[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-251809-105":53,"doc-detail-251809-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","43-school-and-district-based-team-guidelines","4.3 School-and District-Based Team Guidelines","","This guideline establishes terms of reference and standards for school-based teams (SBT) and district-based teams (DBT). 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It is the principals’responsibility to ensure that these standards are met.  \nSCHOOL-BASED TEAMS  \nDefinition of SBT  \nAn on-going team of school-based personnel which have a formal role to play as a problem-solving unit in assisting classroom teachers to develop and implement instructional and/or management strategies and to coordinate resources for students within the school.  \nPurpose of the SBT  \nThe SBT is responsible for the following:  \n• Planning and coordinating services and resources in the school for students with diverse learning needs.  \n• Providing opportunities for consultation with teachers on possible classroom strategies.  \n• Helping teachers in implementing appropriate strategies for students.  \n• Identifying the need for additional district or community services and initiating appropriate referrals.  \n• Facilitating inter-ministerial planning and service delivery within the school.  \n• Ensuring an IST is assigned to all designated students.  \n• Other duties such as setting class lists, setting school-wide assessment requirements and school-wide assessment dates to inform programming, regular review of high-risk students’ progress and attendance etc.  \nMembership in SBTs  \nThe SBT must include the following members:  \n• principal and/or vice-principal  \n• school counsellor (middle and high schools)  \n• IST(s )  \n• staff member making the referral The SBT should also include:  \n• classroom teacher(s) representatives  \n• English language learner teacher(s)  \n• youth and family worker(s)  \n• Aboriginal success teacher or coordinator  \n• Others depending on the school size and staff The SBT may also include, as needed:  \n• education assistants  \n• district inclusive staff, (district inclusion support teacher (DIST) , district psychologist, speech and language pathologist, school mental health and addictions coordinator, manager of safe schools, etc.)  \n• Representatives from community services or other ministries  \nRoles on SBTs  \nThe SBT Chairperson  \n• Is chosen at the first meeting of the year and continues in that role for the school year.  \n• Sets the agenda and distributes it to SBT members prior to the meeting (see 4.7 School-Based Team Meeting Agenda Template) .  \n• Chairs the meeting and ensures meeting norms are followed.  \n• Sets a time frame for the meeting and ensures the meeting starts and ends on time.  \n• Collects the referrals from teachers in the school, ensures the referrals are complete with necessary paperwork and completed file review.  \n• Informs the teachers when to attend the meeting to discuss the referral.  \nThe SBT Note Taker  \n• Is a member of the committee who is NOT the Chairperson.  \n• Keeps notes to ensure discussions, decisions and solutions are recorded (see 4.6 School-Based Team Notes on Referral) .  \n• Ensures that the notes on individual students are kept separate to ensure confidentiality and for easy filing.  \n• Files notes into a binder or computer file which can be shared with the team (including the referring teacher) .  \n• Ensures the meeting notes are distributed to members of the SBT and referring teachers and is processed in a timely manner.  \nSchedule of Meetings  \nHighly effective SBTs have a regularly scheduled meeting time and place, generally weekly. The schedule is determined at the beginning of the year and communicated clearly to all school staff and to the district office (inclusive education clerical) .  \nSBT Meeting Norms  \nSBT members develop meeting norms which are communicated to all staff and reviewed at least yearly. The norms ensure the SBT meetings are student centered, positive and solution based (respectful language, limited number of referrals, input from all parties allowed, rules regarding electronics at meetings, etc.)  \nR","cbCaieddht5pIirk","https://ap.wps.com/l/cbCaieddht5pIirk","pdf",153497,"English","# 4.3 School-and District-Based Team Guidelines\n# BACKGROUND AND PROCEDURES\n# SCHOOL-BASED TEAMS\n## Definition of SBT\n## Purpose of the SBT\n## Membership in SBTs\n## Roles on SBTs\n## The SBT Chairperson\n## The SBT Note Taker\n## Schedule of Meetings\n## SBT Meeting Norms\n## Referrals to SBT\n# DISTRICT-BASED TEAMS\n## Definition of DBT\n## Purpose of the DBT\n## Referrals to DBT","[{\"question\":\"What is the purpose of school-based teams (SBT) in this guideline?\",\"answer\":\"SBTs support classroom teachers by developing and implementing instructional and/or management strategies, coordinating resources, and ensuring appropriate services and referrals for students with diverse learning needs.\"},{\"question\":\"Who must be included in an SBT and what additional members may participate?\",\"answer\":\"An SBT must include the principal and/or vice-principal, school counselor, IST(s), and the staff member making the referral. It may also include classroom teacher representatives, ELL teachers, youth and family workers, Aboriginal success coordinators, and additional support personnel as needed.\"},{\"question\":\"What responsibilities and meeting expectations are assigned within SBT roles?\",\"answer\":\"The Chairperson sets the agenda, chairs meetings, ensures norms are followed, manages meeting timing, and verifies referral completeness. The Note Taker records decisions and solutions, maintains student confidentiality in notes, and ensures timely distribution to SBT members and referring teachers.\"}]","4.3 School-and District-Based Team Guidelines | PDF"]