School District 59
Inclusive Education Guide

Section Three

District Staff, Roles and Services

01.

Introduction to District Learning Services Staff

District Learning Serivces Staff

The role of the district learning services team is to support and guide schools in creating and maintaining an inclusive learning environment for all students. This team works collaboratively with school staff, families, and external agencies to ensure that students with diverse needs receive the appropriate services and accommodations. Their responsibilities may include:

  1. Providing Guidance and Training: Offering professional development and resources to teachers and staff on inclusive education practices, strategies, and policies.
  2. Supporting the Development of Individualized Education Plans (IEPs): Assisting in the creation and implementation of IEPs for students with special needs, ensuring they receive tailored support.
  3. Supporting the Coordination of Services: Supporting schools in implementing and coordinating resources, such as speech therapists, counselors, and social workers, to address a student’s specific needs.
  4. Monitoring Progress: With school teams, tracking the effectiveness of inclusive education strategies and interventions, and adjusting as needed to ensure students’ success.
  5. Advocating for Equity: Ensuring that all students, regardless of their background or abilities, have equal access to learning opportunities and are fully integrated into the school community.
  6. Collaborating with Stakeholders: Engaging with parents, guardians, and community organizations to ensure a holistic approach to meeting students’ needs.

Overall, the district inclusive education team plays a key role in fostering a supportive and inclusive educational experience for every student. District Learning Services staff contact information is available at https://www.sd59.bc.ca/programs/district-learning-services.

 

 

02.

District Inclusion Helping Teachers

District Inclusion Helping Teachers

Role and Serivces

The District Inclusion Helping Teacher (DIHT) works with Learning Assistance Teachers and School-Based teams to support the inclusion of all students. DIHTs will provide support for all students with a focus of students who are identified by ministry criteria.  They will typically provide service that includes:

  • Consultation, collaborative planning and program placement of students who have a ministry designation.
  • Assessment and evaluation to Level C.
  • Advise on ICB IEPs and My Ed processes
  • Assistance with interpretation of documentation.
  • Provide support and guidance with district processes.
  • Location and implementation of specialized resources.
  • Support LATs and teachers with training related to students with diagnoses which meet requirements for specific designation categories.
  • Provide training around specialized needs where needed.
  • Participation in School Based Team meetings at the request of a teacher, Learning Assistance Teacher and/or parent/guardian.

Based on school needs, DIHTs provide tiered levels of support. For example, with schools who have new LATs or schools who are still hiring DIHTS provide more support which could include making referrals, running IEP meetings, assessments, etc. A plan for what these supports would look like are made with the school and the District staff.

 

03.

Teacher of the D/deaf and Hard of Hearing

Role and Purpose

Teachers of the D/deaf and Hard of Hearing (TDHH) provide educational services to children who have hearing loss.

Services

Services include direct instruction, collaboration with the school-based team, and training opportunities for staff. Areas of support are based on the individual needs of the student and may include instruction in use of assistive technology, coaching self-advocacy skills, and developing language and literacy skills; as well as supporting any individualized goals identified by the student or their school-based team. TDHHs also collaborate with local audiologists to facilitate the loan of classroom equipment from Auditory Outreach.

 

Referral Process

Families who have concerns about their child’s hearing or have a hearing loss identified are encouraged to bring documentation (i.e. audiograms or written reports from an audiologist) and speak with their school’s Learning Assistance Teacher to arrange consultative or direct instructional service from the TDHH.

 

04.

Teacher of Students with Visual Impairments

Role and Purpose

Teachers of Students with Visual Impairments (TSVIs) provide specialized instruction in inclusive settings to students with blindness, low vision, deafblindness, cerebral visual impairment, or other visual conditions.

Services

Instructional areas include social interaction, recreation and leisure skills, sensory efficiency, compensatory skills, assistive technology, self-determination, independent living, orientation and mobility, and vocational skills. The TSVI also consults and collaborates with the educational team to ensure that the classroom curriculum is accessible to the learner while working directly with the learner to support access through the effective use of adaptive tools, strategies, and technology.  

Referral Process

To be eligible for support from a TSVI, students must have a documented report from an ophthalmologist, optometrist, or orthoptist or the Visual Impairment Program at BC Children’s Hospital that describes the student’s vision impairment as one of the following: a visual acuity of 6/21 (20/70) or less in the better eye after correction; or a visual field of 20 degrees or less; or any progressive eye disease with a prognosis of becoming one of the above within a few years; or a visual problem related to visual stamina that is not correctable that results in the student functioning as if his/her visual acuity is limited to 6/21 (20/70). Families that have concerns about their child’s vision are encouraged to speak with their school’s Learning Assistance Teacher to determine eligibility for services or arrange consultation.

Assessments and Tools

TSVIs can complete assessments in the areas of functional vision and/or learning media assessments.

05.

District Literacy Teachers

District Primary Literacy Teachers

Role/Purpose/Services

The District Primary Literacy Teachers supports students and teachers in literacy learning and teaching with a focus on primary teachers and primary students. This includes:

  • Demonstrating and helping with effective literacy practices in primary classrooms
  • Working with small groups of students on foundational skills or whole text reading.
  • Planning and leading professional learning opportunities for school staff
  • Working school literacy teams to plan supports and interventions
  • Using school land district literacy data to plan and schedule interventions for schools and students
  • Support school-based Literacy Resource Teachers

Assessment

School District 59 uses the Fountas and Pinnell for a benchmark reading assessment in elementary schools. In addition, primary grade literacy assessments include phonological awareness, alphabet knowledge and high frequency word assessments.

Other Information

The District Primary Literacy teachers works with POPEY: Provincial Outreach Program for the Early Years. POPEY supports Primary teachers in BC with resources, workshops, webinars, conferences etc. www.popey.ca.

 

 

06.

Teachers of English Language Learners

Teachers of English Language Learners

ELL is an additional service that enables English Language Learners (ELLs) to succeed in the regular classroom. The ELL program in School District #59 has three main goals for students:

  1. To develop the social language required to learn and communicate appropriately with peers and adults.
  2. To develop the academic language required to learn and communicate the skills and knowledge covered in all subjects.
  3. To preserve and develop a pride of heritage, and to develop an understanding of Canadian culture.

Role and Purpose

As a resource person, the ELL specialist teacher may act as an advocate for ELL students, for multicultural understanding in the school and community, and for the idea that continued growth in students’ first languages should be supported (BC Ministry of Education – Special Programs: ELL).

The ELL specialist works collaboratively with classroom teachers. While this individual’s role is many faceted, it typically has three aspects:

  • Language Teacher – providing English instructional support
  • Resource Person – assist and collaborate with classroom teacher and the school community
  • Family Liaison Contact – ongoing communication between home and school

Services

Upon registration, a parent who indicates their child speaks a language other than English as their home language signs a permission form for an initial assessment.  This assessment will determine the student’s current level of English proficiency. This will be completed by the ELL specialist teacher using the IPT (Idea Proficiency Test). The results will determine the student’s eligibility for service as well as additional funding from the Ministry.

Referral Process

The school secretary, LAT or principal notifies the District ELL teacher regarding the registration and an assessment is scheduled. 

ELL Planning Process

Notify ELL Teacher

·      For new registrations or if a classroom teacher approaches you with concerns

·      It is important that the student not start until a connection is made with the ELL teacher

 

Connect with the Family

·      Confirm with the family that the student speaks another language at home and take note of the language.

·      Ensure that the parents sign the permission form for the Idea Profiency Test to be administered.

·      If the student has little to no English plan a meeting with the principal, classroom teacher, ELL teacher, counselor (if necessary), and the student/family.

 

Assessment and Program Planning

·      The ELL teacher will assess the student’s language proficiency using the IPT.

·      The ELL teacher creates an Annual Instruction Plan (AIP) and meets with the school team to go over the results of the assessment, the goal(s) for the student and the recommended program.

·      Include time for the ELL interventions in your schedule and/or support staff schedules.

·      Share the schedule with the ELL teacher.  This information will be used by the ELL teacher to plan any necessary training for support staff that will be working with the student.

·      The ELL teacher may provide direct intervention for the student and schedules and locations will need to be co-ordinated.

 

Monitoring and Reporting Progress

·      Writing samples are collected and marked by the ELL teacher (2-7) in October and June.

·      Classroom teachers complete ELL rubrics for oral language/reading and the Accommodations checklist in October and June (1-7).

·      At the end of each term the AIP reports will be completed using:

     -progress made in online programs (provided by ELL teacher)

     -information gathered from LATs/support staff/classroom teachers on other programs

      the students are participating in

·      The LAT prints the AIPs at the end of each term and gives them to the classroom teacher to attach to the regular report card (copy for home and copy for file).

Assessment and Tools

Idea Proficiency Test (IPT)

The IPT is an annual assessment administered by the district ELL teacher.  A signed permission form is required prior to administering the assessment.  The IPT measures the student’s proficiency levels in oral language, reading and writing.

-The focus of the oral language assessment is vocabulary, grammar, comprehension,

and language functions.

-The focus of the reading assessment is vocabulary, vocabulary in context, reading for

understanding, reading for life skills, and language usage.

-The writing assessment consists of 10 questions on conventions as well as 3 writing samples. 

Guiding Documents and Procedures

Annual Instruction Plan (AIP)

The results of the language assessment (IPT) and the Ministry ELL Standards are used when

the district ELL teacher completes the AIP. The AIP consists of 4 parts.

  • Language Based Goal(s)
  • ELL Supports and Programs that will be used to meet the goal.
  • Individual Instructional Supports/Accommodations

                -Examples can be found in the AIP or on the Accommodation Checklist.

  • Term Report completed at the end of each term by the LAT and district ELL teacher.

Links:

The purpose of this document is to provide policy guidelines to school districts in the delivery of ELL services. These guidelines provide a basis for consistency, quality, and equity while allowing for flexibility in the delivery of ELL services.

The ELL Standards are descriptions of characteristics that K-12 ELL students typically exhibit at various stages in their language acquisition process. The document is a resource to help educators support ELL students in accessing the provincial curriculum and succeeding in the academic environment.

The ELL Planning Tool is a new, research-based approach that can be used as an educational model for instructional and support planning for ELL students with diverse needs.

Other Resources:

Guiding practices and programs

Interventions for ELL students

Frames for Fluency

  • oral language program that uses vocabulary to practice language forms (grammar) and functions (describing, naming, asking/answering)
  • Must be delivered by an adult (LAT/EA/ELL teacher) in a small group setting
  • Includes picture and word cards, themed pictures, sentence frames and teacher’s guide
  • Two levels (beginning to early intermediate an intermediate to advanced)

RAZ KIDS

  • Online digital library
  • Provides leveled fiction and non-fiction reading selections accompanied by guided reading activities, comprehension questions and written response questions
  • There are books in some other languages
  • Contact an ELL teacher to set up an account

IXL –English

  • Focus on areas of need (grammar, conventions, vocabulary)
  • You can assign student specific skills to work on and/or they can take the diagnostic assessment, and the program will recommend specific skills
  • Best utilized with an adult overseeing the learning
  • Online program –contact an ELL teacher to set up an account

Games to Learn English

  • Online games (gamestolearnenglish.com)
  • No account needed, free and easy to use
  • Promotes language development and builds vocabulary
07.

Licensed School Psychologist

Role and Services

Assessment

A key role of a Licensed School Psychologist is thoroughly assessing students through standardized tests, observations, and interviews to identify their unique strengths, needs, and any learning or behavioural challenges. This may include specific diagnoses of specific learning disabilities, intellectual disabilities, and screenings for mental health concerns.

After assessments, Licensed School Psychologists collaborate with teachers, specialists, and parents to find the best solution for each child. This includes developing and implementing evidence-based interventions and support strategies through the response to intervention (RTI) model. A Licensed School Psychologist also serves as a consultant to the school community, providing guidance to support students’ overall well-being.

Additionally, Licensed School Psychologists determine Provincial Assessment Adjudication eligibility for students with learning disabilities and complete eligibility forms for Community Living BC for students with intellectual disabilities, autism spectrum disorders and fetal alcohol spectrum disorders. 

Other Services

Licensed School Psychologists contribute to professional development by providing in-service training to school staff on various topics. They participate in or assist with program evaluations to assess the effectiveness of educational interventions and support services. Additionally, School Psychologists collaborate on research projects, analyze data, and interpret findings to inform evidence-based practices and decision-making within the school system.

The Licensed School Psychologist, along with the Speech-Language Pathologist, conducts a pre and post universal developmental screening assessment for the entire kindergarten population. The universal developmental screening process involves administering brief, standardized measures in key areas required for successful learning: hearing, vision, memory, fluency, language, and speech. This proactive approach helps identify students who may be at risk for learning challenges, allowing the school team to provide targeted interventions and supports early on.

Licensed School Psychologists play a role in the adjudication process for graduation assessments and supports. They assist in compiling a master list of students requiring specific accommodations, assist with eligibility determination based on documented evidence in the student’s education plan (CBIEP/SLP), and ensure decisions align with providing equity and accessibility for students with diverse abilities and disabilities. This process involves considering supports such as readers, scribes, and special formats to enable fair participation in graduation assessments.

Referral Process

A referral for a psycho-educational assessment is a needs-based approach, not first-come, first-served and promotes a collaborative approach between school personnel and the district-level licensed school psychologist in determining psycho-educational assessment priorities. All referrals go through a pre-referral process. Learning Assistance Teachers (LAT) in the schools use the Supporting Student Learning (SSL) document and Literacy Flowchart for the initial steps when there are academic concerns. After parent contact, the school team reviews the student’s file, including data, past assessments, and kindergarten screening. They then meet to determine interventions, next steps and develop a learning plan. If progress is still a concern after interventions, the LAT completes a pre-referral package and meets with the Licenced School Psychologist to decide if a full psycho-educational assessment is warranted.

08.

Speech-Language Department

Speech-Language Department

The Speech-Language Department in School District 59 is formed by one Licensed  Speech-Language Pathologists (SLP) as well as supporting Speech-Language Technicians (SLT) and Communication Health Assistants (CHA).

  • The SLP is licensed for practice and regulated by the provincial College of Health and Care Professionals of BC https://chcpbc.org/
  • SLTs are supportive personnel who have specialized training in child development and speech/language intervention and are supervised by a licensed SLP to provide intervention to students who have been assessed by the SLP
  • CHAs are trained and supervised by the SLP to provide support to students and school teams who use Alternative and Augmentative Communication (AAC) systems

Role of the Speech-Language Pathologist 

  • To complete screenings and assessments with students in order to identify areas of strength and need in communication (speech, fluency, language) and swallowing. This includes the district kindergarten screen as well as formal (standardized) and informal assessments with individual students. 
  • To provide and supervise research-based interventions in schools, for speech, phonological awareness, language, social skills and early communication development.
  • To facilitate inclusion and the development of communication skills through the use of alternative and augmentative communication (AAC) devices.
  • To build capacity in school teams to provide rich language learning environments and ensure inclusion of students with diverse communication abilities.

Process for Accessing Speech-Language Pathology Services

Referrals for assessment and intervention require written parent consent each year.  Referrals are submitted to the SLP by the school LAT once parent consent has been gathered. 

Access to speech-language pathology services is available through several channels, including:

  • Parent request to either the SLP or the school LAT for an assessment.
  • Diagnosis of a developmental condition, such as Childhood Apraxia of Speech, Global Developmental Delay, Down Syndrome, etc.
  • Classroom teacher identification of areas of concern with speech, social skills or communication.
  • Kindergarten screen identifies areas needing further assessment or intervention.

Assessments and Tools

  • Assessments and tools are updated as research provides new information to inform best practices.
  • Assessments include, but are not limited to:
    • Level A, B and C assessments
      • Clinical Evaluation of Language Fundamentals – 5
      • Comprehensive Assessment of Spoken Language – 2
      • Diagnostic Evaluation of Articulation and Phonology
      • Kaufman Speech Praxis Test
      • Augmentative and Alternative Communication Profile
      • Kindergarten Articulation and Language Screen
      • Preschool & School Age Language Scales – Screening Test
      • Phonological Awareness Test
      • Phonological Awareness Screen
09.

Physiotherapy and Occupational Therapy

Physiotherapy and Occupational Therapy

Physiotherapy services in School District 59 are provided via a part-time Physiotherapist on staff, whereas Occupational Therapy services are delivered via a contracted Occupational Therapist. Both the Physiotherapist and Occupational Therapist are registered with and regulated by the College of Healthcare and Professionals of BC (https://chcpbc.org/ )

Physiotherapy

Role and Purpose

Physiotherapists are healthcare professionals specialized in the domain of movement who work with individuals to support motor development as well as to assess, treat, and manage pain, injuries, movement challenges, disabilities, and chronic conditions. While all aspects and environments are considered, function and participation within the school setting is prioritized. The level and source of involvement varies with the type of support the student requires.

Services

  • To complete gross motor assessments of individual students in order to identify areas of proficiency as well as areas with room for improvement. These assessments typically occur at school, although home visits are possible as circumstances dictate. Depending on the individual student, both formal standardized testing, as well as informal screens/observations are used. On-going re-assessment is used to progress/regress programming as indicated.
  • To recommend specific evidence-based programming aimed at maximizing physical development, school/leisure participation, motor function, inclusion, independence, and quality of life.
  • To provide training on specific programming, transfers, and movement mechanics to applicable school staff.
  • To assist with the identification, acquisition, funding, and day-to-day use of appropriate assistive medical equipment such as wheelchairs, specialized seating, standing frames, walkers/gait trainers, and orthotics. Collaboration with outside agencies such as the BC Children’s Hospital Positioning and Mobility outreach team is typical.
  • To liaise and work in partnership with contracted Occupational Therapy service providers to identify students who would benefit from their intervention and assist with implementing their recommendations into students’ programming.

Referral Process:

Students are referred to School District No. 59 Physiotherapy by individual Learning Assistance Teachers, members of the District Learning Services Team, as well as outside agencies. Parental consent for assessment and intervention is required prior to completing a referral.

Potential referral sources:

  • Classroom or Learning Assistance Teacher concern with gross motor skills or task
  • Parental request
  • Diagnosis of a relevant medical condition (Developmental Delay, Down Syndrome, Cerebral Palsy, etc.)
  • Area of need identified in School District No. 59 transition meeting/report

Assessments:

  • Movement Assessment Battery for Children – Second Edition (MABC-2)
  • Movement Assessment Battery for Children – Third Edition (MABC – 3)
  • Range of Motion
  • Manual Muscle Testing

 

Occupational Therapy

Role and Purpose

Occupational Therapists are healthcare professionals who aim to maximize function and participation in everyday tasks, encourage development, and help those whose capabilities are impaired by illness, injury, developmental disorder, and emotional or sensory challenges. While all aspects and environments are considered, function and participation within the school setting is prioritized.

Services

  • To complete fine motor, sensory processing, visual-motor integration, and visual perceptual assessments of individual students to identify areas that are limiting and/or impacting the students learning. Recommendations are then made to support the student’s learning within the school environment or home.   These assessments typically occur at school, although home visits are possible as circumstances dictate. Depending on the individual student, both formal standardized testing, as well as informal screens/observations are used. On-going re-assessment is used to progress/regress programming as indicated.
  • To recommend specific evidence-based programming that targets areas with room for improvement that were upon assessment.
  • To liaise and work in partnership with the staff Physiotherapy provider to identify students who would benefit from their services and collaborate as needed to maximize the effect of intervention.

Referral Process

Students are referred to School District No. 59 Occupational Therapy by individual Learning Assistance Teachers, members of the District Learning Services Team, as well as outside agencies. Parental consent for assessment and intervention is required prior to completing a referral.

Potential referral sources:

  • Classroom or Learning Assistance Teacher concern with fine motor skills or task
  • Parental request
  • Diagnosis of a relevant medical condition (Developmental Delay, Down Syndrome, Cerebral Palsy, etc.)
  • Area of need identified in School District No. 59 transition meeting/report

Assessments

  • Beery-Buktenica Developmental Test of Visual-Motor Integration
  • Test of Visual Perceptual Skills 4th Edition
  • Sensory Profile 2
10.

Counselling Services

Counselling Services

Elementary Counselling Department

School District 59 has three district elementary counsellors and five district elementary intervention workers. Elementary counsellors have certification from the BC College of Teachers and master’s degree in counselling psychology or a related discipline with a focus in counselling. District intervention workers work under the guidance of the elementary counsellors.

Purpose

Students, with signed parental/caregiver permission, may access this service if they: 

  • encounter personal crisis 
  • encounter difficulties adapting to the learning environment 
  • are designated according to the Ministry of Education behaviour criteria 
  • experience emotional, social, or behaviour concerns which significantly interfere with their ability to function appropriately at school 
  • experience mental health issues

Services

Elementary counsellors may: 

  • Provide short-term individual counselling addressing emotional, social, and/or behavioural concerns 
  • Instruct small groups or classes on topics such as social skills, bullying, anger management 
  • Meet regularly as members of school-based teams (SBT) to assist in problem solving and provide awareness of issues that may affect the academic and social/emotional development of students
  • Consult with parents and school staff regarding student counselling needs and/or behaviour issues 
  • Consult with district-based personnel 
  • Develop Individual Education Plans (IEPs) and Behaviour Support Plans (BSPs) in collaboration with teachers, parents, students, and other district staff
  • Refer to and consult with community service providers as necessary
  • Promote personal and social development appropriate to developmental stages
  • Counsel students, their families and the community to foster growth in the students’ self-esteem, individual responsibility, and in skills such as decision-making and social skills
  • Enhance students’ educational achievement through goal setting, assisting with the development of IEPs and activities such as promotion of effective work and study habits
  • Provide appropriate interventions to assist students with school-related problems and issues
  • Plan and lead professional learning opportunities for staff

Assessments

From a counselling perspective, assessments may be administered as a tool to explore  student development and adjustment concerns, achievement, personality, stress, coping skills, health status, strengths/skills, and decision-making.

Commonly used counselling assessments in Peace River South School District 59 include the following:

  • BASC-3: The Behavioural Assessment System for Children (BASC) is a standardized instrument designed to measure the behavioural and emotional functioning of children and adolescents.  This instrument measures a variety of dimensions, as well as offering the option of having a variety of respondents, i.e. teacher, parent, and, in the case of adolescents, the child himself.  All the forms of the BASC have two types of scales:  Clinical Scales and Adaptive Scales.  Clinical Scales deal with areas that focus on disruptive behaviours or internal problems.  Adaptive Scales deal with areas that focus on positive psychological features or skills.  The BASC is used in order to sample aspects of psychological/emotional functioning, personality, and the child/adolescents’ own perceptions about themselves.
  • Conners-IV: The Conners IV is a set of rating scales that are used to gather information about the behaviours and feelings of children and adolescents. These rating scales can be completed by parents, teachers, and youth.  The Conners IV forms were developed by Dr. Keith Conners, a renowned expect in child and adolescent behaviour, and are used world-wide to assess youth from many cultures.  Research has shown that the Conners IV scales are reliable and valid.
  • CDI (Children’s Depression Inventory):The CDI is a tool that mental health professionals use to measure the cognitive, affective, and behavioral signs of depression in children and adolescents between the ages of 7 and 17. The CDI is used to scale the severity ofdepressive symptoms in children. It also differentiates between major depressive disorder and dysthymic disorder in children and helps practitioners distinguish between these disorders and other psychiatric conditions. 
  • SCARED (Screen for Childhood Anxiety and Related Emotional Disorders): The SCARED is a 41-item self-report questionnaire that screens for anxiety disorders  in children ages 8–18, including generalized anxiety, separation anxiety, panic, social phobia, and school phobia. It is a questionnaire that children and their parents complete. The questionnaire asks about the frequency or intensity of symptoms over the past three months.

Consent

In School District 59, parental consent is required for elementary aged students to see a school counsellor or intervention worked on an ongoing basis.

Confidentiality

The counsellor provides a confidential, safe, non-judgmental environment where a therapeutic relationship can be formed to facilitate emotional healing, empowerment toward positive change, development of coping strategies, and awareness of developmental issues.

Confidentiality means that what a child talks about and shares in session is private between the counsellor and the child.  This statement applies equally to interview notes, test data, and any other documents used to assist in the counselling process.  Notes are to be kept as part of the counsellor’s record, but not part of the records kept in the office of the school.

Confidentiality is one of the most important components of counselling.  The exceptions to confidentiality are as follows:

  1. Consent: With the consent of the student, the counsellor may divulge information received through the counselling relationship.
  2. Potential Harm: If behaviour of the student threatens potential harm to him/herself or another person, the counsellor shall take appropriate action to protect the student and/or the other person.
  3. Child Protection: A counsellor who has reason to believe that a child is or might need protection shall forthwith report the information to the appropriate authorities in accordance with legal obligations pursuant to child protection legislation.
  4. Consultation and Collaboration: A counsellor may consult and collaborate with other professionals for purposes of more effectively helping the student. The teacher-counsellor shall share only such information that will serve the best interests of the student.
  5. Legal Requirements:A counsellor may be required to provide records in compliance with the law.

Referral Process

If you feel your child could benefit from counselling services, please contact their school directly. 

The referral process varies from school to school and may include referrals from students, staff, families, and School Based Team (SBT). Parents are consulted in situations which may involve ongoing individual counselling or participation in a group.

Counselling Services in Peace River South School District may include one or more of the following:

Counselling – for children experiencing challenges that make it difficult for them to be successful and attentive at school. This may include but is not exclusive to social-emotional, behavioural, or health concerns. Counsellors meet individually with the child.

Intervention – for children needing extra social-emotional and behavioural support at school. This may include but is not limited to friendship/social skills, emotional regulation, strength-based interventions, etc. Intervention Workers meet individually with the child.

Group – Groups may be created to address some of the above challenges as opposed to individual work. Group work may be done with Counsellor, Intervention Worker, or both.

Please Note: Your child may be suitable for one or a combination of the above services depending on need and availability. These services will be determined by the Counselling Department.

Provincial and Community Partnerships

The SD 59 Counselling Department works closely with a number of local agencies to support the students in our schools. These include:        

  1. CYMH (Child and Youth Mental Health): https://www2.gov.bc.ca/gov/content/health/managing-your-health/mental-health-substance-use/child-teen-mental-health
  2. HAVEN Family Services: https://www.dchaven.ca/
  3. South Peace Community Resources: https://www.spcrs.ca/
  4. Aboriginal Family Services: https://find.healthlinkbc.ca/ResourceView2.aspx org=53965&agencynum=17661573
  5. Nawican: https://nawican.ca/?page_id=45
  6. Independent Networking Services: https://www.inservicesinc.org/

Middle and Secondary School Counselling

School District 59 middle and high schools have school-based counsellors and intervention workers who provide social emotional, behaviour and academic support and counselling. In addition, they serve as the Case Managers for students who have IEPS for mental health and behaviour. Intervention workers work under the guidance of counsellors.

For specific information regarding the processes for accessing middle and high school counselling, contact that school directly.

11.

Education Support Worker

Education Support Worker

District Education Support Workers (ESWs) work with and mentor Education Assistants (EAs) in all schools.

Role/Services

The role and services of the Education Support Worker includes:

  • Mentoring EAs
  • Meeting with EAs
  • Modelling working with a student for an EA
  • Observing the EA working with a student for the purpose of supporting the EA in working with that student
  • Teaching EAs how to create visual supports, social stories or other resources for students 
  • Attending School-Based Team (SBT) meetings and other meetings with the purpose of supporting and mentoring the EA
  • Assisting with monitoring and training EAs with specific programs as directed by district learning services staff

How to Access Support from Education Support Workers (ESWs) 

District Team

Support may be planned at a district level based on new students coming to the school or on prioritized needs

Prioritized district support such as:

  • Reference and Regulate EA support as directed by the speech-language pathologist
  • Phonological Awareness EA support as directed by the speech-language pathologist
  • Physiotherapy EA support in consultation with the district physiotherapist
  • Other EA support in consultation with District Inclusion Helping Teachers
  • Other EA support in consultation with the members of the district team
  • If the EA is working with a student being supported by the counselling department, the district inlcusion helping teacher and counsellor for that school, in consultation with the SBT will determine what supports are appropriate (example: if ESW support is appropriate or if Intervention worker support is appropriate)

Directly from Education Assistants (EA)

  • EA may connect directly with the EWS by asking for support
  • ESW may check in with EA(s) when visiting your school to see if support is needed
  • Support for EAs may be planned at a district level based on new students coming to the school or on prioritized needs

School Team

  • ESW will connect with the district inlcusion helping teacher, learning assistance teacher (LAT) administrators and school-based team (SBT) around requests for support.
  • Any requests by the SBT, classroom teacher, etc. at a school level for support from the ESW need to come through the LAT (in partnership with administrators).
  • ESW may consult with the district team or SBT before determining if a support is appropriate.
12.

District Resource Centre Staff

The District Resource Centre team is composed of a District Resource Centre Coordinator who oversees the overall operations and three Resource Centre Clerks. Together, they work collaboratively to manage educational resources, assist staff and students, and ensure the smooth functioning of the Resource Centre within the district.

District Resource Centre Coordinator

The District Resource Centre (DRC) Coordinator is responsible for overseeing the operations of the Resource Centre, including the distribution of duties and supervision of Resource Centre Clerks. This role involves reviewing and evaluating educational resources to ensure alignment with District and Ministry guidelines, as well as managing the purchase and distribution of approved materials. The coordinator ensures copyright compliance across the District and serves as the primary contact for Focused Education Resources who evaluates print and digital learning resources to support teachers in making informed decisions about classroom instruction. As the designated spending authority for the DRC budget, the coordinator manages financial decisions related to resource procurement. They also engage regularly with teacher-librarians throughout the district to support their work and enhance resource accessibility.

District Resource Centre Clerks

The District Resource Centre clerks provide essential administrative and operational support to ensure the smooth circulation and management of educational resources throughout the school district. This includes maintaining the computerized booking system, preparing and shipping materials, managing inventory and supplies, and assisting with day-to-day office tasks.

In addition to organizing physical and digital resources, the Resource Clerk helps promote awareness and access by sharing new and featured materials with staff in a variety of ways. This supports communication with schools, highlights available resources, and encourages their use across the district.

The role also involves coordinating repairs, managing bookings, supporting deliveries, and providing access to equipment and facilities.

13.

District Learning Services Based Team

District Learning Services Based Team

Role

As an additional layer of supports for students, families and schools, the district learning services staff may bring forward a student to the district-based team if a school has exhausted all resources. The district team will review all of the documentation including but not limited to assessments, programming, interventions and previous recommendations. The team will identify an action plan for supporting the student and a key district staff person to work with the school to implement and monitor the plan.

14.

Integrated Child and Youth (ICY) Team

Integrated Child and Youth (ICY) Clinical Counsellor – Peace River South

The ICY Clinical Counsellor is a key member of the Integrated Child and Youth (ICY) Team in Peace River South, providing mental health support to children, youth, and their families in a flexible, accessible way. Working closely with schools and community partners, the clinical counsellor offers short-term, goal-focused counselling to support emotional well-being, manage challenges, and build coping strategies.

This role is designed to meet young people where they’re at—services may be offered at school, in the community, or virtually, depending on what best supports the individual. The ICY Clinical Counsellor works with students experiencing a wide range of concerns such as anxiety, depression, peer relationships, stress, and trauma.

By being part of a multidisciplinary team, the clinical counsellor collaborates with other professionals—including teachers, family support workers, substance use specialists, and Indigenous support staff—to ensure that services are coordinated and holistic. The focus is on early intervention, building resilience, and helping young people thrive at school and in life.

ICY Youth Peer Support Worker – Peace River South

The Youth Peer Support Worker is an important part of the Integrated Child and Youth (ICY) Team in Peace River South. This role is filled by a young adult with lived experience in mental health or substance use challenges, who now uses that experience to support and guide other youth on their wellness journey.

Youth Peer Support Workers build trusting relationships with young people by offering empathy, understanding, and a non-judgmental presence. They help reduce stigma, promote mental health awareness, and support youth in finding their voice and making informed choices. Through one-on-one conversations, group activities, and school-based supports, they create safe spaces for youth to talk, ask questions, and feel heard.

These workers also assist youth in navigating services, setting personal goals, and building self-confidence, while working closely with other ICY team members such as counsellors, social workers, and family support staff.

 

15.

Family School Liaisons

Family School Liaisons

The Family School Liaison in School District 59 supports students by helping families, working with school staff, and connecting with community services.School District 59 has Family School Liaisons assigned to various schools across the region, including Dawson Creek Secondary, Chetwynd Secodnary, Tremblay Elementary and Tumbler Ridge Secondary. Each liaison works within their assigned school community to provide support to students and families, helping to strengthen connections between home, school, and community services. Their goal is to reduce barriers and help students thrive both at school and at home. Their work includes collaboration with staff, families, and outside agencies to ensure students receive the support they need including:

  • Connect Home and School
    They build strong, trusting relationships between families and schools through open communication and support.
  • Support Families Through Challenges
    They assist families with concerns that may impact a child’s learning—such as behavior, mental health, or attendance.
  • Plan and Problem-Solve Together
    They work with families to set goals and develop action plans that support student well-being and success.
  • Work with Outside Agencies
    They partner with services such as:
    • Child and Youth Mental Health (CYMH)
    • Ministry of Children and Family Development (MCFD)
    • Local health and social support organizations
      to connect families with the help they need.
  • Support Student Wellbeing
    They provide emotional and behavioral support to help students feel safe, confident, and ready to learn.
  • Referrals
    Referrals to the Family School Liaison can come from:
    • The School-Based Team
    • District Staff
    • Community agencies

For more information, connect with a family school liaison https://www.sd59.bc.ca/programs/district-learning-services.

16.

Director of Instruction for Learning Services – Inclusive Education

The Director of Instruction for Learning Services – Inclusive Education provides leadership to support all students, including those with diverse learning needs, in accessing the resources they need to succeed. This role includes overseeing programs, guiding staff, and collaborating with schools, families, and community partners. Key responsibilities include:

Additional responsibilities inlcude:

  • Leadership and Guideline Development – Oversees inclusive education programming, ensures compliance with Ministry guidelines, and advocates for equitable access.
  • Support for Schools and Teachers – Guides the development of student programmming, provides resources, and helps implement inclusive teaching strategies.
  • Training and Staff Development – Offers professional development, supports school teams, and promotes collaboration.
  • Student and Family Engagement – Works with families and school staff to provide supports and student-centered planning.
  • Collaboration and Community Partnerships – Engages with community partners and organizations to support students.
  • Monitoring and Continuous Improvement – Tracks student progress, enhances programs, reviewing programming for impact on learning
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