Behaviour Interventions

Strategies and Placement Options

Support Available

Our school/board supports students with behaviour exceptionalities in different ways depending on their identification, needs, and placement. It is characterized by a collaborative approach between teachers, EAs, student services, the special education department, and the administration.

Regular Classroom

For students in the regular classroom without an EA staff has access to behavioural strategies on our internal portal. This includes:

  • Sample behavioural plans and templates
  • Strategies for accommodations and modifications
  • Safety Plan templates
  • Preventative intervention strategies

For students with more challenging behaviour exceptionalities an EA may be assigned to support the student and help them manage their own behaviour or provide withdrawal support when necessary.

Behaviour Support Services

The Behaviour Support Services Team is comprised of two Behaviour Counsellors and a number of Itinerant Behaviour Educational Assistants. Through the utilization of a referral process, the Coordinator of Special Education will designate the involvement of the Behaviour Counsellor and may assign an Itinerant Behaviour Educational Assistant on a short-term basis to support the needs of specific students within a school. These supports are based on a referral form filled out by the Principal and Special Education Department.

The Behaviour Counsellor

  • Provides programs and strategies for school staff in dealing with students with extreme behavioural concerns and/or students with Autism Spectrum Disorder.
  • Works collaboratively with central and school teams in a facilitator role to develop behaviour intervention plans and transition plans.
  • Models intervention strategies for school staff involved with students experiencing behavioural difficulties and/or Autism Spectrum Disorder.
  • Develop resources and supports required to implement positive behavioural strategies.

Itinerant Behaviour Educational Assistant

  • The Itinerant Behaviour Educational Assistants’ duties will vary depending on the type of classroom and the students’ needs. They may include:
  • Assisting classroom teachers and EAs with strategies for students having extreme behaviour difficulties who are in a period of crisis or transition.
  • Assisting with the preparation, delivery and implementation of plans developed with the School Team and Behavior Support Services Team.
  • Providing specific demonstrations of behavioural strategies for staff and/or teachers who will be expected to facilitate and maintain the plans.
  • Demonstrating positive, proactive strategies to intervene effectively with students.
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Alternative Placements

There are three alternative placement options available at our school. Each provides a different level of support and is based on the needs and abilities of the students. The first two options are available to any student, not only those with an identified exceptionality.

Supervised Alternative Learning (SAL)-

This program is for students who for a variety of reasons (including exceptionalities) have severe attendance issues. It is governed under the Education Act Regulation 374/10: “Supervised Alternative Learning and Other Excusals From Attendance at School” (SAL). The Near North District School Board SAL programs assist eligible students in achieving their educational goals in an alternative educational program until they are able to reintegrate and re-engage into regular school programming.

Students complete work independently and at their own pace and meet weekly with a teacher to monitor their progress and offer feedback. Students are placed in this program after a referral to the student/attendance counsellor.

ALT Program-

Our school operates an alternative campus to assist students who cannot function in a regular classroom but do not require the SAL program. The students complete coursework through an independent study model with teacher support. The teacher to student ratio is very high allowing for increased assistance to each student. This program is for students who had trouble functioning in a regular classroom but are capable of working independently and functioning at a proper grade level.

Placement is decided by the principal upon referral from student services and special education.

Community Classroom-

A non-credit program designed for students with a variety of exceptionalities which include: multiple, intellectual, developmentally disabled, and/or communication, autism.

Some of the goals include:

  • Functional skills in language and communication, creative arts, numeracy and numbers, health and fitness, life-skills, computer skills and exploring our world.
  • Vocational skills through work placements in the school or in the community.
  • Social competence and as much independence as possible at home, at school and in the community.

This classroom is inside the regular school campus admission is typically consistent with the placement in elementary or intermediate school but can also occur at the discretion of the Special Education Coordinator based on:

  • An Assessment Report by a member of the College of Psychologists or the College of Physicians and Surgeons which must include a formal diagnosis
  • A formal diagnosis by a member of the College of Psychologists or the College of Physicians and Surgeons of a disorder that is having a severe impact on the student’s learning
  • Psychoeducational/SLP/OT Assessment / Behavioural Summary.
  • Statement of Decision from an IPRC indicating one of the following: Behaviour, Communication, Intellectual, Physical, Multiple.

Community Services

Our Community Classroom works closely with various community service groups to support students inside the class and out in the real world.

Below is a video of an example of the type of programming provided by Community Living Parry Sound through its LINC Employment Program

Inclusive Employment for Youth - Now is the Time