The Core Resource Room
In high school, the best place for student learning is with their classroom teachers.
The regular classroom is viewed as the most enabling learning environment for students. Students in the Core Resource Program may also access the Core Resource room to receive individualized instruction outside of the regular classroom, by a Special Education Teacher.
The Core Resource Program services students with a variety of mild to moderate learning needs. Students with Learning Disabilities, Mild Intellectual Disabilities and/or Physical Disabilities may access this program when identified as exceptional through the IPRC identification process (SE7/SE8) or prior to identification, when interim support and ongoing assessment (SE5) are required until next steps are determined.
This program is delivered at the home school and students are fully integrated in the regular class with appropriate accommodations. Students have an opportunity to access Core Resource support to develop the learning strategies and skills necessary to achieve success in their academic subjects and alternative learning expectations, as outlined in the IEP.
Implementation of this program is a collaboration between Classroom Teacher and Special Education Teacher, with additional support as required. In consultation with parents/guardians and the student, a program plan is developed by school staff that reflects the student’s learning profile. Any accommodations and/or modifications to the program, along with individualized instructions and equipment, are recorded in the Individual Education Plan (IEP).
Pillar 1: DIRECT TEACHING
The Special Education Teacher will:
provide direct teaching to exceptional students in a self-contained class and/or on a resource withdrawal basis;
focus teaching on the goals, specific expectations,teaching and assessment strategies outlined inthe student’s Individual Education Plan (IEP) ;
provide direct teaching in the use of Assistive Technology and software;
provide direct teaching and preparation for OSSLT and Math EQAO Assessments;
provide direct teaching of learning skills;
provide teaching in a small group and/or individual one-to-one; and provide an individualized amount of direct teaching time based on student need.
Pillar 2: ASSESSMENT
The Core Resource Teacher:
Prepares academic assessment reports to determine programming needs
reports results of assessments to parents
provides support for students requiring accommodations during the EQAO process
updates academic assessment reports for students transitioning to post secondary educational institutions who are requesting accommodations and services.
Pillar 3: CONSULTATION FOR PLANNING
The Core Resource Teacher:
collaborates with teacher(s)/parents(s)/ student(s)/resource staff to plan, implement, evaluate and update IEPs
engages in ongoing collaboration with teachers regarding accommodations and modifications, appropriate resources, teaching strategies and scheduling.
liaises with services and/or other agencies
consults with the Principal and/or Vice Principal in the coordination of case conferences and IPRCs
Pillar 4: CONSULTATION FOR REPORTING
The Core Resource Teacher:
collaborates with the Principal in the development of the Secondary Special Education Register
supports Principals with the tracking of pertinent SE forms for Special Education students on respective caseloads.
collaborates with the classroom/subject teacher(s) on student evaluation and reporting to parent(s) and student(s).
The York Catholic District School Board seeks to help all students reach their God-given potential so that they may participate fully in society, with competence and dignity. We recognize and celebrate the individual differences among students, and endeavour to offer inclusive and specialized programs which respect and accommodate individual student needs. YCDSB is committed to creating and maintaining an equitable learning environment reflected through inclusive programs, curriculum, and practices with a mission to ensure that every child has an equal chance for success.
