Traverse Program (Moderate Behaviour)
Teacher: Franke Roffel Youth Worker: Sharon Hooge
Room D115 Locals 4115 and 4112
Student Eligibility for Program
Student must be experiencing behavioural difficulties OR social/emotional problems that interfere with their progress.
Referral Process
Through counsellor, or administrator, to the School Based Team.
Purpose of Program
To help students be successful and provide a sanctuary within the school setting. The Traverse staff act as advocates for the students.
Some Approaches Used in This Program
Provide emotional support
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Assist with teacher/administrator conflicts
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Monitor academic progress and behaviour in classes
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Communicate and collaborate with staff, parents, and other agencies
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Teach pro-social skills
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Actively assist any teacher experiencing student behavioural difficulties in the classroom
Intellectual Disability Programs
Mild Intellectual Disabilities Program
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(Work Study/Work Experience)
Teacher:
Bev Holroyd
Room D117 Local 4117
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Student Eligibility for Program
Must meet ministry criteria for the Mild Intellectual Disability category.
Referral Process
Referral to counsellor, testing at school and district level, and screening by district committee.
Purpose of Program
To support integration and to provide instruction in basic academic subjects to students for whom integration is not appropriate. To prepare students for meaningful assimilation into the work force through work experience activities. |
Moderate Intellectual Disabilities Program
Moderately Mentally Handicapped |
Teacher:
Conrad Wiebe
Room D111 Local 4111
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Student Eligibility for Program
Must meet ministry criteria for the Moderate Intellectual Disability category. Students will have qualified for this program in early childhood.
Purpose of Program
To prepare students and assist them in becoming independent and confident members of society. To provide academic and social support to students based on individual needs. Students are integrated as much as possible with support from the teacher assistants and the program teacher. When necessary, course material is modified and the student is presented with various methods by which to master it. Teaching of personal living skills and strategies to resolve frustration and stress is integral to the program. |
The following TAs provide support to students from the Mod. Intell. Dis. Program:
Dave Bacon, Amanda Donovan, Glorie Manley, Deleine Perrie, pat Hellinger, Ruth Jackson, Kim Rattan, Kori Tait
LD/LA Learning Resource Room Programs
These programs provide academic support to students who are designated as having a learning disability and to those who qualify for learning assistance support. Some students with physical or chronic health problems also receive support through these programs.
Teacher: Ron Hyde |
Grades 9 & 10
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Room D108 |
Local 4108 |
Teacher: Jan Solomon |
Grades 10 & 11
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Room D104 |
Local 4104 |
Teacher: Dale Pretty |
Grades 11 & 12
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Room D110 |
Local 4110 |
Support Services Delivery
Academic Support is normally delivered to students by one or more of the following methods:
1.During the student’s scheduled resource room block by the resource teacher.
2.In the regular classroom by the teacher after consultation with the resource teacher.
3.Peer tutor provides assistance to the student in the regular class.
4.Student goes to resource room for part of the class to receive assistance or write exams.
5.A teacher assistant provides support in the regular classroom. (Teacher assistant time is very limited and is assigned to the most “needy” students.)
6.Resource teacher monitors progress of students through consultation with classroom teacher(s) and periodic meetings with the students.
Student Requirements for Continuing Support
To determine if they are eligible to receive continuing Resource Room support, students will be individually evaluated at the end of each semester according to the following criteria:
1.Good attendance and punctuality.
2. Met with classroom teachers or attended the after school Homework Centre (with teacher assistants) if extra help was needed.
3. Completed homework on a regular basis.
4. Made good use of time in the resource room.
5. Did not distract or negatively impact the learning of others in the Resource Room.
Teacher Assistants
Teacher Assistants (TAs) provide individual support to designated students in their regular classroom settings. These students may have physical or health problems, visual or hearing impairments, learning disabilities, mild or moderate intellectual disabilities, or be fully dependent.
The following TAs provide support to students from the Resource Room or the Mild Intellectual Disabilities Programs:
Del Harrison, Margaret Brown, Shari Byrnes, Larri June Miller, Cara Stein
Student Referral Procedure
Referral Process for New Students
Through counsellor, or administrator, to School Based Team. Referral form available from counsellors.
All student concerns should be directed to the appropriate counsellor. If appropriate, the Counsellor will then present the concern to the School Based Team (SBT) for further action and/or referral. Referring teachers are welcome to attend SBT meetings to discuss any student they have referred.
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If the student is receiving support through one of the Student Services Programs then the appropriate support teacher should be contacted.
School Based Team (SBT)
Team Members
The team includes administrators, counsellors and other student services teachers. Classroom teachers who have initiated a referral, or have input regarding a student being discussed, are also welcome to attend.
Meetings
In the Conference Room on the 2nd & 4th Wednesday of each month at 2:45 pm.
Purpose
To act as a problem solving unit to assist with the provision of instructional and/or management strategies designed to accommodate students who are experiencing learning, behavioural, or social problems. All referrals to Resource Room or Traverse Programs originate at SBT meetings. Referrals for assessment must also be approved by SBT.
First Nations Program
Coordinator: Ann Penner Support Worker: Ruth Neveu
Room B103 Local 2103
Purpose of Program
To create positive awareness of First Nation culture.
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To promote education as a positive aspect of building healthy and strong communities.
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To provide presenters who are First Nation cultural workers within the education system.
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To aid non-aboriginal people in acquiring an understanding and appreciation of a culture different from their own.
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To bridge the gap of communication between home and school.
Students identified as First Nations will have the opportunity to access the following supports:
Academic support from the support worker
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Lunch hour tutorial support in b103
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Support from other student services programs including the Counselling Centre and Traverse
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Support from first nations support staff and school district #34 first nations support workers
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Cultural support and activities at lunch time in b103
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Special cultural events and presentations throughout the year
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Learning assistance during second semeste
Peer Tutoring Program
The Peer Tutoring 11 and 12 Programs are coordinated by the Student Services Department. Individual teachers within the department have taken on the added responsibility of teaching and coordinating a block of peer tutoring each semester.
Teachers
Semester 1 |
Semester 2 |
Block A Ron Hyde
Block B Franke Roffel
Block C Bev Holroyd
Block D Jan Solomon |
Block A Ron Hyde
Block B Franke Roffel
Block C Bev Holroyd
Block D Dale Pretty |
Peer Tutor Placements
Priority placement list is established by student services staff. Priority for placements will be in classes in which there are one or more special needs or learning assistance students. Teachers who require peer tutors should make requests directly to the peer tutoring teachers. Once tutors have been placed in priority classes, then there will be an opportunity for placement in other classrooms.
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