Elementary Schools Students with behaviour issues may receive support in the following settings:
a) in a regular class
Behaviour support/assistance is available to elementary schools to support students in all grades with behaviour challenges in the regular classroom. The Itinerant Behaviour Teacher and the teacher on special assignment (TOSA) for Behaviour/Mental Health may be contacted to support schools with students exhibiting behaviour challenges. They supply support to the school in enhancing school/teacher interventions, including assisting with the development of individual student behaviour plans and safety plans where needed. They may offer professional development for schools or facilitate the process of accessing other support services.
b) in a self-contained Behaviour Support Classroom
Enrollment in a Behaviour Support Classroom may be recommended at the grade 3 to 6 level, through the Program Development Team (PDT) process. Identification through the IPRC process is required in order to access the Behaviour Support Classroom.
Description: a self-contained classroom located within a regular school environment staffed by a special education teacher and an educational assistant. The classroom is designed to support students with acknowledged behaviour concerns which impede the student's success in the regular class environment. Students will be enrolled in the Behaviour Support Classroom for one of two sessions offered during the academic year. The main focus of the Behaviour Support Classroom program is to teach positive behaviours and enhance social interactions. Academic success impacts significantly upon a student’s self-concept, and as such, academic instruction in literacy and numeracy will be provided in addition to other subjects. Class size is limited to eight students.
A student who:
* requires a high degree of structured monitoring, consistency, goal setting, individual attention, social skills training, conflict resolution and problem-solving skills
* other universal supports including a behaviour plan, possibly a safety plan or a behaviour identification through the IPRC process
Please note: a student who displays severe psychopathology or those with limited cognitive ability to understand the consequences of their actions are not likely to be appropriate candidates.
The Behaviour Support Classroom program is designed to address the needs of students with behaviour difficulties, not long term mental health needs. Students with chronic mental health issues are more likely to benefit from the development of an individual behaviour program within the student's home school and/or treatment in community facilities.
Description: a self-contained classroom located within a regular school environment staffed by a special education teacher and educational assistants. The program is designed to support the academic and social/emotional needs of the students as identified by the placement criteria. The Transition class will support a maximum of eight students enrolled in the program. The Transition program is not a treatment program.
Criteria for Placement in a Transition Program
A student who:
* has been given a specific mental health diagnosis (by a qualified psychologist and/or psychiatrist and has been involved with a local or regional mental health provider (day treatment or residential treatment)
* has been identified as exceptional by an Identification, Placement Review Committee (IPRC) * has an Individual Education Plan (IEP) with a behavioural plan outlining prior interventions
* has demonstrated an inability to function in a regular classroom setting
* requires extensive social skill development and support * has the ability to work for credit (secondary program only)
Current Locations of Transition Programs
Montcalm High School/ Saunders S.S./Cleardale P. S. / Lord Nelson P.S./Lorne Ave./ New Sarum P. S. / Westmount P.S.