It is important to recognize and appreciate the diversity of learners in our classrooms. At Collingwood, our mission is to provide an inclusive and supportive learning environment where the students’ intellectual, social and emotional needs are being met in collaboration with families and homeroom teachers.
The purpose of the learning resource team is to assist individual students in achieving their full potential. Using the Response to Intervention (RTI) framework, the learning resource and homeroom teachers work collaboratively to identify and pro-actively address student need. Our continuum of support ranges from differentiated, universally designed instruction at the classroom level to direct one on one targeted intervention when necessary. Areas that a learning resource teacher support include: focused skill development or remediation, self-regulation, executive functioning strategies and subject support. There is a designated learning resource teacher for each grade team with the structure of learning support looking slightly different depending on the grade level. Collingwood values the social and academic diversity of the classroom and follows the BC Ministry of Education’s definition of Inclusion
Grades K/1: A student generally receives one-on-one or small group direct instruction 1 to 3 times a week for 20 to 30 minutes. Additionally, they receive in-class support once a week. Teachers use an Orton-Gillingham approach to teaching, which is multisensory, sequential, cumulative and personalized.
Grade 2/3: Students receive both in- class support and small group pullout sessions twice a week. The in-class sessions are during a core subject (e.g. socials, science, language arts) and the small group sessions follow the Orton-Gillingham framework.
Grades 4/5: Students who have been identified as needing additional assistance, but do not have a psycho-educational assessment, are supported when the learning support teacher ‘pushes in’ to their homeroom class during a core subject (e.g., socials, science, language arts) 1 to 2 times a week. Those students who have a psycho-educational assessment and an Individual Education Plan (IEP) also receive pull-out support. Subject support, organizational skills, and self-regulation are key areas of focus at this level
Grades 6/7: Students in grade 6/7 who have a psycho-educational assessment and are on an IEP do not receive push-in/pull-out support but are closely monitored by the Head of Learning Resources. Any accommodations are met at the classroom level.
Who may receive learning support?
Homeroom teachers conduct a baseline assessment of all students in September. Depending on the grade, this assessment may look at reading skills, reading comprehension, written expression, spelling, and Mathematics. The learning support team then collaborates with the classroom teachers to decide which students are in the greatest need of academic support. As the model of learning support is meant to be fluid and flexible, students participating will vary over the course of the year depending on their strengths and needs within the curriculum. Criteria used for determining who will receive learning support are based on their baseline assessments, external assessments, teacher observation and documentation.