Timelines

SSST Monthly Tasks

• Assess the CFR level of all new English as an Additional Language (EAL) students and provide to your school secretary by September 13 of each year for upload to the SDS no later than September 15.
• Update IIPs with teacher names, medical information, changes to performance, etc.
• Inform the teachers of students with IIPs and ROAs.
• During the first two weeks of school, the SSSTs should conduct an in class observation of all students with IIPs. Check in with the teachers to see how IIP students are transitioning. Be available for teachers who need help and EAs who need guidance.
• Go over program plans with teachers. Safety issues need to be a priority.
• Discuss psychology recommendations and put them in a file with eIIPs for each teacher. Ask them to read over and be ready to discuss concerns at a meeting.
• Meet with all teachers to discuss any unmet needs in their rooms or recommendations from assessments.
• Call parents to see how the year has begun for all eIIP students.
• Meetings should then be booked with parents, SSSTs, classroom teachers, and administration to discuss/revise goals, supports in place, and classroom adaptations for the upcoming year. IIPs are to be signed by parents at the meeting and filed in the student’s cume record. If a parent refuses to discuss or sign the IIP, please document and date the instance in the additional comments section on the IIP. Repeated attempts can be recorded in lieu of signature for auditing purposes. A hard copy of the updated IIP is to be sent to the Coordinator of Student Achievement & Supports.
• If the IIP changes, please identify the changes that have been made by submitting the student name, grade and ID number to the Coordinator of Student Achievement and Supports
• Provide a record of adaptations for any students who have a significantly altered program but do not require IIPs.
• Prepare timetables for EAs. You may try to have tentative schedules set before school starts so students that need coverage have it immediately on the first day.
• Develop your timetable and include time for consulting and team teaching.
• Develop “intervention/support” programs in conjunction with teachers. Move from least restrictive to most restrictive.
• By September 30^th, meet with the Coordinator of Student Achievement & Supports to review the student intensive support list at your school.
• Develop a school list of medical issues (allergies, diabetes) and emergency plans.
• Arrange for in-service on Epipen/Allerject auto injectors if needed. This can be arranged by calling the Coordinator of Student Achievement & Supports.

• New students, or students with newly identified supports, should have an IIP completed and submitted by October 15^th. Principals, teachers, SSSTs, and parents must sign the IIP.
• Finish IIP parent meetings.
• Assess the CFR level of all new English as an Additional Language (EAL) students and send the data to the Coordinator of Student Achievement & Supports.
• Review of the speech & language screening (K-3) and phonological awareness screening (Grade 1) with the Speech & Language Pathologist, classroom teacher, student support services teacher, and administrator. The instructional coach attends the Grade 1 phonological awareness data meeting.

• Updates on performance MUST be entered into the SDS by the SSST BEFORE progress reports go home.
• Printed copy of IIP, Progress Report, with comments, is to be reviewed by the classroom teacher, with parents, at interviews. Any concerns need to be documented under Additional Comments on the SDS. Please make your principal and Coordinator of Student Achievement & Supports aware of any significant concerns.
• Consult with teachers after parent/teacher interviews and identify any students who may require additional support.
• Assess the CFR level of all new English as an Additional Language (EAL) students and send the data to the Coordinator of Student Achievement & Supports.

• Review and discuss with teachers any grade eight students who may be struggling. Discuss the concerns with the division team to determine if referrals should be made to the psychologist in preparation for high school transitioning.
• Check to ensure Alternative Education students graduating have correct courses.
• Identify students who may need a psycho-educational assessment for placement into grade 10 modified.
• Assess the CFR level of all new English as an Additional Language (EAL) students and send the data to the Coordinator of Student Achievement & Supports.

• Formally identify students in grade 9 who may be moving into a modified (11) program in the fall.
• Communicate with school administrator of the potential enrolment in core modified classes.
• Review secondary students who need adaptations for finals.
• Assess the CFR level of all new English as an Additional Language (EAL) students and send the data to the Coordinator of Student Achievement & Supports.
• Review of the speech & language screening (K-3) and phonological awareness screening (Grade 1) with the Speech & Language Pathologist, classroom teacher, student support services teacher, and administrator. The instructional coach attends the Grade 1 phonological awareness data meeting.

• Updates on performance MUST be entered into the SDS by the SSST BEFORE progress reports go home.
• Printed copy of IIP, Progress Report, with comments, is to be reviewed by the classroom teacher, with parents, at interviews. Any concerns need to be documented under Additional Comments on the SDS. Please make your principal and Coordinator of Student Achievement & Supports aware of any significant concerns.
• Consult with teachers after parent/teacher interviews and identify any students who may require additional support.
• Facilitate transition planning meetings for new kindergarten students with intensive support needs as per the MOVING ON UP document.
• Assess the CFR level of all new English as an Additional Language (EAL) students and send the data to the Coordinator of Student Achievement & Supports.

• Final evaluation of the IIP is to be entered by the teacher and SSST. This evaluation is to be reviewed with the parents. The review meeting should include a discussion of next year’s goals.
• Once all of your student IIPs have been evaluated, please print and place one copy in the student’s cumulative records folder and send the ID number to the Coordinator of Student Achievement & Supports by e-mail. A hard copy does not need to be submitted to the board office until September.
• Support high school transitioning.
• IIP for the next school year are to be written on the Ministry of Learning SDS.
• Assess ALL “EAL” students and submit the ID number, name, grade (next year), and CFR level to the Coordinator of Student Achievement & Support.
• Review of the speech & language screening (K-3) and phonological awareness screening (Grade 1) with the Speech & Language Pathologist, classroom teacher, student support services teacher, and administrator.