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    Cbe Continuum of Supports

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    This document outlines a continuum of supports for students within the Calgary Board of Education. It is divided into three tiers: Tier 1 focuses on universal supports that should be available to all students, Tier 2 involves targeted supports that some students may need some of the time, and Tier 3 outlines individualized supports that require referral or coordination with those within or outside of the school.

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    Cbe Continuum of Supports

    Uploaded by

    api-529095602
    2K views1 page
    This document outlines a continuum of supports for students within the Calgary Board of Education. It is divided into three tiers: Tier 1 focuses on universal supports that should be available to all students, Tier 2 involves targeted supports that some students may need some of the time, and Tier 3 outlines individualized supports that require referral or coordination with those within or outside of the school.

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    cbe continuum of supports

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    This document outlines a continuum of supports for students within the Calgary Board of Education. It is divided into three tiers: Tier 1 focuses on universal supports that should be available to all students, Tier 2 involves targeted supports that some students may need some of the time, and Tier 3 outlines individualized supports that require referral or coordination with those within or outside of the school.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    2K views1 page

    Cbe Continuum of Supports

    Uploaded by

    api-529095602
    This document outlines a continuum of supports for students within the Calgary Board of Education. It is divided into three tiers: Tier 1 focuses on universal supports that should be available to all students, Tier 2 involves targeted supports that some students may need some of the time, and Tier 3 outlines individualized supports that require referral or coordination with those within or outside of the school.

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    © All Rights Reserved
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    cbe.ab.

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    a Calgary Board of Education – Continuum of Supports
    Tier 3b What supports can only be accessed by referral?
    Individualized • School based mental health counsellor • DHH / Audiology • School Family Liaison
    External • Consideration for specialized setting placement • ELL Strategists • Strategists – for support with any of the four tiers
    • Psychological assessment • DLSAs • SLP/OT/PT (middle/high school)
    Supports • Vision • COPE • Area Behaviour Support Worker

    Tier 3a What supports can be coordinated and/or supported by someone in the school?
    Individualized • School Learning Team Meeting (with principal • MAAST/YARD • YMCA Alternative to Suspension
    School involved) • John Howard Society • Interpreters
    • SLP/OT/PT supports (elementary school) • Childrens’ Services
    Supports • Student support plan/IPP

    What should we see for some of the students some of the time?
    • Fidgets and sensory equipment • Small group support • Scripting
    • Noise-cancelling headsets • Reduced work load • Individual Social Skills Instruction
    • ABC charts • Reader • School-Wide Jobs
    • Differentiated instruction • Scribe • Use of Timers
    Tier 2 • Self-calming area/quiet spot • Chunking tasks into smaller pieces • Wiggle Chairs
    • Access to child sized fitness equipment • Extended time • Standing Desks
    Targeted • Wiggle cushions/rocking chairs • Time Out • Breakfast Program
    Supports • Preferential/flexible seating • Cueing (verbal and non-verbal) • Targeted EA Support
    • Scheduled breaks • Student Support Plan • Sensory materials
    • Social stories • Check In/Check Out • Behaviour Monitoring
    • Social skills support • Individual Incentives & Rewards • Alternate Work Space
    • Alternate work space • Private Signals • Sound Field System (UHL/attention)
    • Access to assistive technology/1:1 • Chair ‘Hushh-Ups’ • Alternate Daily Schedule
    • Work 1:1 with an adult some of the time

    What should we see in every classroom for every child?


    • Clear expectations/routines • Partner student with a strong academic peer • Structured Breaks
    • Own desk or table space • Flexible grouping • Awards
    Tier 1 • Teacher and staff supports (strong relationships) • Social Skills Instruction • Assemblies
    Universal • Daily schedule and/or personalized daily schedule • Acknowledgement System • Transitions
    • Dim or adjusted lighting • Just Right Work • Mindfulness Instruction
    Supports • Welcoming environment free of clutter • Visual Schedules • Controlled Choices
    • Access to technology • Character Education • Playground Peacekeepers
    • Access to sensory space or room • Strategic Seating Arrangement • Differentiated Instruction
    • Regular parent communication • Praise (for process, not product) • School Wide Behavior expectations
    • Planned movement breaks for the class • Self-Regulation • Executive Functioning

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