School District 59
Inclusive Education Guide

Section Five

Guiding Practices and Programs

01.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) Interventions

Autism Spectrum Disorder (ASD) is a developmental condition that affects communication, social skills, and behavior in different ways for each person. Because ASD varies widely, interventions are designed to meet the unique needs of each individual.

Interventions for ASD focus on helping students develop important skills such as communication, social interaction, emotional regulation, and daily living abilities. These supports can include therapies, educational strategies, and behavioral approaches that encourage learning and independence.

Effective ASD interventions are often personalized, evidence-based, and involve collaboration between families, educators, and specialists. Early and consistent support can make a big difference in helping students with ASD reach their full potential in school and life.

SD 59 ASD Intervention Pathway

Reference and Regulate

When appropriate, School District 59 implements the Reference and Regulate intervention for students with an autism diagnosis.  This program helps children learn to be calm, flexible and social.  The intervention is delivered in the school by trained Educational Assistants, under the supervision of a trained Reference and Regulate consultant, and with the support of the district Speech-Language Pathologist.  Students participate in daily, 30 – 60 minute sessions until all stages of the intervention have been completed. 

The intervention is comprised of the following targets and stages.

Regulate

Children with ASD are often described as inflexible and rigid. They tend to have behaviours that seem out of proportion to the smallest changes in their daily routine. In order to become self-regulated children typically pass through several stages while they are developing their referencing skills:

  1. Externally Regulated/Disregulated
  2. Minimally Self Regulated
  3. Moderately Self Regulated
  4. Self Regulated

Reference

Stage 1: Visual Referencing

“Look Lots, Quickly and for a Long Time”

In order to develop social referencing, the child with ASD needs to develop eye contact. One very important part of this intervention is that at no time should the child be prompted to look at you. They need to learn, “if I choose to look at someone, good things happen”.  After the child has learned to look at you lots to get their needs met, they need to look at you quickly and for longer periods of time.

Stage 2: Early Social Referencing: Point/Gaze Following

Once children have learned to get what they want through the use of visual referencing and have increased the duration with which they will look at others faces, they will become more interested in what others think. Furthermore, they begin to understand that they can look at faces to gain information. By using simple point/gaze following activities we can teach them that others can offer items of interest. Point/gaze following continues the lesson that gestures and facial reactions are very important means of gathering information and indications of what other people are thinking.

It has been interesting to note that once this receptive ability has been mastered, we see most of our children with ASD expressively using pointing as a way to establish joint attention.

Stage 3: Other’s Perspective (Recognize, Respond, Adapt)

When children have learned the benefits of gaze/point following, they will start to observe facial reactions for their own sake. Initially, children with ASD look for facial reactions to their own objects/activities of interest.  At this time, children are also starting to watch children and adults while playing. In situations with many children, this often appears as the “onlooker” stage. While playing with adults, we can observe children watching us and recognizing our unique perspective.  After recognizing, children are often seen responding to our actions by imitating our actions/play or making simple comments (e.g. “that’s funny”).  Finally, children at this stage start to adapt their play and comments based on another’s perspective. To this end, they will elaborate on the play, ask a question, or make related comments.

Stage 4: Conversations

The progression of conversations is very similar to taking other’s perspectives in a joint attention task, with the difference being that there is no concrete referent under discussion. Similar to joint attention, it is our experience that children with ASD look to see your reaction to their topic, before truly becoming interested in other’s topics. It has been my experience that most adults try to develop conversations with children with ASD by encouraging their topics with related questions.

This simply perpetuates the behaviour of monologuing on the topics of interest in a child with ASD. Children with ASD however, rarely understand the cues that others are no longer interested in their topics and have difficulty reading these nonverbal signals. By progressively moving from very significant cues (e.g. “Do you know what I think?”) to different levels of pausing when discussing other’s topics, children with ASD can learn to balance their conversations between their own topics of interest and others.

Children at this stage are often interested in the play of other children and will attempt to respond or initiate play with them. Their responses are often limited in scope and their initiations are often clumsy. It sometimes appears as if they don’t have a “Plan B”, if their initial attempts are unsuccessful.

Stage 5: Peer Relations

Since adults are much more able to accommodate to the child with ASD than peers, they do not develop truly reciprocal friendships until they demonstrate the ability to take an adult’s perspective. Our experience with children, who are mainstreamed in a daycare, preschool or school environment, is that they often need significant one to one support to avoid negative experience with their peers and changes to their routines. Unless they are receiving ongoing support they often learn that these facilities are stressful and that playing with peers is less desirable than playing on their own. This is

often misinterpreted as the child with ASD choosing not to play with other children or misbehaving, when in fact it is that the child has not developed sufficient skills to engage positively.

Stage 6: Mainstreaming – Preschool/Daycare/School

After children have succeeded in play with more than one child in controlled environments with mediation, they are usually ready to take on more unstructured environments with mediation in childcare settings or schools. Children with ASD at this level are often interested and able to initiate play with other children, but sometimes do not play on the other children’s agenda sufficiently to encourage continued play. They sometimes miss subtle overtures to play, or do not constantly monitor their playmates closely enough to maintain play.

Interventionists/support workers/aides/teachers can assist children by shadowing them and assisting when the play breaks down. After a child has sufficient skills to participate in play with peers with very limited mediation, they have developed sufficient referencing and regulating skills to continue to learn more sophisticated referencing skills incidentally – at this point we see children learning naturally, from other children.

It is at this point that intensive intervention is reduced and eventually eliminated. Our experience indicates that children who learn these skills are truly able to learn more complicated social routines later in life, on their own.

 

 

These interventions help students develop strong social skills that are essential in many areas of life. By learning to understand their own thoughts and feelings, as well as those of others, they can communicate more effectively, build positive relationships, and navigate social situations with greater confidence. These skills support success not only in school but also in the workplace and everyday interactions, helping individuals collaborate well, solve problems, and adapt to different social environments.

Social Thinking:
Social Thinking is an approach that helps people understand how their own thoughts, feelings, and behaviors affect others. It teaches social skills by focusing on thinking about what others are thinking and feeling in social situations. For more information, visit https://www.socialthinking.com/.

Theory of Mind:
Theory of Mind is the ability to understand that other people have their own thoughts, feelings, and perspectives that may be different from your own. It’s important for empathy, communication, and predicting others’ actions.

Eclipse Model:
The Eclipse Model is a way to explain how social thinking works. It shows how attention shifts between your own thoughts and the thoughts of others during social interactions. Like how an eclipse moves, your focus changes from yourself to others and back, helping you understand social cues.

Superflex:
Superflex is a fun, superhero-themed program that helps kids learn to manage their thinking and behavior. It teaches them how to handle challenges like staying focused, being flexible, and dealing with unexpected changes in social situations.

Students with Autism Spectrum Disorder and mental health diagnoses may face challenges with social interaction, emotional regulation, flexible thinking, and communication. To support their success in school and daily life, it is important to provide targeted, evidence-based interventions that build their social-emotional and behavioral skills.

Counselling:
Counselling in schools involves trained professionals supporting students with emotional, social, or behavioral challenges. It helps improve mental health, coping skills, and overall well-being.

Incredible 5 Point Scale:
The Incredible 5 Point Scale helps students understand and manage emotions and behaviors by using a scale from 1 to 5 to represent different feelings or reactions. It makes it easier for students to recognize and control their responses.
For more information, visit https://www.5pointscale.com/.

Zones of Regulation:
Zones of Regulation is a tool that teaches students to identify their emotional states using four color zones (e.g., blue for sad, red for angry). It helps build self-regulation skills.
 For more information, visit https://zonesofregulation.com/.

Collaborative Problem Solving:
Collaborative Problem Solving is a method where adults and students work together to understand challenging behaviors and find solutions, focusing on teaching skills rather than punishment. For more information, visit https://livesinthebalance.org/.

 

02.

Cognitive Processes and Skills

Cognitive processes and skills are the mental abilities that help students learn, think, and solve problems both in school and in everyday life. These skills allow us to understand new information, remember it, and use it effectively. Important cognitive areas include executive functioning, auditory processing, cognitive processing speed, visual processing, working memory, long-term retrieval, and fluid reasoning.

  • Executive functioning helps students plan, stay focused, manage time, and control their behavior—skills that support learning and everyday decision-making.
  • Auditory processing allows students to hear and understand spoken language, which is important for listening, following instructions, and developing reading and communication skills.
  • Cognitive processing speed is how quickly students can take in and respond to information. Faster processing helps them keep up with schoolwork and daily tasks.
  • Visual processing lets students make sense of what they see, such as reading, writing, and understanding spatial relationships, which are important in many areas of life.
  • Working memory helps hold and use information temporarily, like remembering directions or solving problems step-by-step.
  • Long-term retrieval is the ability to recall information learned before, which supports ongoing learning and problem-solving.
  • Fluid reasoning is the skill to think logically and solve new problems. It helps students understand abstract ideas and adapt to new situations both in school and beyond.

Together, these cognitive skills build a foundation for success in academics and in life. Developing and supporting these abilities helps students achieve their goals, become independent, and handle challenges confidently.

Quick Reference Sheets

The purpose of the cognitive processing and executive functioning quick reference sheets is to provide educators with a concise and easily accessible overview of these important areas. These reference sheets serve as a handy resource for understanding and identifying potential deficits in cognitive processes and executive functioning skills, as well as suggesting appropriate interventions and strategies to support students. The quick reference sheets can be found in the appendix.

Providing executive functioning interventions as a Tier 1 intervention is important for several reasons. Executive functioning skills, such as planning, organization, task initiation, working memory, and self-regulation, are critical for academic success across all subject areas. By addressing these skills proactively through Tier 1 interventions, schools can help build a strong foundation for learning and achievement for all students. Implementing executive functioning strategies and supports at the universal Tier 1 level normalizes and integrates these practices into the general classroom routine and curriculum.

Tier 1 interventions allow for early identification and support of executive functioning needs before students fall significantly behind. Proactive Tier 1 strategies can prevent or mitigate future learning difficulties. Embedding executive functioning activities and routines into the daily classroom environment provides consistent practice and reinforcement opportunities. This repetition is key for developing and strengthening these skills. Tier 1 interventions promote a cohesive, school-wide approach to fostering executive functioning abilities. Consistent language, strategies, and expectations across classrooms and grade levels create a supportive continuum.

See the Executive Function Reference Sheet in the appendix for more information.

Providing working memory interventions as both a Tier 1 (classroom-wide) and Tier 2 (targeted) intervention is important. Working memory is a foundational cognitive skill that underlies many academic abilities like reading comprehension, following multi-step instructions, and mathematical problem-solving. Addressing working memory needs proactively can prevent or mitigate learning difficulties.

Tier 1 classroom theme-based centers allow all students to benefit from working memory supports and activities integrated into the general curriculum and instruction. This universal approach helps build core working memory capabilities for the entire class. However, some students may need more intensive, targeted interventions beyond the Tier 1 level. Providing Tier 2 specific, individualized working memory training allows these students to receive the focused support they need to develop their working memory skills.

The multi-tiered approach ensures working memory needs are addressed at varying levels of intensity based on each student’s requirements. Struggling students get extra help, while classroom-wide activities promote working memory for all. Embedding working memory activities into themed classroom centers makes the practice more engaging, meaningful and aligned with academic content versus isolated drill-type exercises.

Consistent Tier 1 and Tier 2 working memory interventions create multiple opportunities for practice, repetition and reinforcement of these cognitive skills, which is crucial for lasting improvements.

See the Working Memory Reference Sheet in the appendix for more information.

Comprehension-Knowledge means understanding what you read, hear, or see. It helps students learn new things, follow instructions, and use information in real life. Some students struggle with this. They may have trouble finding the main idea, explaining what they learned, making connections, or knowing when they are confused.

Teachers can help by teaching skills like finding the main idea, making inferences, and learning new words. They can also use charts, diagrams, and story maps to organize ideas.It helps to connect new learning to things students already know. Teachers can do this with class discussions or KWL charts. Giving background information before a new lesson also helps. Students need regular practice. They can read the same text more than once, ask questions, and talk about what they read. This builds understanding over time.

In reading, group work and visuals help. In writing, students can learn step-by-step, work with a partner, and organize their ideas. In math, hands-on tools, key vocabulary, and group problem-solving make things clearer.

Helping students with comprehension early builds confidence, supports learning in all subjects, and prepares them for success in school and life.

See the Comprehension-Knowledge Reference Sheet in the appendix for more information.

Fluid reasoning is the ability to think clearly, solve new problems, and understand ideas that you haven’t seen before. It helps students find patterns, think flexibly, and solve problems. This skill is important for learning in all subjects and in real life.

Students who struggle with fluid reasoning may have trouble understanding abstract ideas, solving word problems, or thinking in different ways to find solutions. This can make learning harder, especially in subjects like reading, writing, and math.

Teachers can help by breaking big problems into smaller steps. They can also use visual tools like charts, diagrams, and hands-on activities to show how things are connected. Practice sorting, classifying, and explaining thinking out loud can also help students understand better.

It’s helpful to teach students specific ways to solve problems, like working backwards or using examples from real life. Giving students chances to try open-ended tasks where there’s more than one answer builds flexible thinking.

In reading, students may struggle with inferences and figurative language. Strategies like teaching text structure, using visual aids, and discussing vocabulary can help. In writing, they may need help organizing ideas and being creative. Step-by-step writing instruction, graphic organizers, and sentence structure support are useful.

In math, students might find it hard to work with patterns, rules, or abstract ideas like algebra. Using hands-on tools, teaching math vocabulary, and solving problems together helps build understanding.

Strong fluid reasoning skills support problem-solving, critical thinking, and success in school and life. With the right support, students can become more confident and better able to handle new challenges.

See the Fluid Reasoning Reference Sheet in the appendix for more information.

Long-Term Retrieval (LTR) means being able to remember and use things you learned before. Some students find it hard to remember what they studied, follow steps, or recall facts during tests. They often need reminders or clues to help them remember.

Teachers can help by using different ways to teach. For example, showing pictures, using hands-on activities, and letting students hear information helps memory. It’s also better to review things often instead of all at once. Having students talk about what they learned can also improve their memory.

Other ways to help include connecting new ideas to things students already know, using memory tricks like rhymes or acronyms, and grouping information into categories. Making lessons interesting with stories or emotions helps too. Plus, getting enough sleep and exercise supports better memory.

LTR affects reading, writing, and math. Students might forget words or story details in reading, spelling or grammar rules in writing, and math facts or steps in math. Using tools like graphic organizers, repeated practice, and step-by-step instructions can help.

Good long-term retrieval helps students learn better, think more clearly, and feel more confident. It also helps them keep learning new things throughout their lives.

See the Long-Term Retrieval Reference Sheet in the appendix for more information.

Visual processing is the ability to see, understand, and make sense of what we see. Students with visual processing difficulties may struggle to notice differences or similarities in what they see, remember visual details, understand where things are in space, coordinate their eyes and hands, or recognize incomplete images.

Teachers can help by using multisensory methods—combining sight, hearing, and touch—such as using models, real objects, and clear verbal explanations. Reducing clutter in worksheets and classrooms, and using color coding to highlight important parts, can also support students. Visual aids like charts, diagrams, and graphic organizers help organize information, while breaking tasks into smaller steps makes learning easier.

Students benefit from practicing visual skills with games like “spot the difference” or puzzles. Enlarging print and providing clear instructions also help. Teachers can give direct lessons on skills like remembering shapes or recognizing patterns.

In reading, visual processing problems may cause trouble with recognizing letters and words, skipping lines, or confusing similar letters. Using color overlays, visual memory aids, and step-by-step decoding strategies can improve reading.

In writing, students may have messy handwriting, spacing problems, or difficulty copying text. Multisensory handwriting practice, graphic organizers, and tools like graph paper help improve neatness and organization.

In math, challenges include aligning numbers, recognizing symbols, or understanding spatial concepts like geometry. Using hands-on materials, visual models, and organized paper supports math learning.

Visual processing also affects organizational skills. Using checklists, color-coded systems, and clear labels can help students keep track of their materials and follow multi-step tasks.

See the Visual Processing Reference Sheet in the appendix for more information.

Auditory/Phonological processing is the ability to hear, understand, and work with the sounds of spoken language. This includes skills like recognizing and playing with sounds in words, remembering spoken information, and quickly recalling words. These skills are important for learning to read, write, and spell.

Students with difficulties in phonological processing may have trouble learning to read and spell, recognizing rhyming words, breaking words into sounds, or remembering what they hear. They often struggle to connect sounds to letters, which can slow down their reading and writing progress.

Reading is especially hard for students with weak phonological skills. They may have difficulty sounding out words, understanding what they read, and remembering new vocabulary. Writing and spelling can also be a challenge because they need to remember how words sound and use that information to spell correctly. Even in math, students may struggle with word problems if they have trouble remembering and working with spoken language.

There are many helpful strategies and programs to support these students. These include teaching sounds and letters directly (phonics), practicing rhyming and sound games, and using multisensory activities like tapping sounds or tracing letters. Programs like Orton-Gillingham, LiPS, and Road to the Code are examples of research-based approaches that build phonological skills.

Improving phonological processing is very important because it helps students become better readers and writers. These skills affect all areas of learning. With the right support and early intervention, students can make strong progress, avoid falling behind, and gain the confidence they need for future success in school and life.

See the Auditory (Phonological) Processing Quick Reference Sheet in the appendix for more information.

03.

Language, Literacy and Communication

The term AAC refers to any mode of communication that is not verbal. This includes gestures, Signed Exact English, low tech communication supports (visuals) and high tech communication devices such as speech generating devices and dynamic display communication devices (iPads with TouchChat, Tobi-Dynavox devices, etc.).

A communication assessment must be completed by a Speech-Language Pathologist in order to determine the most appropriate communication support for individual students.

Support for the use of AAC systems is provided by Communication Health Assistants (CHA) under the supervision of the the SLP.

Implementation of AAC use is the responsibility of the student’s school staff, including the Learning Assistance teacher, the classroom teacher, and educational assistants.

Frames for Fluency

The Frames for Fluency program for remedial instruction on grammar, comprehension and language functions.  This program provides meaningful and authentic oral language practice for English Language Learners.  Students learn basic vocabulary and move on to more sophisticated and academic language.  This program is led by an adult in a small group setting.

IXL Language Arts

The online IXL Language Arts program.  This is a highly motivating online program which targets many areas including sentence structure, grammar and language functions.  IXL is aligned with the BC English Language Arts Provincial Curriculum.  It explicitly teaches and provides comprehensive coverage of English Language concepts and applications.

RAZ Kids

The RAZ Kids online program for extra exposure to reading activities and response work. The Raz Kids Reading program provides levelled fiction and non-fiction reading selections accompanied by guided reading activities, comprehension questions, and written response questions.

In addition, support for students who are ELL can include oppportunities to participate in games which promote language development such as https://www.gamestolearnenglish.com/.

 

Intermediate literacy focuses on strengthening students’ reading, fluency, comprehension, and writing skills, typically in grades 4–7. Supporting students at this level requires a range of strategies tailored to their diverse needs.

1. Differentiated Instruction

  • Adapt content, process, products, and learning environments to meet varying skill levels.
  • Examples:
    • Provide texts at different reading levels on the same topic.
    • Offer choices in writing formats (e.g., reports, narratives, poems).
    • Group students flexibly based on needs and skills.

2. Fluency Support

  • Purpose: Improve the ability to read smoothly, accurately, and with expression, which supports comprehension.
  • Strategies:
    • Model fluent reading through teacher read-alouds.
    • Use repeated reading of familiar texts.
    • Practice choral reading or partner reading.
    • Incorporate timed reading activities with appropriate support.
    • Provide feedback focused on accuracy, rate, and expression.

3. Reading Comprehension Supports

  • Teach and model active reading strategies such as predicting, questioning, and summarizing.
  • Use graphic organizers to map story elements or information.
  • Pre-teach key vocabulary and language structures.

4. Writing Support

  • Teach the writing process explicitly: planning, drafting, revising, editing, and publishing.
  • Provide writing frames or sentence starters to scaffold structure.
  • Encourage use of graphic organizers to plan ideas.
  • Differentiate writing tasks by allowing varied topics, genres, or formats.
  • Offer frequent, constructive feedback and opportunities for peer review.
  • Support spelling, grammar, and punctuation through mini-lessons and targeted practice.
  • Use technology tools such as word processors with spell-check and speech-to-text.

5. Ongoing Assessment and Feedback

  • Use formative assessments like journals, exit tickets, and reading logs to monitor progress.
  • Adjust instruction based on student needs and progress

6. Assistive Technology and Tools

  • Incorporate audiobooks, text-to-speech, and reading apps to support fluency and comprehension.
  • Use word prediction and grammar tools for writing support.

7. Peer Collaboration

  • Promote partner or small group discussions to develop comprehension and writing skills through shared ideas and feedback.

8. Supporting Teachers

  • Professional Development: Offer workshops or coaching on guided reading, differentiated instruction, or teaching writing.
  • Collaborative Planning: Create time for co-planning and team teaching with literacy support staff.
  • Resources: Provide access to high interest leveled texts, writing tools, fluency kits, and intervention programs.
  • Assessment Tools: Train teachers in using running records, reading benchmarks, and formative writing rubrics.
  • Mentorship and Coaching: Partner new or developing teachers with literacy mentors or instructional coaches.
  • Data Support: Help teachers interpret assessment data to inform small-group instruction and targeted interventions

 

 

 

Phonological Awareness

  • Phonological Awareness skills are a key part of literacy skills. Phonological awareness is the understanding that language is made of words, syllables and sounds and that these can be manipulated.
  • Phonological awareness skills are screened in the district kindergarten screen to identify students in need of extra intervention to develop their skills.
  • Interventions are provided in a variety of ways, including:
    • Tier 1 activities in the classroom;
    • Tier 2 interventions from trained educational assistants and Learning Assistance teachers;
    • Tier 3 interventions with the Speech-Language department.

LIPS (Lindamood Phoneme Sequencing Program)

LIPS is a multisensory, evidence-based intervention designed to strengthen phonemic awareness — the ability to identify and manipulate individual sounds in words. Here’s a clear overview:

School District 59 uses the LiPS Program as one of its targeted early literacy interventions to support students who struggle with phonological processing, reading, and spelling. This evidence-based program helps learners develop strong phonemic awareness by teaching them to hear, feel, and sequence the individual sounds in spoken words. Through multisensory activities that involve touch, movement, and sound, students learn to identify and manipulate speech sounds—skills that are critical for reading development.

LiPS® is most commonly used with students in the primary grades and those with identified learning needs, such as dyslexia or speech and language difficulties. By integrating LiPS® into classroom and small-group instruction, the district aims to build a strong foundation in early literacy and ensure all students are set up for future reading success.

  • How it works: Students utilize their mouth, tongue, lips, and vocal cords to physically explore sounds, then use colored magnets or tiles to represent and sequence these sounds. This sensory approach builds a strong foundation for decoding, spelling, and reading ﹣ helping students see, say, and feel each phoneme
  • Who it helps: It’s effective for students (K–3, typically) who struggle with reading and spelling, including those with dyslexia, speech disorders, ADHD, autism, and other learning differences
  • Evidence: Rated Strong(ESSA) for phonemic awareness in early grades, with mixed results for alphabetics and modest gains in comprehension and fluency
  • Delivery: Typically offered in intensive one-on-one or small group sessions (20–50 minutes daily), focusing first on identifying and sequencing sounds before progressing to phonics, sight words, and reading connected text

For more information, visit https://lindamoodbell.com/program/lindamood-phoneme-sequencing-program.

 

School District #59 has been focusing on Primary literacy since 2013. We have worked with Dr. Janet Mort on foundational skills within a joyful and supportive environment.

Joyful Literacy is an early literacy framework developed by Dr. Janet Mort. It focuses on building strong reading and writing foundations in young learners through explicit instruction, regular assessment, and joyful, playful learning. The approach is designed to ensure all children—especially in Kindergarten to Grade 2—develop essential literacy skills in a supportive, engaging environment.

At the heart of Joyful Literacy are Foundational Literacy Skills that students must master to become confident readers and writers. These include:

  • Phonemic Awareness – the ability to hear and manipulate sounds in spoken words (e.g., rhyming, blending sounds).
  • Alphabet Knowledge – recognizing letter names and matching them to sounds.
  • Concepts of Print – understanding how print works (e.g., reading left to right, identifying words and spaces).
  • High-Frequency Words – recognizing common sight words quickly and accurately.
  • Phonics – understanding the relationship between letters and sounds to decode words.
  • Fluency – reading with accuracy, expression, and appropriate speed.
  • Comprehension – understanding and making meaning from what is read.

Joyful Literacy uses tools like “X-Charts” to track progress on each skill and tailors small-group instruction to meet the needs of individual learners. The approach celebrates success and keeps learning fun—helping children feel confident, motivated, and ready to read.

Providing rapid automatic naming (RAN) interventions as a Tier 1 intervention involving classroom theme-based centers is important for several reasons. RAN is a critical skill that underlies fluent reading ability, involving quickly naming familiar visual stimuli like letters, numbers, colours, or objects. Strong RAN skills allow students to decode words automatically and effortlessly, which frees up cognitive resources for comprehension.

Addressing RAN proactively can prevent or remediate reading difficulties. Implementing RAN activities as a Tier 1, universal intervention ensures all students receive exposure and practice with these foundational literacy skills, building a solid base of rapid naming abilities for the entire class.

Embedding RAN practice into engaging, theme-based classroom centers makes the activities more meaningful, motivating and aligned with academic content versus isolated drill exercises. Students are more likely to stay engaged when RAN is integrated into authentic learning contexts. The classroom-wide Tier 1 approach also normalizes RAN practice as a regular part of literacy instruction for all students, reducing potential stigma for those who may need more intensive support.

See the Rapid Automatic Naming Reference Sheet in the appendix for more information.

Sound Field Systems in Classrooms

Sound field systems are specialized audio technologies designed to improve the acoustics in classrooms by amplifying the teacher’s voice and distributing it evenly throughout the room. Unlike public address systems, sound field systems focus on clarity and even distribution of sound, ensuring that all students, regardless of their seating position, can hear the instructor clearly.

Classrooms often present challenging acoustic environments due to background noise, distance from the teacher, and reverberation. These factors can hinder students’ ability to hear and understand instructions, leading to decreased attention, engagement, and academic performance. Soundfield systems address these issues by enhancing the signal-to-noise ratio, making the teacher’s voice more intelligible over ambient sounds.

Benefits for Students

Improved Listening Comprehension: Students in classrooms equipped with soundfield systems have shown significant gains in listening comprehension, particularly in environments with poor acoustics.

Enhanced Learning: Studies indicate that the use of soundfield systems correlates with improved performance on cognitive and academic assessments, especially in areas requiring verbal instruction.

Support for Diverse Learners: Students with hearing impairments, auditory processing disorders, ADHD, and those learning English as a second language benefit from the clearer and more consistent auditory input provided by soundfield systems.

Implementation in School District 59

School District 59 has equipped all elementary classrooms with these systems to ensure that every student has equal access to auditory information, thereby supporting inclusive and effective learning environments. By improving the clarity and distribution of sound, these systems support both students and teachers, fostering an environment conducive to learning and teaching.

See the Sound Field System document in the appendix for more information.

04.

Resources

District Resource Centre

The School District 59 District Resource Centre (DRC) exists to support student learning across all grades and subject areas. Its wide range of resources is carefully selected to help meet the diverse academic, social, and developmental needs of learners. From hands-on science kits and engaging novels to digital learning tools and inclusive classroom materials, every resource is designed to enrich instruction and help students thrive. Whether supporting literacy, numeracy, creativity, or exploration, the DRC plays a key role in creating meaningful learning experiences for all students across the district.

Examples of Available Resources:

  • Literacy Kits – Guided reading sets, literature circle books, big books, and early reader materials
  • Science Kits – Complete classroom sets aligned with BC curriculum, including lesson plans and experiments
  • ADST & STEM Kits – Maker kits, coding tools (e.g., Sphero robots), and hands-on design resources
  • Social Studies Kits – Themed kits exploring Canadian history, government, global issues, and Indigenous perspectives
  • Digital Tools – Access to Learn360, Twig, Live It Earth, and other multimedia learning platforms
  • French Language Resources – Core French readers and classroom tools to support second language learning
  • Professional Books & Teaching Guides – For teacher development and planning support
  • Indigenous Education Resources – Books and materials that reflect Indigenous cultures, stories, and ways of knowing
  • Inclusive Education Resources – Tools to support diverse learners, including ELL, sensory, and social-emotional kits

These materials are available for teachers to borrow and use directly in their classrooms, ensuring students across the district have access to high-quality, engaging, and inclusive learning supports. For more information, please visit https://www.sd59.bc.ca/district-resource-centre.

 

 

05.

Student Well-Being

The Mental Health in Schools (MHiS) Strategy is a comprehensive initiative by the Government of British Columbia aimed at embedding positive mental health and wellness into all aspects of the K–12 education system. This strategy focuses on creating safe, inclusive, and supportive environments where students can thrive academically and personally. https://www2.gov.bc.ca/assets/gov/erase/documents/mental-health-wellness/mhis-strategy.pdf.

A big part of the Mental Health in Schools Strategy is including Social Emotional Learning (SEL), mental health education, and trauma-informed practices in what students learn and how schools support them. These help students manage their emotions, understand others, bounce back from challenges, and build good relationships. This not only helps students do better in school but also supports their overall well-being and life skills.

Another important part is trauma-informed practices. These recognize that past difficult experiences can affect how students learn and behave. Schools try to create safe, trusting places where students feel supported. Teachers learn to understand students with kindness, avoid making things worse, and help them heal. This helps students feel ready to learn and grow stronger emotionally.

To support the implementation of this strategy, the ERASE (Expect Respect and a Safe Education) initiative provides a range of resources for students, educators, and families. These resources include information on mental health and substance use, strategies for building safe and caring school communities, and tools for addressing issues like bullying and online safety. The ERASE website serves as a central hub for accessing these materials and support services https://www2.gov.bc.ca/gov/content/erase.

In School District 59, the MHiS Strategy is actively supported through various programs and initiatives tailored to meet the unique needs of our students. By aligning with the MHiS Strategy and utilizing resources like ERASE, SD59 is committed to fostering an environment where every student feels valued, supported, and equipped to succeed.

For more information and access to resources, visit the ERASE website at https://www2.gov.bc.ca/gov/content/erase.

The Importance of Social-Emotional Learning for Students

Social-emotional learning (SEL) is vital for students’ success and well-being. It helps students manage their emotions, build positive relationships, make good decisions, and face challenges with confidence. These skills support academic achievement and promote mental health and resilience, preparing students for life beyond school.

In School District 59, many schools use SEL programs tailored to their students’ needs. Examples include Caring School Community, which builds a caring classroom environment; SPOT, which supports students dealing with social or emotional difficulties; EASE, which teaches emotional regulation skills; Open Parachute, focused on mental health education and suicide prevention; and Second Step, which develops empathy and problem-solving abilities. Another example is Classroom Champions which is a mentorship program that connects students with world-class athletes to inspire goal setting, perseverance, and social-emotional growth. PreVenture is a program that helps Grade 8 and 9 students learn how to handle emotions and avoid risky behaviors. Each school chooses and plans programs that best fit their students to provide meaningful and effective support.

By using these programs and approaches, schools help students grow socially and emotionally, setting them up for success both in school and in life.

Caring School Community is a research-based program designed to build a positive, caring classroom environment that supports students’ social, emotional, and academic growth. It helps create a safe space where students feel connected, respected, and valued. The program focuses on building strong relationships between students and teachers, teaching social skills, encouraging cooperation, and promoting empathy and respect.

Through structured lessons, activities, and routines, Caring School Community helps students develop skills like cooperation, conflict resolution, and emotional awareness. This supportive environment improves student behavior, engagement, and academic success by fostering a sense of belonging and community within the classroom. For more information, visit https://www.collaborativeclassroom.org/programs/caring-school-community/.

EASE (Everyday Anxiety Strategies for Educators K-12) is a mental health program designed to help students manage anxiety and stress in school settings. It provides educators with practical tools and strategies to support students’ emotional well-being.

The program includes lessons on topics such as recognizing and naming feelings, calming techniques, and building resilience. Educators are trained to implement these strategies in the classroom, creating a supportive environment for students. EASE aims to reduce anxiety and improve students’ ability to focus and learn.

Research has shown that EASE can be effective in helping students cope with anxiety and improve their overall mental health. By integrating these strategies into daily routines, educators can play a crucial role in supporting students’ emotional development.who.int

In summary, EASE is a valuable resource for educators seeking to enhance students’ emotional well-being and create a positive learning environment. For more information, please visit https://healthymindsbc.gov.bc.ca/.

SPOT is a social-emotional learning program for younger students, based on the popular A Little SPOT book series by Diane Alber. The program helps children understand their feelings, build emotional vocabulary, and learn how to manage emotions like anger, worry, sadness, and happiness.

Each lesson focuses on a different emotion using stories, fun characters, and simple activities. Students learn how to recognize their feelings, understand others, and use calming strategies.

SPOT is used in classrooms to help create a positive and caring environment where students feel safe and supported. It’s easy to use, engaging for young learners, and helps build important life skills like self-control, confidence, and empathy.

Open Parachute is a mental health and well-being program for students in Grades 6–12. It uses short videos of real teens talking about their personal challenges, like anxiety, stress, or feeling left out. These videos help students relate to others and feel less alone.

The program teaches important skills like how to manage emotions, change negative thoughts, build healthy habits, and set boundaries. Lessons also encourage students to build empathy and support one another.

Teachers get easy-to-use lessons with videos, activities, and resources. It’s simple to use in the classroom and helps create a safe, supportive space for students to talk and learn about mental health. For more information, please visit https://www.openparachute.ca/.

Second Step Second Step is a social-emotional learning (SEL) program used in schools from preschool through high school. It helps students learn important life skills like managing emotions, showing empathy, solving problems, and building positive relationships.

The lessons are age-appropriate and easy for teachers to use. Younger students learn about feelings, friendship, and how to calm down. Older students learn about decision-making, handling peer pressure, and setting goals.

Second Step helps create a safe, respectful school environment where students can do well both socially and academically. For more information, please visit https://www.secondstep.org/.

Classroom Champions is a social-emotional learning (SEL) program that partners classrooms with real Olympic, Paralympic, NCAA, and professional athletes. Through an eight-unit “Champion Mindset” curriculum, students learn valuable SEL skills—like goal-setting, perseverance, and resilience—while watching athlete-mentor videos and participating in classroom activities .

The program offers flexible options: schools can use just the curriculum or add a MentorshipLIVE component, where a dedicated athlete mentor works with a specific grade throughout the school year, connecting with students via video lessons and live interactions  This mentorship model boosts engagement and school culture, improves attendance and behavior, and even leads to better grades according to teacher feedback.

In short, Classroom Champions brings inspiring athlete role models into classrooms to help students build confidence, social-emotional skills, and a mindset for success—making SEL both relatable and impactful. For more information, visit https://www.classroomchampions.org/.

Preventure is a prevention program that helps young teens develop skills to manage emotions and avoid risky behaviors like substance use. It focuses on teaching coping strategies and decision-making based on personality risk factors such as anxiety, impulsivity, and sensation-seeking.

In School District 59, we use Preventure with Grade 8 and 9 students to support their mental health and promote positive choices during this important transition time. The program is evidence-based and helps students build resilience and reduce the likelihood of developing harmful habits. For more information, visit https://preventureprogram.com/

In School District 59, social-emotional learning (SEL) is a vital part of helping students succeed in both school and life. Schools understand that each group of students is different, and they carefully choose SEL approaches that reflect the specific needs and strengths of their school communities.

Educators use research-based programs and strategies to support students in developing important life skills such as emotional regulation, empathy, positive relationships, and problem-solving. These tools are chosen thoughtfully to ensure they align with students’ developmental stages and the overall goals of the school.

By selecting and implementing evidence-based SEL programming that fits their unique learners, schools help create safe, inclusive environments where all students can grow socially, emotionally, and academically.

 

 

 

 

 

 

 

 

Mental health literacy is part of overall health literacy, focusing on understanding our minds and emotions. It includes:

  1. Understanding mental health — Recognizing it’s about emotional, psychological, and social well‑being, not just the absence of illness
  2. Knowing mental health states — The “pyramid” concept:
    1. No distress (everything’s fine)
    2. Mental distress (common stress responses)
    3. Mental health problems (persistent issues needing some support)
    4. Mental disorders (clinically diagnosed conditions) net+3mentalhealthliteracy.org+3mentalhealthliteracy.org+3.
  3. Learning to maintain good mental health — Using resilience strategies, stress management, healthy habits.
  4. Understanding mental disorders & treatments — Recognizing symptoms and knowing about therapies, medication, and supports
  5. Reducing stigma — Using respectful, stigma-free language and shifting attitudes around mental illness
  6. Seeking help effectively — Knowing how, when, and where to access support

Why It Matters

  • Empowers individuals and communities to build resilience and mental wellness
  • Helps reduce stigma, making it easier to talk about mental health and get support
  • Supports early identification and intervention, improving outcomes for mental health challenges org+1mentalhealthliteracy.net+1.

Practical Resources from MentalHealthLiteracy.org

  • Age-specific teaching tools like the Elementary Mental Health Literacy Resource for grades 4–6 org+1mentalhealthliteracy.org+1.
  • A high school curriculum guide offering evidence-based lessons on mental health topics like stress, stigma, self-injury, substance use, and suicide org+1mentalhealthliteracy.org+1.
  • A Toolbox for educators, parents, health professionals, and youth — it includes videos, workshops, handouts, and guides.

Mental Health Literacy is about giving everyone—students, families, educators—the knowledge and tools to care for mental health, reduce stigma, and support timely help when needed.

For more information, visit https://mentalhealthliteracy.org/.

 

 

Kids in the Know is a Canadian safety education program that teaches children how to stay safe at home, at school, in the community, and online. It is designed for students from kindergarten to grade 9 and uses age-appropriate lessons to help children:

  • Recognize unsafe situations
  • Set personal boundaries
  • Ask for help when needed

The program focuses on building confidence and skills, not fear. It includes lessons, videos, and activities that support children in learning how to protect themselves and others in a safe and supportive way. It also includes resources for parents and teachers.

For more information, visit https://www.kidsintheknow.ca/app/en/.

 

Nonviolent Crisis Intervention (NVCI) is a training program used in schools to help staff safely and respectfully support students who may be experiencing emotional or behavioral crises.

In Schools, NVCI Helps Educators:

  • Recognize early signs of student distress
  • Use calm, supportive strategies to prevent escalation
  • Set clear expectations and provide choices to help students regain control
  • Respond safely if a student’s behavior becomes dangerous (only if necessary and as a last resort)
  • Debrief afterward to support learning and recovery for both staff and students

The focus of NVCI is on prevention and de-escalation. It promotes a trauma-informed, student-centered approach, helping schools maintain safe and respectful learning environments for everyone.

For more Information, visit https://www.crisisprevention.com/

School District 59 Trainers:

  • Pete Evans – District Elementary Counsellor
  • Jeff Corcoran – Vice-Principal Dawson Creek Secondary School South Peace Campus

The Integrated Child and Youth (ICY) Team in Peace River South is a collaborative initiative designed to support the mental health and well-being of children and youth aged 0–19. Bringing together professionals from health, education, and social services, the ICY team works directly in schools and the community to provide timely, accessible, and coordinated care.

This team includes mental health clinicians, substance use specialists, Indigenous cultural support workers, and family support professionals, all working together to meet the diverse needs of students and families. Services are provided in schools, homes, or community settings, depending on what works best for the child or youth.

The goal of the ICY team is to make it easier for young people and their families to access help when they need it—without long wait times or needing to navigate multiple systems. By building strong relationships with schools and community partners across School District 59 (Peace River South), the ICY team ensures that supports are connected, culturally safe, and focused on early intervention and wellness.

For more information, visit https://www2.gov.bc.ca/gov/content/governments/about-the-bc-government/mental-health-and-addictions-strategy/integrated-child-youth-teams.

06.

Students with Learning Disabilities

Supports for Students with Learning Disabilities

Students with learning disabilities may experience challenges in different areas of cognitive processing. By identifying specific areas of need—such as working memory, processing speed, or visual processing—educators can provide targeted supports that help students succeed in reading, writing, math, testing, and presentations. These supports promote equitable access to learning by reducing barriers and allowing students to demonstrate their abilities.

Comprehension-Knowledge 

Challenges:

  • Understanding and remembering information.

Supports:

  • Simplified content and summaries
  • Graphic organizers
  • Audio texts
  • Extended time and reduced workload
  • Word processors with grammar/spell check
  • Visual supports during presentations

Fluid Reasoning 

Challenges:

  • Solving new problems, abstract thinking, and identifying patterns.

Supports:

  • Audiobooks and simplified passages
  • Pre-teaching key concepts
  • Graphic organizers and manipulatives
  • Extended time and calculator use
  • Alternate formats for presentations

 

Short-Term Working Memory

Challenges:

  • Holding and using information at the same time.

Supports:

  • Text-to-speech tools
  • Frequent breaks and chunking information
  • Step-by-step instructions
  • Visual aids, templates, and outlines
  • Quiet testing areas with memory supports

Visual Processing 

Challenges:

  • Interpreting and organizing visual information.

Supports:

  • Large print, color-coding, uncluttered materials
  • Speech-to-text, templates, and graph paper
  • Math manipulatives and visual aids
  • Technology for screen reading and magnification
  • Simple visual presentation supports

Long-Term Retrieval

Challenges:

  • Recalling learned material and transferring it.

Supports:

  • Repetition and review activities
  • Graphic organizers and memory cues
  • Audiobooks and calculators
  • Note access during tests
  • Extra time and rehearsal for presentations

Auditory Processing

Challenges:

  • Understanding spoken language, phonological processing, and sound- symbol connection.

Supports:

  • Multisensory reading programs
  • Text-to-speech and audio resources
  • Speech-to-text and visual instructions
  • Reduced-verbal math problems
  • Front-of-room seating and quiet spaces

Cognitive Processing Speed

Challenges:

  • Slow pace in thinking, writing, or task completion.

 Supports:

  • Extended time for all academic tasks
  • Reduced-length assignments
  • Breaks during testing
  • Graphic organizers and templates
  • Access to speech-to-text and prediction software

By tailoring supports to a student’s unique learning profile, educators can foster academic success, increase confidence, and promote independence.

See the Supports for Students with Learning Disabilities Reference Sheet in the appendix for more information.

 

 

07.

Universal Design for Learning

Universal Design for Learning in School District 59

School District 59 is committed to creating inclusive learning environments where all students can succeed. A key focus in the district is supporting teachers with the implementation of Universal Design for Learning (UDL). UDL is an educational approach that encourages flexible teaching methods to accommodate the diverse learning needs of all students. By working collaboratively with teachers, the district provides training, resources, and in-class support to help integrate UDL principles into daily classroom practice. This includes planning for multiple ways of engaging students, presenting information, and allowing students to demonstrate their learning. The goal is to reduce barriers and ensure that every student has the opportunity to thrive academically, socially, and emotionally.

UDL is based on three key principles:

  1. Multiple Means of Engagement – offering different ways to motivate and involve students in learning.
  2. Multiple Means of Representation – providing content in various formats so students can access and understand it.
  3. Multiple Means of Action and Expression – allowing students to show what they know in different ways.

The Three Block Model of UDL

Developed by Dr. Jennifer Katz, the Three Block Model of UDL brings these principles to life in a practical way for classrooms. It focuses on building inclusive learning environments that meet academic and social-emotional needs through three interconnected blocks:

  1. Block One: Social and Emotional Learning
    This block emphasizes creating a sense of safety, belonging, and community in the classroom. Activities focus on identity, empathy, respect, and understanding diversity, helping students feel valued and ready to learn.
  2. Block Two: Inclusive Instructional Practice
    Teachers design lessons that incorporate voice and choice, flexible groupings, and multiple ways of learning and showing understanding. Curriculum is adapted to include student interests, strengths, and needs while maintaining high expectations for all.
  3. Block Three: Systems and Structures
    This block focuses on school-wide leadership and collaboration. It encourages teams to build supportive systems, inclusive policies, and professional development that support UDL practices across the entire school.

Respecting Diversity Program

The Respecting Diversity Program is a key component of Block One in the Three Block Model of Universal Design for Learning (UDL). Developed by Dr. Jennifer Katz, this program supports the development of a safe, inclusive classroom environment where all students feel seen, heard, and respected. Through weekly lessons and discussions, students explore identity, culture, strengths, challenges, and what it means to be part of a diverse community. The program helps build empathy and understanding among peers, fostering a classroom climate where diversity is celebrated and students are more engaged socially and academically. Respecting Diversity lays the foundation for inclusive learning by encouraging connection, emotional safety, and mutual respect.

Together, UDL and the Three Block Model help create classrooms where all students—regardless of ability, background, or learning style—can participate, grow, and succeed.

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