How can I best advocate for my child?
Burnaby recognizes parents as partners in educating students. Parents are a child’s first teacher and continued involvement in their education increases the chance of success in the school system. Start by developing positive relationships with the school staff and your child’s teacher. Ask questions and be informed. Participate in the planning processes with the school team e.g. the Individual Education Plan process. Work with your child’s teacher to develop the best way to maintain open and regular communication. If you have concerns speak first with the classroom teacher and the school team to address those concerns and work toward solutions. The document Supporting Meaningful Consultation with Parents provides useful information to support problem solving and open communication.
I am concerned about my child’s learning. How can I support the school in understanding my child and addressing my concerns?
The classroom teacher has primary responsibility for your child’s education. When assessment information indicates a student is struggling such that he or she may require support beyond typical accommodations in the classroom, the teacher can begin the following pre-referral process.
Pre-referral Process
There are three phases of the pre-referral process. In the first phase the classroom teacher initiates in-depth, systematic classroom observation and evaluation of the student. The teacher should consult with the parent and, when appropriate, the student regarding concerns and progress. In the second phase, consultation takes place with school based learning support personnel. In the third phase, the classroom teacher and/or learning support teachers can make a referral to the School Based Team (SBT) for further assistance. The SBT determines if additional support is required and if so makes referrals to personnel from Learning Support Services (e.g., speech-language Pathologists, school psychologists…) or Community Agencies. In Burnaby, we honour the vital role parents play in the education of their children and consider it best practice to include them as partners when planning their child’s educational program. It is, therefore, an expectation that the parent be informed of each step of the pre-referral and referral process.
What is School Based Team?
School Based Team is comprised of a small group of regularly attending members which usually includes the principal, learning support teacher, counsellor and a classroom teacher. This group meets to support classroom teachers in meeting the needs of students with special needs. When a teacher has a concern the team meets to collaboratively problem solve and develop an action plan. The team may provide consultation on instructional or classroom management strategies, planning and coordination of services for a student, or access to additional school, district, community or regional agencies.
What is the designation process and who is involved?
When the school receives assessment information from the family that indicates a child has a medical diagnosis the assessment information is reviewed by the school team and the school psychologist to determine if the child meets Ministry of Education Criteria for a specific designation. If a student meets Ministry or Education Criteria for a specific designation the parent is informed and the student is entered into the District’s 1701 report to the Ministry of Education.
What is the difference between a diagnosis and a Ministry of Education designation?
A diagnosis is made by a trained medical specialist and provides a clear description of a student’s exceptionality. A student is given a designation when assessment information meets Ministry of Education (MOE) criteria for a specific special needs designation. A diagnosis does not in itself determine that a student meets criteria for a Ministry of Education designation for special needs.
My child has a Ministry of Education designation. How much supplementary funding does the District receive?
Please see the Ministry of Education Web Site for details about supplementary funding and specific dollar amounts provided for each level of need.
How does the District use the extra funds generated for children with special needs?
The Ministry of Education recognizes that, in order to provide an inclusive education system in which students with special needs are fully participating members of a community of learners, additional support may be required to enable them to meet their educational and social needs. The funding the district receives for students with special needs is used to provide a variety of services which include:
- School based learning support teachers
- Speech and Language Pathologists
- Teachers for students with Hearing Impairments
- Teachers for students with vision impairments
- Teachers for Out of School Support
- District Learning Support teachers
- Specialized equipment e.g. lifts, plinths, fm equipment
- Braillist position and associated equipment
- Orientation and Mobility for students with Vision Impairments
- Nursing staff
- Occupational Therapist services
- Physio-therapist services
- School Psychologist
- Educational Assistants
- Specialized learning materials
- Assessments
My child has difficulties learning, or has special needs; will he/she get EA time?
A diagnosis does not mean the appropriate support to enable the child to be successful will be an educational assistant. Burnaby’s goal is to support students with special needs in belonging and learning independently, in a regular class with age-appropriate peers, whenever possible and appropriate. Support for promoting independence in social and academic success is a priority and may include, as appropriate:
- School based Learning Support Teachers
- Speech and Language Pathologists
- Teachers for students with hearing impairments
- Teachers for students with vision impairments
- Teachers for Out of School Support
- District Learning Support teachers
- Specialized equipment e.g. lifts, plinths, fm equipment
- Braillist position and associated equipment
- Orientation and Mobility for students with vision impairments
- Nursing staff
- Occupational Therapists
- Physio-therapist
- School Psychologist
- Educational Assistants
- Specialized learning materials
How are Educational Assistants assigned to children?
During the annual spring staffing process District Staff meet with school teams to determine staffing needs. The district then provides Educational Assistant staffing to each school, not to individual students. The administrator, along with the assistance of the school based team then decides the best scheduling of EA’s to optimize learning needs for each student. Please see Process for Assignment of Education Assistants for details.
Why doesn’t my child get a full time EA?
Administrators, school teams and classroom teachers work collaboratively to determine scheduling of Educational Assistant time, and the supports that they provide. When allocating support to students, the priority is to have the students be as independent as possible. The article “Be Careful What You Wish For” discusses the pros and cons of having an EA with a child for every minute of the school day. Burnaby provides a wide range of supports for students to help them develop independent skills and to facilitate their learning. The Educational Assistant is one element of that support system. Other supports may include, as appropriate:
- School based Learning Support Teachers
- Speech and Language Pathologists
- Itinerant Teachers for students with hearing impairments
- Itinerant Teachers for students with vision impairments
- Teachers for Out of School Support
- District Learning Support teachers
- Specialized equipment e.g. lifts, plinths, fm equipment
- Braillist position and associated equipment
- Orientation and Mobility for students with vision impairments
- Nursing staff
- Occupational Therapists
- Physio-therapist
- School Psychologist
- Educational Assistants
Can my home consultant or therapist help write the IEP?
Often a parent wants to include a member of the community, an advocate or a therapist on the home team in the Individual Education Plan process. Burnaby recognizes parents as partners in educating students and welcomes members of the home and community support team to IEP meetings. The IEP process is a collaborative one and as such information from a variety of sources helps to ensure the school best understands how your child learns. While it is the role and responsibility of your child’s case manager to write and finalize his or her IEP, information from the home team or community members who support your child is valuable and welcome. Please see Parent’s Guide to Individual Education Planning for further information regarding the IEP process.
Can the Behavioural Consultant or Behavioural Interventionist from my home team do an observation of my child in his or her classroom?
Burnaby School District welcomes members of the home team to the school. Please see: School Visits and/or Observations by Members of the Home Team or Private Therapists for guidelines with respect to school and/or home observations.
Can the Behavioural Consultant on my home team train the Educational Assistant who works with my child?
Burnaby School District hires Educational Assistants who have the training and skills to meet our job requirements. The Burnaby school district and the CUPE union offer regular in-service training for Educational Assistants.
If you and the members of your home team have specific strategies and information that will support the goals of the IEP, these can be shared at IEP review meetings or by requesting a team meeting to review your child’s IEP.