Reflection of Meetings with Outside Agencies

I have attended many meetings this year that involve people from outside agencies. I have
attended many meetings because in my class this year, I have a student who has very complex
needs. This student has a plethora of diagnosis. The student has been diagnosed with PTSD,
FAS, and ODD and just recently with autism. The student also has borrowing without permission
tendencies as well as soiling /toileting issues. He is with a foster family and community services
remains the legal guardian. This student had been abused in every way imaginable and was
removed from the birth parent at a young age.
I first met with the team at the beginning of September. The students team included his foster
parents, an occupational therapist, a psychologist, a social worker, a family therapist and a legal
guardian from community services. Members who attended these Individual Program Planning
Team meetings from our school included the classroom teacher (myself), the resource teacher,
the PSA and the administrator. Members from the outside agencies requested that we meet as a
whole team every six weeks to discuss the programming for this student with multifaceted needs.
If concerns were raised, then additional meetings would be warranted. This is one meeting that
was deemed warranted.
I have uploaded the minutes of one of those Individual Program Planning Team meetings. The
meeting was requested by the administrator after a concern was raised to the foster mother from
the resource and classroom teacher during a conference call. It was reported that the student was
displaying more verbal and some physical aggression towards other students. As a result of the
conference call, an IPPT meeting was called with the entire team to discuss this escalation in
behavior.
During the IPPT meeting, the foster mother shared that the student was also displaying an
increase in aggression at the after school program as well as at home. It was decided that the
student be kept away from large groups of students on the playground. The OT suggested that the
student remain away from other students at recess and lunch breaks. The foster mother reiterated
the importance of knowing about all acts of physical or verbal aggression the day it occurs. It
was suggested by the administrator that the after school day care be invited to visit our schools
sensory room and what the student does to self-regulate.
The next items that were discussed related to self-regulatory strategies such as introducing the 5
point scale to the student (modified to three) and meeting his sensory needs. The student met
with the resource teacher and was able to identify things that make the student feel happy,
nervous and mad. He also identified things that make him feel good. This scale has been shared
with all stake holders to maintain consistency in every setting. The foster parent reported that she
has stepped up sensory activities at home including wearing a weighted vest and the use of a
spooner board. The teacher reported that the student refused to wear the vest in school and the
OT advised the teacher that the student should not be forced to wear it as it would cause
escalation of behaviour instead of a de-escalation.

The foster parent and the psychologist shared that the student had begun referring to himself as
bad. The team decided that story books about differences should be read and discussed with the
student to turn his thinking around. Social stories on this topic would also be read to him.
As his classroom teacher, I then gave an update to how the student was coping in the classroom
with all of his supports in place. I also shared with the team approaches that seem to work when
dealing with negative behaviours.
During this meeting the resource teacher was taking the minutes of the meeting while
participating in the conversation. This is not an easy thing to do. When the meeting had been
completed, the minutes of the meeting were printed off and given to each member of the team.
The date of the next meeting was debated and agreed upon by all members. This is an important
thing to do when dealing with outside agencies. It is not always easy to find a date that works
well for everyone.
What is the role of outside agencies in an Individual Program Planning Team meeting? Personnel
from outside agencies attend meetings not only to share information but to listen to the teachers
who work with students on a regular basis. Discussing concerns and issues that the student faces
provides outside agencies another frame of reference to better determine how well the student is
doing. Psychologists, social workers and OTs are able to suggest strategies to work with students
based on their individual needs. They can also offer insight into student behaviours.
How has my experience been like working with outside agencies? I have to admit that in
September this huge team of people I did not know was intimidating. I did not know my student
very well at that time. The foster parents had huge expectations and not a lot of positive
experiences to share about previous teachers. However, I have come to understand that
communication and transparency is key for student success. The more information I am able to
share the more assistance outside agencies can provide for the student. With complex cases, it is
essential that all team members be on the same page to provide consistent practices relating to
expectations, routines and use of phrases that are familiar and easily understood by the student. I
have grown professionally by having the opportunity to collaborate with these professionals as
we work towards meeting the needs of my student and supporting his learning process.