The SD62 Services team provides a wide range of support to assist schools, teachers and families in providing programs for students with diverse learning needs. If you feel that your child may have a diverse learning need and could use support, please contact your child’s classroom teacher.
Identification, assessment and planning begin in the classroom. The first step begins with the classroom teacher making daily observations regarding the learning, behaviour and social interactions of the student. Existing information about the student is obtained from parents or guardians and school records. In the classroom, the teacher uses a variety of observational techniques; collects work samples, and keeps records of the student’s progress. The teacher may also administer teacher made criteria-referenced tests based on the curriculum and goals of instruction.
The primary role of the School Based Team (SBT) in the assessment process is to ensure that referrals are necessary and appropriate. The SBT can assist classroom teachers with ideas and support in adapting curriculum or classroom instructional alternatives to accommodate a wide range of students. Referrals for additional assessment through the learning assistance program are prioritized. Last, if further information is required, a recommendation for a referral for psycho-educational assessment services can be made. The SBT Team may assign one person; usually the learning assistance or integration support teacher, to coordinate the referral process.
The Sooke School District employs school psychologists to support our student assessment process. The main purpose of this process is to provide recommendations for improving the student’s instructional program. Through the collection and interpretation of data, a plan is developed to provide intervention techniques that focus on the student’s individual strengths and needs. This process can also provide a basis for systems planning and application of resources.
Curriculum Coordinators help with program development and work with multi-disciplinary school team members to make recommendations for student programming. They are often called to observe students in their school and classroom setting in order to help plan adaptations and/or modifications and make recommendations concerning behaviour, classroom strategies and assessments.
Students with visual impairments include those students whose visual impairment results in such a substantial educational disability that they require services from a qualified teacher of the visually impaired. These students are commonly referred to as blind, legally blind, low vision, or cortically visually impaired. All students who have visual impairments require a school case manager and the development of an Individual Education Plan (IEP). Itinerant staff can assist with the IEP process.
Students identified with a significant hearing loss may require services from an itinerant teacher. These teachers liaise directly with Capital Regional District (CRD) Senior Audiologists and government department heads, in addition to, District Coordinators and District Administrators. The teacher may work jointly with VIHA audiologists to prioritize and assign district sound fields to those students with hearing losses that do not meet ministry criteria as students who are Deaf and Hard of Hearing. All students who are Deaf and Hard of Hearing require a school case manager and the development of an IEP. Itinerant staff can assist with the IEP process.
Support for students who are physically disabled/developmentally delayed include accessibility, promoting development in activities of daily living such as feeding, dressing, grooming and toileting, splinting and enhancing community living skills.
OT services are also concerned with encouraging the development of an environment of acceptance where students can experience success while developing self-esteem.
OT support is provided for students with, but not limited to:
Physiotherapists provide services to promote the quality of gross-motor function and posture and to develop age-appropriate motor skills. Concerned with preventing and/or controlling joint deformities and postural deviations, they promote safe, independent mobility and provide and assist in the use of splints, orthotics, and prosthetic devices.
Students whose education is adversely affected by communication difficulties may use assistance from a Speech-Language Pathologist. Speech or language difficulties may occur in any segment of the school population. They may occur in relative isolation from other special education considerations but are often associated with other disabilities such as pervasive developmental delays, autism, physical handicaps and sensory impairments. Speech-Language Pathologists provide assessment, planning and treatment for students requiring support with speech, voice, fluency, language and the use of augmentative systems.
The purpose of this program is to provide support programming for students who demonstrate truly exceptional potential in any one or combination of the following domains:
The District offers a voluntary pull-out program for designated elementary gifted students. The class offers an opportunity for gifted students to interact with like-minded peers. Students participate in a number of enriching, ‘mind extending,’ activities in the classroom and invite special guests in a variety of areas of interest. There is an understanding between classroom teachers and their students that there will be no penalty for attending these activities and that reasonable accommodations will be made to address any missed assignments or projects.
The class meets from 9 a.m. – 11:30 at Colwood Elementary School in Multipurpose Room. Transportation to this site is the responsibility of parents as there is a small number of students coming from a variety of elementary schools throughout the district.
Students identified as Gifted are assigned to a case manager who supports them in the development of their Individual Education Plan (IEP) and educational program planning.
Dunsmuir Middle School – Pathways may include focus programs in the athletics, visual arts, music, performing arts, technology, or trades. In addition to the IEP, program options for students identified as gifted may include:
Edward Milne Community School – Depending on the unique needs of the students who are gifted, advanced placement classes, leadership programs and various extra-curricular activities may be offered to enhance the gifted curriculum. Students are also given post-secondary consultation services to ensure they are provided up-to-date information regarding post graduation and scholarship options.
Journey Middle School – The PACE program at Journey is provided through a series of workshops (approximately one per month) focusing on a variety of different subject areas from robotics to tap dancing. PACE and gifted students have the opportunity to sign up for workshops that interest them.
Belmont Secondary School – Gifted students are offered an enormous selection of course offerings to ensure opportunities for enrichment, including Advanced Placement courses, PACE, electives, and athletics. Gifted students will also received in-depth post-secondary and scholarship support.
||District Principal, Student Support Services||(250) 474-9813|
3143 Jacklin Road, Victoria, BC V9B 5R1
Phone: (250) 474-9800
Hours: 8:30 a.m. - 4 p.m. Monday - Friday