What type of certificate can be given to students who do not follow Pathway 1? Before Grade 12, certificates are a school/district practice, not a provincial one. At the end of high school, students with 36 credits which fulfill the graduation requirements will receive a general diploma. This diploma would be honours, academic or general depending upon the courses taken and the average achieve. If a student is unable to achieve 36 credits but achieved the outcome of his/her ISSP, a high school achievement certificate may be attained upon application to the Department of Education. |
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1. Who fills out the strengths and needs on the Record of Interventions/Pre-referral form? The teacher working with the student fills out the strengths and needs as he/she finds them in the area where the student is experiencing difficulty. 2. With the old form, I included all the interventions on the check sheet. With this form, can I attach the list of interventions to the form? No. The suggested intervention strategies listed are suggestions only. With the revised form you are not expected to complete any lists. If you find a student is experiencing difficulty, these are a few of the options available that might enable a student to succeed. You might review these as a starting point, but any intervention strategies you use are acceptable. 3. Why should I list interventions that failed? One problem that can occur when a student moves to a new teacher or a new school is the recurrence of the same difficulties previously experienced. It is helpful to the next teacher to see both what strategies were tried and failed and what strategies were tried and worked. This saves teacher time and helps find the best intervention for the student in a shorter time. 4. How long should a student be on the Record of Interventions/Pre-referral form before he/she is put on Pathway 2? Is it still 16 weeks? If the student succeeds with an intervention similar to those suggested (e.g. providing clear, visually uncluttered handouts; providing a calculator; using task cards for directions; using a student planner and so forth) the student remains on Pathway 1. A minor intervention, regardless of the length of time it is needed by the student, does not require a change to Pathway 2 supports. This is a change from the previous information that interventions lasting beyond 16 weeks required documentation for Pathway 2 supports. 5. If I fill out the Record of Interventions/Pre-referral form, is the student on Pathway 1 or 2? The student is on Pathway 1. If the student requires no accommodation or adaptation other than a change in general strategy or intervention, the student remains on Pathway 1 for this specific area. Or, if you are just "trying out" a student specific intervention before referring the student, this is still Pathway 1. 6. Do I have to have a meeting with the parent to sign this form? No. Ideally, every teacher meets with the parents of a student during the parent-teacher interview process. However, this does not always occur or you may begin trying interventions following the parent/teacher interview. The parent must be informed of these pre-referral interventions through some type of parent-teacher interaction (e.g. phone calls, notes sent home, etc.). If a signature is not obtained, note that fact on the form. Parents must be kept informed throughout the process. 7. What do I do with the Record of Interventions/Pre-referral form? This form is placed in the student’s cumulative record. In this way, the information will be accessible for reference or for future teachers. You probably will keep a copy in your plan book for use by substitute teachers or for your future reference and comments. 8. What is meant by "best teaching" practices? "Best teaching" practices are those strategies which allow the greatest number of students to learn within the classroom. These would include: teacher knowledge of the provincial curriculum guides; adapting and accommodating to student learning styles; applying good currently modern practices; creating a classroom in which a variety of processes and strategies are used; noticing a student who is not successful and exploring ways of supporting that student; and recognizing what may be needed for one student is likely to be beneficial for many students. "Best teaching" practices are those we see used by effective teachers. |
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1. When and for what kinds of interventions do I give Pathway 2 supports? Pathway 2 supports are for those students who require long-term, on-going, student-specific interventions or supports. These students are able to follow the prescribed curriculum but require accommodations and/or adaptations in order to meet the prescribed curriculum outcomes. Examples of Pathway 2 supports are included in the revised forms package. 2. Can I give Pathway 2 supports for children without identified exceptionalities? Absolutely. Any child who requires long-term, on-going interventions may be given Pathway 2 supports. Prior to receiving these supports you would want to ensure you have explored pre-referral interventions to be sure more intense interventions are needed. The advantage of the Pathways support system is that children needing minor accommodations but not having an identified exceptionality will be able to receive the supports needed to meet the prescribed curriculum outcomes. 3. Does a student needing Pathway 2 supports require a comprehensive assessment? If a student needs Pathway 2 supports, the reason for providing those supports should be based on assessment. Students with identified exceptionalities generally have had a comprehensive assessment, which may or may not include a psycho-educational test that identifies the exceptionality and supports required. Students who do not have an identified exceptionality but still require Pathway 2 supports should also have a comprehensive assessment. The depth of the assessment is determined by the needs of the student and the decision of the team. 4. Can I mark the supports on the examples sheets and attach them to the cover sheet? No. The examples sheets are just that, examples. The variety of supports possible is too vast to include all possibilities, therefore these example sheets might be too limiting for teachers. All that is required is to write the supports provided on the first page of the Pathway 2 Record of Supports. If you require more space for the list of supports, you may write on the back of the page. 5. What forms do I fill out for Pathways 2 supports? Fill out the Pathway 2 Record of Supports and the Consent Form Accommodations/Adaptations K-Level III. These are attached to the Pathways Summary. 6. Where do these forms fit in the ISSP? For many students these forms comprise the total educational component of the ISSP. Because students requiring Pathway 2 supports do require an ISSP, the final supports received should be discussed at the ISSP team meeting. Pathway 2 supports may be all that is required for the ISSP for some students. 7. Do I have to meet with the parents for Pathways 2 supports? Yes, you will meet with the parents as part of the ISSP team. You do not have to meet with them again to determine the Pathways 2 supports. You may send the form home to the parent for a signature. 8. If the parent signs the ISSP, do I need to have him/her sign the Consent Form? Yes. The Pathway 2 Consent Form may be the only educational component of the ISSP. Even though the parent has signed one form (the ISSP) it is recommended the Pathway 2 Consent Form be signed as well either at the ISSP meeting or afterward. |
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1. Can any student do a modified course? Yes, however the student must have a comprehensive assessment before a decision is made to modify a course/subject. Every effort must be made to determine why the student is not successful in achieving the outcomes of the prescribed curriculum. 2. Does a student have to have cognitive delays to receive Pathway 3 programming? No. Although most students should be able to achieve the outcomes of the prescribed curriculum, some students, even with Pathway 2 supports, are still unable to do so regardless of cognitive ability. If this occurs the ISSP team should be fully informed of the significance of course modifications and the consequences of that choice. Regardless of cognitive ability, some students may need modifications in their courses. An example would be a student with an identified learning disability which affects spatial relations who might need modifications in a geometry course. 3. Where can I get the course outcomes to modify? Each school has received on disk some of the sets of course outcomes in a template for modification. These may be accessed for modification. It is recommended the forms be printed rather than modified on the screen. This way no form can be lost by being accidentally saved with a student’s modifications. 4. Do I have to use the "R," "C," or "D" on the form or can I just cut out what I do not use and print out that course? You may mark the form in whatever way works for you while following the policy for course modification required by your school and/or school district. The "R," "C," or "D" format provides one easy way of identifying course modifications. However, you may not cut out what you do not include in the course. The course outcomes must be available in their entirety so parents also receive a copy of the entire set of course outcomes with the modifications marked. This way they can see how the modified course relates to the prescribed course. 5. What about the old outcomes we have been using? Can we still use them? Curriculum Guides are the source documents for outcomes. Therefore the outcomes identified in those documents are the ones that should be used. In guides that have not yet undergone revision through APEF, the course objectives would be considered the general course outcomes. Be sure you use the course not the learner outcomes for courses you modify. 6. Should I be modifying as I go? Absolutely not. The ISSP manager and the parents will be expecting a copy of the modified course description by the date agreed to at the ISSP meeting. Most teachers have found it less stressful to use a complete course description than to constantly have to revisit a work in progress. You can’t drive across country without a map nor can you teach a modified course without a plan. If the student can achieve more than you planned, you can add outcomes but it is difficult to evaluate a course in retrospect or plan changes on the spur of the moment. 7. I am trying to decide whether to modify a course for one of my students. How can I decide if a modified course is needed? The ISSP team should answer the question, "Can the student get at least 50% in the course without modifications?" If so, modifications may not be needed. When you review the course outcomes for a student whose need you question, mark all those the student can achieve. Remember, the accommodations the student is currently receiving or could receive can be considered in this review. If a passing mark is possible, do not modify that course. Remember, course modification is a significant step and the final decision rests with the team. 8. When should I modify courses for students in Criteria D, E, F and G? This would be a decision of the ISSP team. Although each student should be evaluated individually, students under Criteria D, E, F and G should be on the prescribed curriculum. They should not be receiving all modified courses. Any modifications these students receive should be developed to enable them to return to the prescribed curriculum. Students in Criteria D, E, F and G who have received a number of enabling courses and Pathway 2 supports, but still need all courses modified should be transitioned back to non-categorical supports. 9. Where do students who are exceptionally able fit into modified courses? Students who are exceptionally able should have a comprehensive assessment to determine the appropriateness of modified courses. This may be a school-based or district-based assessment. Enrichment activities should not be considered modifications to the course where one or a number of students are making use of the activities, unless the outcomes of a course have been extended in an upward direction. A particularly unique student might need extensive enrichment activities. In this case, specific modifications may be necessary, however this is not the rule but the very rare exception and, again, would be a decision of that student’s ISSP team. 10. Can I just send the cover sheet and consent form to the parent for signing? No. The parent must also receive a copy of the course outcomes and modifications the student is receiving. 11. Do I have to have a meeting with the parent? The student who receives a modified course must have an ISSP. At this meeting the team would determine what course or courses would need modifications. The parent, as part of the ISSP team, would need to give approval for the modifications to be made. The course modifications would not be made at the team meeting but would be made by those familiar with both the nature of the course and the needs of the student. The entire course outline and modifications could be sent home to the parent with the consent form for signing, but another meeting is not necessary. 12. What forms do I need for a modified course? For each modified course you would need Pathway 3 Modified Course/Subject Description K-12 form, Description of Modified Course/Subject, a copy of the course outcomes with deletions, additions, or changes, and a signed consent form (either K-9 or senior high). All modified courses are attached to one Pathways Summary sheet. 13. Does the principal have to sign this form? Yes. The principal has final responsibility for all courses received by students in his or her school. Therefore, a principal’s signature is required for each modified course. In this way, the principal ensures the quality of the modified courses. 14. Does the form require a signature at the district office prior to registration of a high school student in a modified course? Yes, the assistant director of programs is responsible for all programming delivered in the school district including modified high school courses for credit. 15. What is the relation to modified courses and university entrance? Students with identified learning disabilities may need some modified courses but have honours level marks in courses not affected by the specific learning disability. These students may still apply for an exemption and be granted a high school academic diploma. At this time, there may be difficulties for these students having their modified courses accepted for university entrance requirements. Students may want to check into the requirements of the post-secondary institution of their choice to determine if modified courses affect admission. |
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1. Can any student do an alternate course? Yes, however the student must have a comprehensive assessment before a decision is made to develop an alternate course. Every effort must be made to determine why the student is not successful in achieving the outcomes of the prescribed curriculum. 2. How do I write an alternate course? Write an alternate course following the format listed as Components of an Alternate Course. You should ensure you have covered every major topic area listed as a component. You may find it helpful to check sample alternate courses that should be in a binder in your school or are available through your district’s program specialist for Student Support Services. 3. How is an alternate course different from a local course? An alternate course is student specific. For students in primary, elementary or junior high school, an alternate course may be developed as part of the ISSP process and approved within the school. For students in high school, an alternate course developed as part of the ISSP process may be approved at the school level and district level only. A local course is a course developed for a number of students in a school or school district at the high school level for credit toward graduation. A local course must follow the provincial local course policy. 4. How can a high school student receive credits toward graduation for an alternate course? In order for a high school student to receive credits toward graduation for an alternate course, that course must be approved at the school and district level prior to being registered at the Department of Education. A student may receive no more that a total of four (4) credits for alternate and/or local courses in high school. 5. What are the graduation implications for a student receiving alternate courses? A total of 36 credits are required for graduation from high school. Students may apply only 4 credits from alternate courses toward high school graduation. Furthermore, alternate courses in academic areas may not fulfill post-secondary entrance requirements. Therefore, great caution and consideration of the long term effects of providing students with academic alternate courses is necessary before the team decision for alternate courses is made. Courses that provide the student with the skills required to achieve in the academic courses may be a better long-term decision than the development of academic alternate courses. 6. What forms do I need for an alternate course? For each alternate course you need the Pathway 4 Alternate Course Description form, the alternate course description, the Consent Form for Alternate Course K-9 or the Consent Form for Senior High Alternate Course. Each alternate course description should be attached to the Pathways Summary sheet. 7. Do I need to meet with the parents to get the form signed? The student who receives an alternate course must have an ISSP. At the ISSP meeting the team would determine what course or courses would be developed as alternate courses. It is still advisable that the parent, as part of the ISSP team, would need to give approval for the courses developed. The courses would not be developed at the team meeting but would be developed by those familiar with both the nature of the course and the needs of the student. The alternate course could be sent home to the parent with the consent form for signing, but another meeting is not necessary. |
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1. What forms do I need for Pathway 5 alternate curriculum? For students receiving Pathway 5 alternate curriculum support, you need the Pathway 5 Alternate Curriculum form, the written alternate curriculum, the Consent Form Alternate Curriculum K-Level III and the Pathways Summary sheet. 2. I’m not sure how to go about writing an alternate curriculum. How do I start? You start by organizing or attending the ISSP team meeting. At that meeting you should learn what the team sees as the student’s strengths and needs, both general and academic. You take this information and look at where you can place the student’s needs within the eight domains. Your alternate curriculum will come out of this expansion. Traditionally, the teacher meets with the team and presents the student’s program plan for comment. Now, the alternate curriculum, the educational component of the ISSP, is developed after the ISSP team meeting with input from all team members. 3. I’ve been writing goals and objectives for my Criteria C students. I don’t see these listed in the new format. What do I do? Review your current goals and objectives and place those within the eight domains. Remember that when considering the student’s alternate curriculum, the ISSP team is the starting point. Once your traditional goals and objectives are grouped within the eight domains you and the team can review and revise the previous program. When you have determined the needs of the student in each domain with the team, you can build your goals into topic areas and your objectives into the strands. 4. Can I use my current programming forms for Pathway 5? If the format of your current forms addresses all of the eight domains (functional academic skills, functional communication skills, functional decision-making skills, functional living skills, social skills, sexuality, self concept/self esteem and non-scheduled time usage) in the same manner as the Components of an Alternate Curriculum, yes. However, if your current form is significantly different than the Components of an Alternate Curriculum, when you have the review ISSP meeting you should revise it to correspond to the Pathway 5 format. 5. On the Pathway 5 form, Components of an Alternate Curriculum, what do you mean by topics and strands in each domain? When writing the alternate curriculum, you will write the general topics in each domain you are going to cover with the student. To teach these topics you will develop a series of skills/activities for each topic. For example: in the functional living skills domain, you might have a topic of personal cleanliness. Within that topic, strands might include meal time skills, use of the washroom, and bathing. 6. What do you mean by outcomes? The outcomes are what you expect the student to be able to do both during the course of the program and at the end of the year. You should not have dozens of learning outcomes, but a few global ones. You might find assistance in the book Using our Strengths: Programming for Individual Needs, a Resource Book for Educators.
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