GOVERNMENT OF
NEWFOUNDLAND AND LABRADOR

A child/youth qualifies for services via Teacher Staffing Policy 10.1 (G) if s/he meets the following six criteria:

1. The child/youth demonstrates four (4) or more of the following six characteristics :

(i) severe or pervasive impairment in several areas of development, in reciprocal social interaction skills and/or communication skills,
(ii) stereotyped behaviour and/or interests,
(iii) manifested in the first years of life,
(iv) prenatal and /or postnatal growth restriction,
(v) central nervous system involvement, such as neurological abnormalities,developmental delays, behavioural dysfunction, learning disabilities or other intellectual impairments,
(vi) skull and brain malformations and characteristics,

OR s/he has sustained a traumatic brain injury and is experiencing severe problems in two or more of the following areas: metacognition, social/emotional, sensorimotor, communication/language areas.

2. A comprehensive assessment demonstrates the presence of a Pervasive Development Disorder as defined by the DSM IV¹ or Fetal Alcohol Syndrome or Traumatic Brain Injury

AND

has ruled out other primary causes for the disability such as a visual impairment, hearing impairment, learning disability, emotional / behavioural disorder, physical disability, cognitive disability, environmental deprivation, cultural or economic disadvantage or speech disorder.

3. Documentation of services offered in Pathways 1, 2 and/or 3 demonstrate that interventions have been unsuccessful in meeting the  child’s/youth’s needs and  Pathway 4 interventions must be added.

4.The student is enrolled in four or more alternate courses in the high school/ alternate programs in K- 9. Each course should require at least 60 minutes teaching per week. These alternate courses could be in any of the following areas: academics, social skills, communication, problem solving/reasoning, metacognition, social rules, abstract concepts, self help skills, functional life skills, organization strategies. Alternate course descriptions are included with the ISSP. If the course is registered for credit it must be at least 55 hours in length for one credit and 110 hours for two credits.

5.The student is receiving direct instruction to transfer skills learned in alternate courses to other environments.

6.The educational component of the ISSP, as signed by the team, indicates:

• goals and objectives/outcomes for modified courses;
• required alternate courses;
• specific strategies which the child/youth must learn to accommodate his/her disorder;
• supports required by the child/youth to enable learning;
  • alternate instructional and /or evaluation strategies
  • needed structures and routines
  • needed structures and routines
  • transitional supports
  • cues and memory strategies
  • concrete demonstration of abstract concepts
• how and where (include the child’s/youth’s schedule) these intense interventions will be provided.

3.     I/We certify that comprehensive assessment verifies this student is able to access and achieve the outcomes of the Prescribed Provincial Curriculum and to meet graduation requirements.                                                                                                                               Yes____ No____

4.     I/We certify this student has received direct instruction in areas relevant to his/her excepionality for a minimum of one year from the  non-categorical special education teacher .                                                                                                                                           Yes ___ No____

Note: Persons signing this section must be certified to administer relevant assessment instruments.
Signature:______________________________ Position:_____________________________

Signature:______________________________ Position:_____________________________

Signature:______________________________ Position:_____________________________

                                            _______________________________ ____________________________________

We, the undersigned have been involved in the assessment and individual support services

planning process for ___________________________________ and verify the accuracy of the
                                                               (Child’s Name)

information provided in this documentation for support under Teacher Staffing Policy 10.1 (F)

Severe Learning Disability.

_____ We understand this service is provided to supplement the services of the non-categorical special education teacher.

_____ We understand this service will not remain in effect throughout the student’s school career, and planning for transition from this support to support from the non-categorical special education teacher will form part of the student’s program.

_____ We confirm this student is able to access the prescribed curriculum.

_____ We understand this is only an application.

___________________________ ______________________________
Date                                         Teacher

___________________________ ______________________________
Parent                                         Principal

___________________________ ______________________________
Student                                         Guidance Counsellor/ Psychologist

___________________________ ______________________________
Other                                              Other

___________________________ ______________________________
Other                                              Other

PRINCIPAL’S LETTER

Comments:

Date:____________________________________

DISTRICT OFFICE CONFIRMATION OF PROCEDURES

The documentation, including the required forms and the ISSP, has been reviewed. Services that have been provided through existing resources have been deemed insufficient to meet this student’s needs and therefore we concur with the request of the ISSP team for this categorical teacher allocation.

_______________________________________
Program Specialist for Student Support Services