In RETSD, we believe that all students can learn and that all students want to learn.
The personnel in our student services unit play an integral role in collaborating with school staff to support students with learning, social/emotional, sensory, behavioural, physical, cognitive, adaptive, communication, and health-care needs to meet their full potential as learners and to flourish personally and socially.
Built on a foundation of inclusion, our multidisciplinary team of professionals assists school staff in providing services and programming to students and teachers through a continuum of supports and services and a framework for service delivery.
Parents/guardians who have questions or concerns about their child's functioning in school should first speak with their child's classroom teacher in order to develop a plan to address their concerns.
The classroom teacher may consult with the school-based student services staff or problem-solving team for additional intervention strategies.
School-based staff can access the divisional team members assigned to their school for support with programming. This support may include screening consultation, specialized assessment or ongoing program support. If a recommendation is made for specialized assessment or ongoing program support, a formal referral is completed by the school team and signed by the parents/guardians.
OUR TEAM & OUR SERVICES
Every school in RETSD has an assigned team of divisional student services staff to support the school team in providing appropriate educational programming for students.
Makes connections with students and their families in their homes, investigates unexplained or unlawful absences as defined in The Public Schools Act.
Early Years Behaviour Coach
Supports students in kindergarten and Grade 1 with identified learning and behaving needs through implementation of the First Step to Success program with students and families.
Work with school staff to provide professional learning and promote inclusive practices using the Planning for Inclusive Community Schools tool; co-ordinate the divisional aquatics program, bowling league, and music therapy; and provide classroom-based support to teachers related to universal design for learning.
Provide consultation, screening, specialized assessment, intervention, and equipment for students experiencing fine motor, sensory-processing, adaptive skills and/or accessibility needs; provide professional learning and training for staff who support the students.
Provide consultation, screening, specialized assessment, intervention, and equipment for students experiencing gross motor mobility, physical co-ordination, or muscle weakness needs; provide professional learning and training for the staff who support the students.
Positive Behavioural Interventions & Supports (PBIS) Teachers
Work with school teams to develop, implement, and evaluate schoolwide PBIS in all schools, provide professional learning to teachers, and support with classroom management.
Provide consultation, specialized assessment, and intervention for students experiencing cognitive-learning, behavioural, social-emotional, and mental health needs, including crisis intervention and threat assessment; provide professional learning and training for the staff who support the students.
Provide consultation, specialized assessment, professional learning, and resources for students experiencing difficulty with literacy development and the staff who support them; co-ordinate the reading tutor program for eligible students in Grades 2–8.
School Social Workers
Provide consultation, specialized assessment, and intervention for students and families experiencing social-emotional needs, family stressors, and/or community issues that impact school functioning; crisis intervention and threat assessment, and professional learning for staff.
Speech Language Pathologists
Provide consultation, screening, specialized assessment, intervention, professional learning, equipment (speech-generating devices), and training for students experiencing speech, language, and communication needs, and the staff who support them; co-ordinate the speech language development program for eligible students in early years.