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 Roles and Responsibilities Parents and school staff may have difficulty understanding the role and responsibilities of each transition team member as they shift into the Connections for Students process. Parents and team members may be entering new, changed or enhanced roles and required clarity about how these roles support and compliment each other. Provincial Advisory Team Recommended Solutions • Provide role descriptions to transition team members. Take the time to check in periodically with team members to ensure they fully understand the information discussed at meetings, their role and any responsibilities. • Provide parent(s)/guardian(s) with a support materials package, identifying each member on the team, a description of their role, and the scope of their participation as a member of the transition team. • Include in the meeting minutes a detailed description of decisions made and actions required, including any relevant responsibilities, and who those responsibilities are attributed to, associated with such decisions or action items. Follow up with the team members responsible at subsequent meetings. • Provide regular updates to board administration the Connections for Students process in order to support school staff, administration, if/when they are required to participate as part of a student transition team. |
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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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