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Continuum of Support Student File: Guidelines
Rationale for the use of the Continuum of Support Student File:
∙ The Continuum of Support Student File allows the school to track the student’s pathway through the Continuum of Support – right from the start of the Classroom Support process, and onwards, if necessary, through to the School Support and School Support Plus levels.
∙ The Continuum of Support Student File allows the school to document progress and need over time.
∙ The Continuum of Support Student File ensures continuity of support for a student.
∙ The Continuum of Support Student File may encourage parental collaboration and parental engagement in the student’s learning.
∙ The Continuum of Support Student File assists the schools in providing an appropriate level of support to students, in line with their level of need.
Continuum of Support Student File: Classroom Support
Classroom support is the most common and typically the first response to emerging needs. The starting point of the Classroom Support process is when a teacher and parent(s)/guardian(s) share concerns regarding a student’s learning and/or social development in school.
At this point some simple classroom interventions will have already been tried – such as differentiation, adjustments to the learning environment and/or adjustments to teaching style. Concerns, however, will have remained about:
∙ Student skills and/or behaviour that appear to be falling in below the typical range for his/her age and appear to be impacting on the student’s learning and/or socialisation ∙ The student’s response to the simple classroom interventions that have already been tried
These concerns will have suggested that this student has distinct and individual needs that will require a Classroom Support Plan.
Concerns are recorded, as well as the student’s strengths and interests. This step in the process may be informed by the data gathered when completing some/all of the Classroom Support Checklist.
Ideas are discussed with regard to strategies/interventions to address the student’s needs within the classroom.
A Classroom Support Plan is drawn up and signed by the class teacher and parent(s)/guardians(s) and implemented for an agreed time span.
The plan is reviewed on an on-going basis.
The Classroom Support Plan, together with reviews, checklists used and other related documents (such as a record of consultation with the NEPS psychologist) will be kept within the Continuum of Support Student file – a file specifically for that particular student – allowing the school to track the student’s progress and need over time.
Master copies of some of these documents are available to download from
http:-//www.education.ie/en/Schools-Colleges/Services/Educational-Psychologist-NEPS-/NEPS Model-of-Service.html, in the folder entitled “Classroom Support Documents”.
While the initial needs of most pupils may be met through classroom-based interventions, a small number of students arrive at school with difficulties what are more significant or which are immediately recognised. In such cases, it may be more appropriate to begin with a School Support or School Support Plus Plan. Most of the students to whom this applies will be new to the school. It may also apply, however, to some students following an event which impacts significantly on them in schools.
Further information about completing the Class Support Plan is available in the following NEPS publications available in hard copy in your school or to download from the website of the Department of Education and Skills (http://www.education.ie/ne/Schools
Colleges/Services/Educational-Psychologist-NEPS-/NEPS -Model-of-Service.html).
∙ Special Educational Needs: A Continuum of Support: Guidelines for Teachers (pp 11-19) ∙ Special Educational Needs: A Continuum of Support: Resource Pack for Teachers (pp.2-17) ∙ Behavioural, Emotional & Social Difficulties: A Continuum of Support – Guidelines for Teachers (pp 38-42;65-70)
Continuum of Support Student File: School Support
While most children’s initial needs will be met through classroom based interventions, in some cases interventions at Classroom Support Level are not sufficient to fully meet the student’s special educational needs. A School Support Plan may be needed. The decision to initiate a School Support Plan is usually taken as a result of the review of a Classroom Support Plan, by the class teacher and parents(s)/guardian(s), in collaboration with support teacher(s) in the school.
The class teacher, parent(s)/guardian(s), and support teacher share and record on-going concerns regarding the student’s progress in school, as well as noting the student’s strengths and interests.
The class teacher needs to involve the learning support/resource teacher(s) in the problem solving process at this point.
The School Support Plan will be informed by a more systematic gathering of information about the student, including diagnostic assessment and observation of the student’s learning and/or gathered when completing the School Support Checklist.
The School Support Plan/Individual Pupil Learning Profile (IPLP) is drawn up and signed by the class teacher, support teacher(s) and parent(s)/guardian(s) and implemented for an agreed time span.
The plan is reviewed on an on-going basis.
The School Support Plan, together with reviews, checklists used and other related documents (such as a record of consultation with the NEPS psychologist), will add to the body of information that is already contained within the Continuum of Support Student File – a file specifically for that particular student- allowing the school to continue to track the student’s progress and needs over time. Master copies of some of these documents are available to download from http:www.education.ie/en/Schools-Colleges/Services/Educational-Psychologist-NEPS-/NEPS-Model of-Service.html, in the folder entitled “School Support Documents”.
Further information about completing the School Support Plan is available in the following NEPS publications available in hard copy in your school or to download from the website of the Department of Education and Skills (http://www.education.ie/ne/Schools
Colleges/Services/Educational-Psychologist-NEPS-/NEPS -Model-of-Service.html).
∙ Special Educational Needs: A Continuum of Support: Guidelines for Teachers (pp 21-30) ∙ Special Educational Needs: A Continuum of Support: Resource Pack for Teachers (pp.18-23) ∙ Behavioural, Emotional & Social Difficulties: A Continuum of Support – Guidelines for Teachers (pp43-49; 71-74)
Continuum of Support Student File: School Supporta
The School Support Plus proves will be initiated if, in reviewing the School Support Plan, it is agreed that the student is not making adequate progress. This process will generally involve external professionals and support services in a more detailed problem solving process to help the student. It is expected that the students who are receiving support at the level of School Support Plus, will be those with the greatest need.
Students needing support at this level will have their needs and interventions detailed and monitored in a School Support Plus Plan/Individual Education Plan (IEP). A review of work already done at the levels of Classroom Support and School Support, are contained within the student’s Continuum of Support Student File, will provide important information for a Students School Support Plus Plan/IEP.
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