Student Support Services

Student Support Services (SSS) at ISPS is committed to helping students develop their unique potential as outlined in our school mission. SSS primarily uses an inclusion model because we believe that all students should have equitable access to learning and opportunities for achievement.  Support teachers are assigned to specific classrooms to support students with learning differences with the general curriculum through differentiated instruction and to provide remedial or enrichment for students with identified needs.

Meet the Team

Alicia Solozano

Alicia Solozano

Email:
Luanne Chin

Luanne Chin

Titles: LRC Teacher
Email:
Megan Fortune

Megan Fortune

Titles: LRC Teacher
Email:
Samantha Gooljar

Samantha Gooljar

Titles: LRC Teacher
Email:

Individual Learning Plan

Students who are identified through a comprehensive assessment process (usually a psycho-educational assessment) as having learning differences, including gifted students, are eligible for an Individual Learning Plan or ILP. An ILP is an academic and/or behavioral plan that outlines the suggested support services for the student and states specific learning goals for the student. The ILP includes information on a student’s unique learning profile, identifies the needed accommodations and modifications to the curriculum, instruction and the classroom environment that would assist the student in meeting his/her potential. The ILP is agreed to with all parties and updated annually.

Methodology

The Student Support Team provides support using a variety of methods to meet the learning needs of students such as:

  • Cooperative Consultation – Student Support teachers work in collaboration with the classroom teacher to plan for differentiated instruction to help meet the range of learning needs and styles in the classroom.
  • Supportive teaching (inclusion) – Student Support teachers work with students with an Individual Learning Plan in the classroom (approximately 2 hours per week) allowing them full access to the curriculum while limiting disruption to their daily schedule.
  • Homework assistance – This may be suggested for students who need help with organizational skills, time management, and help with prioritizing assignments.
  • Learning Resource Centre - Limited (approximately 2 -3 hours per week) small group instruction on specific skills in the Learning Resource Centre for students with an Individual Learning Plan.
  • Early Intervention/ Intervention groups – Based on grade level/ classroom needs and the availability of resources, we also may provide intervention small groups to students at-risk or who are performing more than one year below grade level.
  • Enrichment – Small group sessions may be provided for students identified as gifted and talented and/or those working multiple years above grade level.

 

Student Support Staff Is Also Available to Provide

  • Support for parents on how to deal with children experiencing academic or behavioral difficulties.
  • Links between parents and outside agencies offering additional therapies, evaluations or other needed support.

 

Student Support Identification Process

This process consists of:

  • A classroom/subject teacher may refer a student to the Student Support Team if the student exhibits difficulty, or if his/her skills and strengths are discrepant from grade level expectations.
  • Individual screenings (developmental and/or behavioral) may be administered in order to gather data to assist teachers in developing a support plan including suggested teaching strategies and interventions.
  • Occasionally the team may recommend the student have a full psycho-educational assessment administered by an outside professional. This assessment is to determine the student’s specific areas of academic or behavioral difficulty, and would be the financial responsibility of the parents.
  • An Individualized Learning Plan (ILP) or  Student Intervention Plan may be developed, focusing on the student’s unique learning style, and identifying student goals and objectives. Parent and teacher input are essential in developing the ILP. Parents are asked to attend a meeting to review the plan, as their support is critical to student success.