Richmond Green S.S.

(905) 780-7858 richmond.green.ss@yrdsb.ca
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Grade 8-9 Transitioning

Who We Support

  • Students identified through a formal IPRC meeting (require psychological reports, medical and/or speech and language assessments)
  • Students in the process of having testing completed

 

The Role of a Special Education Resource Teacher (SERT)

  • Create IEP and communicate information with subject teachers
  • Monitor student’s other classes to make sure they are being successful
  • Communicate with parents
  • Guide student in understanding their disability
  • Help student communicate with all their teachers and teach them how to advocate
  • Support with pathways and course selection
  • Support with well-being

All students identified through the IPRC process are assigned a SERT.

 

Common Accommodations as Indicated on their IEP

  • Support with task/assignment initiation and completion
  • Break down (chunk) large assignments
  • Extra time on tests and exams (up to double time)
  • Alternate work space
  • Use of a scribe for tests/exams if appropriate
  • Reading of questions to student on tests/exams

We refer to psychological and professional assessments and collaborate with students and families to determine accomodations.

 

The Main Difference Between Elementary and Secondary School Special Education Support

Elementary SchoolSecondary School
If a student has been IPRC’d with the placement, Withdrawal, they may have been:If a student has been IPRC’d with the placement, Withdrawal, they will:
  • Withdrawn from their Math and/or Language class(es)
  • Take the Learning Strategies Course (GLE101)
  • Working with a small group and SERT in a different classroom (Student Support Centre)
  • Not be taken out of their English or Math class to work on specific or different curriculum expectations
  • Usually working on modified and/or different grade level curriculum expectations in the withdrawal setting with the SERT
  • Choose the appropriate course type to meet their academic needs (not modified expectations)

Learning Strategies Courses

Learn more about the Learning Strategies courses offered at Richmond Green SS.
Courses

Advocacy Card

Example

In ClassHomework/AssignmentsTests
  • Reduce number of visual displays involving manipulatives, drawings, diagrams, and charts, and replace them with clear verbal instructions.
  • Please get my attention prior to giving information or directions in the class.
  • Chunk large assignments into smaller steps to ensure completion.
  • I need to be told how to organize myself and binders.
  • Please paraphrase mathematical word problems using simple language.
  • Chunk large assignments into make sure I complete each step.
  • I would prefer to have a choice of assessments.
  • I would like a reference sheet that shows me how to read maps.
  • I need an alternative, supervised, quiet setting when appropriate and possible.
  • Please let me use technology.
  • Please provide opportunities to demonstrate understanding in a variety of ways, such as orally as opposed to written.
  • Allow for extra time to complete tests and assignments.
  • Provide plenty of white space for answers on tests.

 

What Can I Say To My Teacher

  • I have trouble understanding this can you put this into simpler language?
  • I really feel it is best for me to write tests in special ed, for this test can I write it there?
  • I am having trouble understanding can you … (ask for an accommodation that would help)

 

Are Pathways Fixed?

Pathways are not fixed for many reasons:

  • Motivations change – students should be free to make new choices as they develop new interests, abilities, and skills.
  • Initial decisions made in grade 8 are not “final” decisions.
  • There are many opportunities to re-chart the educational journey.