Inclusive Support Programs

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.

ISP Supports

  • 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.