What happens at this stage?

Who is involved?

the parents, significant other professional begins to recognize that there is a problem/concern
  • general approaches are not sufficient for the child/youth, or
  • a developmental/learning need is brought to the professional's attention, or
  • screening procedures, if used, reveal a need

the professional realizes that specifically targeted action is necessary

the professional begins to learn more about the problem

the professional begins to record relevant information and observations about the child's/youth's need

 the child/youth
  • provides information on area of need where possible, through interviews and discussion

the professional

  • defines and clarifies the child's/ youth's need
  • makes relevant others aware of the area(s) of need

the parent/significant other

  • assists the professional to clarify the problem(s)

other service providers (eg, education, health, human resources and employment, justice personnel) as needed

  • provide relevant information
  • provide consultation to help clarify the area(s) of need



What happens at this step?

Who is involved?

the professional begins to target specific strategies to meet the child's/youth's need

the professional may enlist the support of his/her colleagues through a collaborative problem solving process*

the child/youth continues with his/her normal routine

further information on the child/youth and the plan for specific strategies is added to the professional's file

 

 the child/youth
  • provides feedback, where possible, on the strategies

the professional

  • systematically explores specific strategies
  • updates records on the child/youth
  • maintains contact with the parent and other relevant individuals

the parent

  • contributes relevant information
  • collaborates with and supports the professional's efforts

other service providers as needed

  • provide advice and consultation to help clarify the problem
  • brainstorm possible strategies
  • consult on possible adaptations

* see Teachers Helping Teachers Problem Solving Teams That Work, (1994), North York, ON: The Roeher Institute. The video and handbook are available on loan from the Department of Education Learning Resources Distribution Centre.

 


What happens at this step?

Who is involved?

the professional evaluates and monitors the success of the strategies

if the strategies are successful, then the process may terminate here

if the strategies are not immediately successful, the professional may decide to give them more time to work

if the strategies continue to be unhelpful, advance to the next step and refer to the support services planning team

 the professional
  • evaluates and monitors strategies
  • systematically tries new strategies from those brainstormed at the screening stage
  • continues to add to records as new information becomes available
  • maintains interaction with the parent and the child/youth (unless compelling reasons exist) regarding progress




 

What happens at this step?

Who is involved?

the professional
  • ensures all reasonable pre-referral efforts have been made
  • ensures record keeping on the child/

youth is as well developed as possible including information on the child's needs and on the strategies tried

  • completes referral form(s) - internal and external - depending on what's needed
  • communicates with program supervisors
 the professional
  • refers the child if the pre-referral activities have been completed without the desired results
  • discusses the referral procedure and ISSP process with the parents and ensures they are comfortable with the process, demonstrating understanding of their role

the parent

  • may be involved in initiating referral to the support services planning team

Individual Support Services (ISS) Manager

  • liaises with caregiver and/or personnel to initiate the support services planning team meeting

 



 

What happens at this step?

Who is involved?

the professional (if no ISS Manager exists) or the ISS Manager (if one exists) calls together relevant persons for the team meeting

the team elects a ISS Manager, (if one does not exist) who chairs future meetings, a secretary, who keeps minutes, and any other functions the team needs

the team uses a process to assist the recorder to document the child's/youth's strengths and needs based on the child's/youth's records, the contribution of other team members, and any new assessment information (the team may decide to refer for further assessment); service areas; goals

the team goes through a problem solving process to arrive at the final plan for the child/youth (ISSP)

responsibility areas are set

the date for the next review meeting is set

members sign the ISSP

 core members of the team are
  • the parent
  • the child (except for compelling reasons)
  • ISS Manager (if one is in place)



 

What happens at this stage?

Who is involved?

after the meeting, the details re "how" the goals will be accomplished and service areas addressed will be determined by the team members accepting the responsibility(s) the child
  • where possible, the child is involved in the development of a self-recording system for his/her own ISSP

each professional

  • further develops the strategies



 

What happens at this step?

Who is involved?

each member of the team carries out his/her responsibilities as outlined in the meeting minutes and ISSP

the ISS Manager ensures that members comply with their responsibility areas and that resources that have been assigned are acquired		 the child/youth
  • to the extent possible and with the necessary help, maintains his/her own daily program, recording tasks as completed, providing feedback to professionals/caregivers offering support services

members of the support services planning team

  • each one implements those areas for which he/she is responsible, keeping relevant records

 



 

What happens at this step?

Who is involved?

the ISS Manager calls the team together at the agreed upon review date

the team reviews the child's progress (the general outcomes that have been attained) and evaluates the success of the strategies contained in the ISSP

the list of child's strengths and needs is revised/refined if necessary

the team decides whether to

  • continue with the ISSP as written

or

  • add new goals (general outcomes) to the ISSP

or

  • revise the ISSP/change direction

or

  • discontinue the ISSP

informal meetings are held between individual members of the support services planning team as necessary between formal review meetings

 the original members of the support services planning team

members may be added or deleted at the ISS Manager's discretion

 

Next Page

Previous Page

Return to Table of Contents