CONNECTIONS FOR STUDENTS |
Lessons Learned and Effective Practices Regarding the Implementation of the Connections for Students Model to Support Students with Autism Spectrum Disorder (ASD) |
Collaborative Services Delivery Model (CSDM) for Students with Autism Spectrum Disorder Phase 2 Report of |
THE PROVINCIAL ADVISORY TEAM (PAT) |
| 1 | Introduction | Approaches to Effective Collaboration People & Organizational Management Regular meetings can present a challenge for professionals and parents. Limited capacity of staff to attend transition meetings due to time commitments and human resources, as well as parents’ limitations to attend meetings due to work, transportation or personal circumstances (financial, time and/or child care challenges) may result in scheduling difficulties. Provincial Advisory Team Recommended Solutions • Creatively schedule meetings and ask all team members for availability and preferences from the beginning. Guide administrators to set aside a half day or more for transition team meetings so all staff can be involved. Explore ability to provide release time/coverage as required. • Pre-Schedule all transition team meetings at the earliest possible date, to allow parents and transition team members to plan and make arrangements well in advance of any upcoming meetings. • Schedule transition team meetings at the best location possible, agreed upon by all transition team members, which can be easily accessible by all individuals attending. The school may not always be the best location in every circumstance. • Select the appropriate lead person for the transition team that will have the ability to attend and lead discussion at each meeting. The lead person will be capable of effectively communicating with each member of the transition team, including the parent(s)/guardian(s) or family representative. • With parental consent, meetings may proceed in alternate formats. Offer parents the option of a teleconference, provide minutes after all meetings or provide an option that allows parents to send an alternate family representative to the meeting. Properly document the family representative is attending on the parent’s behalf (Be consistent with family representative as much as possible). • Meetings may also be aligned or combined with other meetings, such as an IPRC meeting, focused on the same child. This will reduce any likelihood of transition team members and/or parents to be overwhelmed by meetings. • Make meetings more effective by: assigning preparation work to the appropriate individual team members as required, establishing the purpose of the meeting and/or agenda in consultation with all participants and ensuring that all participants have all the necessary information to engage in informed discussion and, establishing meeting or facilitation norms. |
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| 2 | Characteristics of Success and Suggested Strategies |
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| Communication | |||
| Planning | |||
| Student Centred Teams | |||
| Flexibility | |||
| 3 | Approaches to Effective Collaboration | ||
| People & Organizational Management | |||
| Roles and Responsibilities | |||
| Decision Making | |||
| Geography | |||
| Training and Learning | |||
| Early Withdrawl from IBI | |||
| Parent Engagement | |||
| Download the full document (PDF) | |||
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