ESS team Meeting 1

Wednesday May 6th

Attendance: Principal, Guidance Counselor, Resource Teacher 1, Resource teacher 2,
Visitor
1:00
-

Update Safety Concerns- drop off zone, parking issues (principal)

Third party professionals reminder (principal)

Co-teaching update and discussion of tracking process

Resource teacher co-teaching in writing grade 4, working on behavior
supports in that class as well.
Resource 2 co-teaching one day/week in grade one writing, giving minilesson. They have divided the group in half. Other days they work on guided
reading. They have divided the class into four groups. The classroom teacher
takes two groups each period and the resource teacher takes 2 groups.

Professional Learning next week (changing Minds, PLC refresher, Formative

Assessment for Immersion

Guidance Counselor update

Co-teaching in health class, working on Kids Have Stress Too

Elf Program update

Review minutes from last meeting teachers are not present at this time.
Update on students prior to teachers being there.

Please come to the conference room at the noted time to discuss your student.
1:45 student 1: teacher 1
- Having a problem with the language.
- Seems to have an ear for French
- seems to have trouble focusing.
- Model Me Friendship
- Target goals as well as the class goals for her. Target: Seating in your seat. Have the Educational
Assistant keep track.
- Do a personal interest survey to make our reward system.
- Resource 1 teacher to e-mail chart to teacher 1
- EA to meet with resource teacher 1 and 2 to make a reward system that EA would chart on a daily
basis.
- Will work with resource teacher for one period a week on Social Skills

1:55 student 2: teacher 1

- working on independence from the Educational Assistant.
- Less stressed when sister in on their.
- Want freedom but do not want to be seen as stupid and do not like to be seen going to Resource at

times.
- Social Skills training with resource teacher 1 for one period a week.

2:10 student 3: teacher 2

Student 2 is achieving BAA in reading, writing and math. Self-control, focus, and working independently
appear to be difficult for him, and he can be disruptive in the classroom. He is currently on the S-LP
waitlist, and demonstrates difficulty with fine motor skills as well. Teacher 1 is also in frequent contact with
parents. Action: OT is not needed at this time; monitor, particularly re: possible need for future OT referral.

2:30 Speech/OT Apsea updates

-

APSEA visited student two weeks ago and is recommending use of

augmentative communication device.

2:45 student 4: teacher 3

Student 4 is very inconsistent in her responses. She received Literacy support in grade 1, and currently
receives small-group support 3-5x/wk for guided reading. She had worked with French LLT once/wk, and
is currently getting extra help from classroom teacher in math and with her sounds.
Student 4 is reportedly having a hearing test this week.
Action: Principal will contact her parents to ask re: vision testing, and possibility of coverage for private
psych-ed testing.

2:55 student 5: teacher 4

Student 5 is academically strong in reading (level M) and math; however, he is easily distracted and has
difficulty following directions and finishing work independently. He has particular difficulty with pen/paper
tasks. He has been referred to OT, and will be on the wait list for Sept.
Action: continue to monitor.

3:05 student 6: teacher 5

Student 6 has difficulty making himself understood, and is to be seen by S-LP in the fall. With the support
of an EA, he has made some gains academically this year, but behaviors often get in the way of
assessing his academic progress. He was on an SEP-B in kindergarten; progress is inconsistent.
Action: teacher 5 will offer a year-end mtg. to parents. Student 6 will also be referred for District support,
either right away or in Sept, once the Team is advised by EST- Autism and Resource Mentor.

3:25 student 7: teacher 6

Student 7 wants to please and works hard, and is demonstrating some progress, but he is extremely
impulsive and has difficulty focusing. He is very inconsistent, and demonstrates unusual behaviours and
responses.
Action: Teacher will contact parents to ensure tests of hearing and sight are up-to-date. Knowing Student
7 will turn 7 in July, Resource teacher 2 will look into the possibility of referring for testing of Auditory
Processing.

3:35 student 8: teacher 7

Student 8 is having difficulties in Math and working well below grade level in all subject matters. Has been
working well below grade level for some time. Teacher conducting math clinics at noon. Also teacher
doing math support after school Teacher will consult with Math mentor. Teacher consulted with Literacy

mentor, also. Literacy resource support four times weekly. Referral to be made for Psycho-ed testing, by
resource.