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Horizon School Division
Creating a better world, one student at a time.
AP 308 - Early Entrance Admission

Children who meet Ministry of Education criteria for a student with a designated intensive need may enter a school directed early entrance program as early as age three (3), provided the Director (or designate) has approved such an admission.


1.  Early Entrance Requests
1.1  Parent(s) and/or caregiver(s) or early childhood intervention program workers shall make a request to Horizon School Division for consideration for early entrance (three to five (3 to 5) years of age) programming in their local school attendance area stating the reason for the request;
1.2.  A request may be made to the parent(s)/caregiver(s) for supporting documentation (medical reports with diagnosis and/or report) from an early childhood psychologist. The division requires that a “Consent to Release Exchange and/or Obtain Information”  form be completed and signed by the parent(s) or caregiver(s);
1.3.  The referral information will be reviewed by the Supervisor of Student Services for consideration for early entrance;
1.4.  The extent of early entrance programming will be limited to available funding;
1.5.  Parent(s)/caregiver(s) will be contacted with respect to the request and approval status. If approval is deferred, the division will continue to work with families to access necessary documentation;
1.6.  Upon approval by Horizon School Division, parent(s)/caregiver(s) shall register the child as an early entrant at the local school, and;
1.7.  The Student Support Team will meet with the parent(s)/caregiver(s) and other referring agencies to develop an eIIP. The eIIP shall be implemented in the home school environment with access to community-based programs and resources as available and appropriate.
2.  Early Entrance Programming
2.1.  The school principal will schedule an intake meeting with the parent(s)/caregiver(s) and; playschool instructor, Learning Resource Teacher, Kindergarten/PreKindergarten Teacher, other Horizon Student Services support personnel as required, and referring agency personnel where applicable. Refer to the Early Entrance Intake Meeting Format outlined in section 3, below.
2.2.  Parents shall provide any additional assessment not already available, including but not limited to: speech language assessment, psycho-educational/early childhood psychology assessment, occupational therapy assessment, and/or other medical assessments as available;
2.3.  The Educational Impact Assessment process will be completed;
2.4.  An electronic Inclusion and Intervention Plan (eIIP) will be developed;
2.5.  Program interventions and supports will be determined by the team. These include but are not limited to: programming schedules, location(s) – school, community-based programs, health facilities, therapies, instructional strategies, age appropriate social interaction, educational assistants, small group, or one-to-one support;
2.6.  Timelines and processes for program review will be identified in the eIIP;
2.7.  Transitions will be planned and conducted in a timely fashion as part of the eIIP, and;
2.8.  Written agreements with community-based programs will be pre-arranged and facilitated by Horizon School Division personnel with directors of those programs.
3.  Intake Meeting Format
3.1.  Welcome and introductions. Those present may include:
    • Principal
    • Learning Resources Teacher
    • Supervisor of Student Services
    • Supervisor of Literacy and Early Learning Services
    • ECIP interventionist (if applicable)
    • Health
    • other outside agencies
3.2.  Review of the process and agenda
3.3.  Parents/caregivers provide a brief history
3.4.  Child’s profile
    • Strengths
    • Presenting needs
    • Interventions and supports required
    • Service delivery overview
3.5.  Expectations for the future: (yours and ours)
    • Dream for your child’s future
    • Expectations for programming in the immediate future
    • Interventions and supports required
    • Service delivery overview
3.6.  Things to talk about:
    • Underlying fears
    • Transitions
    • Other
    • Plans of action
    • Intensive needs assessment process
    • Tentative Program plan (location, transitions, supports, access to service)
    • Communication protocols
    • Documentation
3.7.  Closure

March 7, 2019