Student Services is a team of professionals that support the development and provision of educational opportunities for children and youth with or without exceptionalities as they transition through the school system. Exceptionalities may include one or more of the following:
- Physical and/or other health concerns
- Speech and/or communication disorders
All students need the knowledge and skills to lead independent and purposeful lives. Students will attain these to varying degrees depending on the interaction among several factors, including the nature and degree of the student’s exceptional needs, the motivation of the student, and the cooperation and communication among school, parents/guardians and community support systems.
Who We Are
Most students with exceptionalities can have their needs met in regular classrooms through the use of a variety of teaching and evaluation strategies, materials, and support personnel. However, a small number of students may require an alternative classroom environment for success. Some students may require additional services on an ongoing basis for most of their school experience; others may require these services on a short-term or periodic basis.
The number of personnel involved will vary according to the needs of the student within the school setting. Student Services’ involvement can begin within a student’s academic career as early as transitioning into grade Primary and may continue until the student transitions out of High School. Support at the school level should be available, when necessary, to assist classroom teachers in meeting the needs of students.
School-based teams may include classroom teachers, resource teachers, school /Guidance Counselors, School Psychologists, Speech-Language Pathologists, Student Services Consultants, Autism Support Teachers, Learning Disabilities Support Teachers, Schools Plus staff, school administrators, board personnel and other relevant school staff providing support. Every effort is made to involve parents/guardians from the outset and throughout all aspects of service delivery, including identification, assessment, program planning and evaluation.
The Student Services Department consists of:
- Coordinator of Student Services
- Student Services Consultants
- Autism Support Teachers
- Speech and Language Pathologists
- School Psychologists
- Learning Disabilities Support Teachers
- School Counsellor/Guidance Resource and Learning Centre Teachers
- Socially and Emotionally Aware Kids (SEAK) Coach
The Assistive Technology department provides assessment and intervention to students experiencing difficulties accessing curriculum in grades primary to twelve.
Assistive Technology is a range of strategies and resources which includes services and tools used to enable a student to meet outcomes or to improve or maintain a student’s ability to meet outcomes. Assistive technology has the potential to increase a student’s control over objects, daily activities, age-appropriate experiences and subsequent learning. The use of AT should not be viewed as an activity in itself, but as a means toward achieving goals. The program planning process should be used to identify and utilize appropriate assistive technology to achieve outcomes and maximize student participation. (Supporting Student Success: Assistive Technology – 2006)
Assistive Technology may be considered at any stage of a student’s learning development. An assessment may be initiated by the school’s program planning team, which may include principals, classroom teachers, specialist teachers, parents/guardians and/or other professionals. To initiate an assessment, an Assistive Technology referral form must be completed in TIENET and forwarded to the Assistive Technology Consultant. The referral form is comprised of three components: school referral form, parental form, and a follow up form which is to be completed three months after the technology has been implemented. Assessments are done in the school setting by a member of the Assistive Technology team. Appropriate hardware and software is obtained through the cooperation of the Student Services Department, the Technology Department, and the school.
Gifted Education & Talent Development (Enrichment)
Gifted Education and Talent Development (2010)
General Strategies and Supports
Here are some general classroom strategies that can be used to differentiate instruction for gifted and talented learners. These strategies can be used in all grades and subject areas.
(Click on the links to go to the documents.)
ELA Strategies and Supports
Mathematics Strategies and Supports
Program Planning Process
Policy 2.2: Program Planning Process
Each school board is responsible for establishing a process of identification, assessment, program planning, and evaluation for students with special needs.
The school board is responsible for the implementation of this process; therefore, each procedural step should be documented in the school board’s special education policy. School boards are encouraged to refer to the appropriate sections of the Department of Education’s Special Education Policy.
Resource services are available for all students in the Tri-County Regional Center for Education. The time for allotted resource services and the frequency of intervention varies according to the needs of the student.
Resource programming operates within a model of collaboration and consultation: co-planning, co-teaching, assessment and provision of services. For information on service delivery models please visit this link, (pages 17-21).
Students can be placed in a resource program in a number of ways. Initially they are referred to their school Program Planning Team, by either teacher, parent or outside agency. Placement in resource programs will be reviewed throughout the year.
The program planning team considers each referral individually. Team members are those who have responsibility for the student’s learning. The team includes the principal or vice-principal, teachers directly involved in teaching the student, and parents (see Policy 2.4). These members form the core of the student’s program planning team. The selection of additional members depends on the needs of the students and on the personnel resources of the school board and community. A team meeting provides an opportunity for members to come together to clarify, given all available information, the student’s strengths and challenges and to decide on future actions to be taken in terms of program planning. For further information on parent’s role in program planning, please refer to the Program Planning Process: A Guide for Parents.
View our documents available for download by clicking the button below.
Coordinator of Student Services
Student Services Administrative Assistant