School-Based Teams

We are transitioning to a new way of working within schools. Supports are provided through School-Based and School-Linked teams.

The School-Based team is comprised of school staff members that have contact with the child/youth on a daily / frequent basis.  School-Based team members typically include: School Administrator, Learning Support Teacher, Counsellor / Family School Liaison Counsellor, Classroom Teacher and Educational Assistant.

Each school location has access to additional supports delivered by professionals on their assigned School-Linked team.  School-Linked team members typically include: Speech Language Pathologist, Occupational Therapist, Physical Therapist, Mental Health Therapist.  In some cases, the School-Linked team may also include Central Office, Human Services and/or community agency representation.

The School-Based and School-Linked teams review the child/youth’s needs to determine which can be met by universal, targeted or individualized supports.

Collaborative, Solution-Focused Meetings

Collaborative, solution-focused meetings provide an opportunity for School-Based teams to bring forward an identified need for a large group, small group, or an individual child/youth (requires parent involvement prior to team meeting).  The School-Based team is encouraged to scheduling regular and predictable team meetings that include School-Linked team members to provide a continuous loop of supports, specifically:

  • identification of an issue/need
  • design and implement a plan of action
  • determine follow-up and next steps such as:
    • no further action
    • further intervention / strategies
    • referral beyond the school team to the extended team or community partners / supports
  • monitor implementation to ensure the action plan has resulted in the desired outcomes (meet again if needed)
  • identify a lead for each case who will monitor the process and progress

Engagement in the collaborative solution-focused process results in:

  • More creative solutions for children/youth
  • Moving away from the role of specialist/expert to shared learning
  • A transformative shift to collective responsibility and accountability
  • Fewer specialized assessments as teacher and parent data/information are utilized first to support the generation of strategies and ideas for implementation
  • Ongoing feedback and student progress monitoring to ensure success