What is ISP?
- District program under the umbrella of student services.
- Enrollment is flexible (full-time, part-time, check-in/out) depending upon student needs.
- ISP provides case management (reports, liaise with outside agencies and parents).
- ISP in collaboration with CRT & counsellors develops IEP/BIP (co-planning).
- ISP provides behavioural & Level B Assessment (assistance with Category R/H designations).
- ISP supports SBT and CRT support (differentiated instruction, classroom management, etc.).
- ISP members of the DART team.
Who will be supported by the ISP?
- Students requiring intensive supports beyond classroom interventions
- Category A through H/R
- Primarily targeting Tier 2 & 3 level interventions
- 6 hub schools (MVB, HPE, SBR, SMS, LWMS, ALF)
Tier I – Universal Level
- School-wide rules for all settings
- School-wide Positive Behaviour Instruction
- Community building
- Classroom instruction targeting affective and social dimensions of learning
- Mastery of SEL standards and competencies
Tier II – Targeted Level
- Individualized supports
- Support groups & skills instruction
- Behaviour Contracts & Behaviour Intervention Plans
- Restorative Discipline & Conflict Mediation
Tier III – Intensive level
- Individualized intensive supports
- Intensive specific skill interventions
- Functional Behaviour Assessment
- Outside agency & Family collaboration
- Supported Re-entry & transition
Goals of the ISP
- Provide sustainable Tier 3 level supports within the community school setting.
- Increased collaboration and support for staff/school (ISP teacher as lead resource). This leads to increased capacity within the district as a whole to support students.
- Provide a flexible continuum of supports/services.
- Provide support to a greater number of students (as compared to the traditional alternate off-site program).
- Each program currently has approximately 6-8 ‘ISP students’ on daily caseload with up to 13 more students in a supportive role (not including classroom supports). These numbers fluctuate given school and student dynamics.
- Intervention that promotes integration and inclusion of students with their peers.
- Maintain and build communication and collaboration with parents and outside agencies.
Referral to the ISP – short review
- ISP Teacher, LRT, Counsellor, and Principal meet with staff at the beginning of the year to share function, purpose, and process of the ISP within the school.
- Student is identified as requiring supports beyond tier 1 (classroom). Student is referred to SBT for tier 2 targeted support. Communication with parent is on an ongoing basis.
- File review, level B assessment, and in-class observations (LRT, Counsellor, ISP).
- Results confirm concerns and identifies recommendations regarding ISP placement.
- Referral to D.A.R.T.
- Issues considered: transportation, part-time attendance, peer composition, unique needs, safety concerns, current ISP capacity, goals of referral, etc.).
- Placement and approval in consultation with administration/ISP teachers.
- Funds were allocated to each program to support professional development and resources ($5000 for each program from surplus).
- CEA time has been provided as additional support to the ISP programs.
- 3 ISP team meetings this school year (planning on continuing with monthly or bi-monthly meetings).
- Consultation with Itinerant staff regarding self-regulation (equipment, resources, co-planning, etc.).
- Youth and Family Counsellor will be available to support some students/families in the ISP programs that are not currently accessing outside agency supports.