Form 420-1 (b)
NORTHERN LIGHTS SCHOOL DIVISION #113
Bag Service 6500
LA RONGE, SK
S0J 1L0
TEACHER REFLECTION REPORT – LITERACY NUMERACY FORMAL TEACHING EVALUATION
Date(s):
Teacher Observed:
Grade:
Subject (s):
Calendar Day(s):
Period (s):
Topic of Lesson (s):
RESPONSIBILITIES
A. ORGANIZATION
1. Provide collaborative support (coaching) to classroom teachers to help them implement literacy and numeracy instruction and assessment researchbased ‘best practice’.
2. Provide assistance/ guidance to teachers on keeping student records and entering class guided reading levels on the division’s literacy database,
maintenance of student guided reading records, grouping/ scheduling, achievement recognition.
3. Maintain school bookrooms, including inventory and reading assessment forms.
4. Have a formal meeting with the teachers and tutors of students designated at least once per week.
5. Keep administration informed through a formal meeting on a weekly basis of Special Needs Issues.
6. Maintain and/or gather from other school staff, contact logs which documents contacts with outside professionals and agencies for every student receiving
Intensive Support.
7. Coordinate the documentation of all interventions related to the SMART Goals in the Personal Program Plans, as done by staff members and Outside
Agencies.
8. Be in regular contact with parents/guardians and be the contact person for parents/guardians in matters relating to Special Needs
9. Ensure that there are adequate special needs materials and tests in the resource room. Only original protocols are used to assess students. Protocols are
ordered out of the school decentralized budget. All assessment materials are kept confidential.
10. The resource teacher should keep record of which students have a special needs file.
11. The special needs files of students are confidential and must be treated confidential. These files must be maintained in secure file cabinets, which must be
locked when not in use.
EVALUATION:
B. LITERACY
Tier 1
1. Co teach, coach, collaborate or support in classrooms where necessary to assist with differentiated instruction, guided reading, assessment or data entry.
2. Assist with administration the NLSD Emergent Literacy Assessment in grade 1.
Tier 2
3. In collaboration with classroom teachers ensure that students at frustration reading levels or the lowest reading levels receive intensive interventions
with fidelity. Record interventions on the Tier 2 Intervention Reading Record (Form 222-4).
4. Provide intensive interventions for students in grade 1 following Emergent Literacy Assessment.
5. Complete diagnostic assessments for individual students who make no progress in intensive intervention in literacy.
EVALUATION:
C. NUMERACY
Tier 1
1. Provide support for teachers in instruction, assessment or data entry.
Tier 2
2.Proved intensive intervention for students on the basis of collaboratively developed plans made by Professional Learning Communities following
common assessment. Record interventions on the Tier 2 Intensive Intervention numeracy Record (Form 222-3).
3. Complete diagnostic assessments for individual students who make no progress in intensive intervention in numeracy.
EVALUATION:
D. PLC’s and TAT
Professional Learning Community
1. Be involved if possible in the school PLC meetings to discuss and plan intervention.
Teacher Assistance Teams
2. Refer students to the teacher assistance team when students do not respond to intensive intervention and after diagnostic assessments as a pre referral
to Tier 3. Work collaboratively with the classroom teacher and Resource teacher.
EVALUATION:
September 2012
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E. ASSESSMENT
1. Assess students experiencing academic and school social, emotional, or behavioural problems referred by teachers after having received selective and
intensive interventions, and in order to provide Achievement Test results to Registered Psychologists.
2. Assess students who are experiencing academic, social or emotional problems and who are younger than 7 years and 11 months, using the PPVT-4, to
determine grounds for designation as intensive needs students by the Coordinator of Children’s Services.
EVALUATION:
F. REFERRALS AND PROGRAMMING
1. Prepare referrals for students that were identified for assessment by the Children’s Services unit, as determined by the TAT team.
2. Design a Learning Support Plan for students who have been recommended for Tier 3 Undesignated by the Coordinator of Children’s Services, with assistance
from the classroom teacher and Literacy / Numeracy Catalyst teacher.
3. Prepare Impact Assessments and Personal Program Plans for students who have been identified as Intensive Needs Students.
4. Monitor the progress of students who are receiving Intensive Support in the attainment of PPP and keep up-to-date records on their progress based on the
data from the Tracking and Monitoring System to provide continuity and direction for the classroom teachers and tutors.
5. Be the contact person and liaison between and support personnel such as Registered Psychologists, Speech-Language Pathologists Occupational
Therapists, Physiotherapists and Outside Agencies in the matters relating to Special Needs.
EVALUATION:
G. INTERVENTIONS, RECOMMENDATIONS AND SUPPORT
1. Receive the reports from specialists and ensure that the appropriate teachers and the parents/guardians aware of the recommendations and the implications.
2. Provide support to students designated for Intensive Support one-to-one frequently (at least 2 to 3 times per week) or occasionally (at least 1 time per week),
depending on the administrative workload as identified in the Priority Tasks.
3. Check-in with every student designated for Intensive Support daily and briefly meet with the tutor daily to determine if the student’s needs are being met.
4. Document Current Levels of Performance bi-weekly, with assistance from the tutor and classroom teacher. Fax the results and Meeting Minutes to the
Coordinator of Children’s Services bi-weekly.
5. Assist the classroom teacher with implementing the Learning Support Plan for Tier 3 undesignated students, after the priority tasks have been completed.
6. Assist with the development of short-term, small-group interventions for Tier 2 students.
7. Support the classroom teacher in use of differentiated instruction.
EVALUATION:
H. TRAINING AND PROFESSIONAL DEVELOPMENT
1. Resource teachers are responsible for the orientation, ongoing in-house training, monitoring, and coaching of tutors.
2. Knowledge of and proficiency in administrating the Woodcock Johnson III Test of Achievement, as measured by an annual review by the Coordinator of
Children’s Services or designate.
EVALUATION:
I. PRIORITY TASKS
Priorities from the beginning of the school year until September 30:
1. Prepare late applications for students wanting to take Modified or Alternate courses or the Functionally Integrated Program.
2. Prepare Impact Assessments and Personal Program Plans for new students ‘and submit to Central Office.
3. Distribute the Brigance testing material to the Pre-K and K teachers and provide any necessary advice on the administration of the test.
Priorities from October 1 until October 10:
1. Prepare referrals for assessment by Registered Psychologist for those students who are identified as needing Intensive Support under the categories Intellectual
Disability whose previous assessment by a Registered Psychologist will be five or more years old by the end of the school year.
Priorities from December 1 until December 15
1. Assist with the preparation of Tutor Evaluation.
Priorities from January 5 until January 31:
1. Prepare referrals for assessment by a Registered Psychologist for those students who are being considered for the Functionally Integrated Program, if they have
not had an assessment within five years.
2. Prepare applications for students to take modified or alternate classes in semester two, if the applications were not previously submitted.
Priorities from March 5 until March 10:
1. Prepare an inventory of Assistive Technology
Priorities from March 15 until May 31:
1. Prepare applications for students wanting to take Modified or Alternate Courses or the Functionally Integrated Program during the next school year.
2. Hold meetings with teachers, tutors, parents, and principal to review the effectiveness of the current Personal Program Plan and prepare Impact Assessments
and Personal Program Plans for the next year.
3. The Impact Assessments, Personal Program Plans and Records of Adaptation must be submitted to Central Office no later than May 31 (preferably around May
15th).
EVALUATION:
September 2012
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Form 420-1 (b)
NORTHERN LIGHTS SCHOOL DIVISION #113
Bag Service 6500
LA RONGE, SK
S0J 1L0
Comments:
Date:
Superintendent Signature
Teacher's Signature
Date:
September 2012
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