district support and specialized programming

Updated June 2019

DISTRICT SUPPORT

AND SPECIALIZED

PROGRAMMING

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TABLE OF CONTENTS

1. FOUNDATIONAL BELIEFS 3

2. SUPPORTS FOR STUDENTS 3

English Language Learning Program (ELL) 3 First Nations, Métis, and Inuit Programming 4 Kindergarten Supports 4 Guidance and Counselling Supports 4

Kara Program 5 MASST (Multi-Agency School Support Team) 5

2. SPECIALIZED PROGRAMS FOR STUDENTS WITH DIVERSE LEARNING NEEDS 6

PROGRAMS FOR STUDENTS WITH LEARNING NEEDS 6

Learning Enhancements & Disabilities: LEAD

• LEAD Elementary: St. Stephen and St. Wilfrid 6 • LEAD Junior High: St. Jean Brebeuf, St. Bonaventure, and Fr. Scollen 6

Gifted and Talented 7 Observation (O) 7

EDUCATION PROGRAMS FOR SUPPORT I

MILD COGNITIVE DISABILITY - ESI (Grades 1-12) 8

Elementary (Educational Support I) Grades 1-6 8 Junior High (Educational Support I) Grades 7-9 8 Senior High (Educational Support I) Grades 10-12 9

EDUCATION PROGRAMS FOR SUPPORT II 9

MODERATE COGNITIVE DISABILITY (Grades 1-12: Code 52) 9

• Elementary (Educations Support II) Grades 1-6 9

• Junior High (Educational Support II) Grades 7-9 10

• Senior High (Educational Support II) Grades 10-12 10

EDUCATION PROGRAMS FOR SUPPORT III: (Grades K-12) 11

St. Anthony Congregated School 11 Connections Class 12 Diverse Learning Classes (Rural) 12

ADDITIONAL SUPPORTS 13

Visual Impairment 13 Hearing Impairment 13 Physical/Medical Disabilities 13 Speech and Language Impairment 13

SPECIALIZED PROGRAMS FOR STUDENTS WITH MEDICAL DISABILITIES 14

Starting Points (Grades 1-6) 14 Transitions Programs (Grades 4-12) 14 Our Lady of Lourdes School 15 Next Steps Program 16 P.A.R.K. Program (Program for At Risk Kids) 16 High School Fresh Start Program 17 Junior High Fresh Start Program 18 Sanctuary Program 18

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1. FOUNDATIONAL BELIEFS

Students with diverse learning needs are supported through a continuum of supports, services and educational programs that are aligned with their abilities, strengths, interests, and attitudes.

As mandated by Alberta Education, the focus is on the creation of student learner profiles in order to ensure that support for diverse learners is provided through individualized and personalized learning programs that can be delivered in a regular classroom or in a specialized program. Programming supports for diverse learners are differentiated in order to meet the student’s needs. Calgary Catholic follows the guiding principle of, “least intrusive first”. Whenever possible and reasonable, we look to supporting students in a regular education setting first. Depending on the student’s learner profile, we may pursue additional and/or congregated supports to meet more complex needs.

For identified diverse learners, programming supports include a Learner Support Plan (LSP), and when appropriate, within the Learner Support Plan, other support plans such as Behavior, Medical, Safety and Success in School plans.

With a focus on providing engaging learning opportunities for all diverse learners, the development of competencies and skills in an inclusive environment are paramount. Students with diverse learning needs should be registered at their local school, which is a parent/legal guardian’s first contact for specialized programming information, support, and consultation.

2. SUPPORTS FOR STUDENTS

English Language Learning (ELL)

English Language Learning programming addresses the needs of foreign-born and Canadian born students whose first language is other than English. English Language Learners have needs related to language acquisition. The goal is to provide the student with curricular and language instruction that will allow the student to acquire English language fluency, further their education in English and become productive members of Alberta and Canadian society. English Language Learners come from a range of cultural backgrounds and bring with them a variety of educational, social and personal experiences. Classroom teachers, with the support of a Diverse Learning Coordinating Teacher, will develop instructional strategies that focus on the academic and English language learning needs of the individual learner. The needs of English Language Learners are best met when teachers work collaboratively to differentiate or adapt instruction, provide explicit language instruction and create an environment that values cultural diversity.

The English Language Learning team collaborates with the Diverse Learning Coordinating Teachers and other school staff to support programming to meet the needs of the English Language Learners throughout the district. Students who are coded ELL in our district are only given an LSP if they also have an Alberta Education code for mild-moderate or severe.

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First Nations, Métis and Inuit

Indigenous Education programs have been in effect in Calgary Catholic Schools since 1983. In February 2002, the First Nation, Métis and Inuit Education Policy Framework was approved by the Alberta Provincial Government. This framework includes a vision, goals, principles and strategies to enhance the educational opportunities for First Nation, Métis and Inuit students.

In accordance with this framework, the Calgary Catholic School District supports our First Nation, Métis and Inuit students in a variety of ways. Specifically, students are supported academically at the school level by Diverse Learning Teachers working in all district schools. In addition, the District’s First Nations, Métis, Inuit team provides support to students, their families and the larger school communities. The First Nations, Métis, Inuit team consists of a First Nations, Métis, Inuit Supervisor, two consultants, one First Nations, Métis, Inuit Teacher, two family support workers and two home/school liaison workers. Support from our First Nations, Métis, Inuit team includes but is not limited to:

• Offering Indigenous curriculum support to all classroom teachers, aligned with recommendations from the Truth and Reconciliation Report

• Celebrating and fostering the permeation and infusion of Indigenous culture into all of our schools

• Supporting First Nation, Métis and Inuit students and their families

• Providing administrative and teaching staff members professional development in the areas of First Nation, Métis and Inuit Education

Kindergarten Supports

Kindergarten programming in the Calgary Catholic School District is an inclusive model; all children are welcomed and programmed for within the Kindergarten classroom. We follow the Alberta curriculum and work with teachers and schools to ensure kindergarten children have a play-based learning experience in a child centered classroom. For children who meet the Special Education Coding Criteria from the Alberta Government, we can apply for PUF (Program Unit Funding). Codes do not transfer for children joining a Calgary Catholic kindergarten classroom from a private operator. Further, the level of support required in the classroom is determined by the kindergarten consultants in conjunction with the multidisciplinary team and the teachers’ reporting on the child’s functioning in the kindergarten classroom setting. As part of the coding process, Alberta Education mandates that the current teacher assess the current functioning level in their classroom before the consultants can proceed with coding and supports.

Guidance and Counselling Supports

The Comprehensive School Guidance and Counselling programs are centered on helping individual students meet their growth and developmental needs— educational, personal, social and career. Delivery of these programs is collaborative and multidisciplinary, involving the school counsellor and other school staff. Program success is based on a close partnership among school, home and community and reflects the content of the comprehensive approach to guidance and counselling in schools, including:

• developmental guidance instruction

• individual student planning

• responsive services

• school/community support

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Kara Program

Kara offers a “Catholic Community of Caring” to pregnant and parenting teens, both male and female, throughout the school district. Working out of the Kara Life Centre housed at St. Anne Academic Centre, the Kara team, including the Kara t ea c he r /counsellor, Kara social support worker, and Kara nurse assist students to:

• remain in school during their pregnancy and after the birth of their child

• carry out positive health care practices in prenatal and postnatal stage

• make educated moral decisions regarding their own and their child’s future

• acquire knowledge and skills related to child development and positive parenting

The Kara program is a model of how school, family, church, and community work together to support pregnant and parenting students. The Kara Community Advisory Association provides support for the non-educational needs of students. Alberta Health Services provides a part-time nurse to support the health needs of pregnant and parenting students.

The following services are available through the Kara Program:

• academic planning and support

• counselling

• pastoral care

• parenting skills

• liaison to community services

• outreach services at the student’s home school

• social work services

• nursing services

MASST (Multi-Agency School Support Team)

The Multi-Agency School Support Team (MASST) is a joint partnership between the Calgary Police Service; the Calgary Board of Education; the Calgary Catholic School District and the City of Calgary’s Community and Neighborhood Services - Children and Youth Services Division. This program facilitates a collaborative and comprehensive approach to early identification of at-risk children, ages 5-12. This program focuses on the child, however, it also includes educating parents/legal guardians and inviting the family into a positive, active role.

The MASST model adopts the developmental prevention approach to crime prevention which is designed to inhibit the development of criminal potential in individuals. MASST utilizes a combination of existing or modified services, informal supports and community resources that are family focused and culturally appropriate to reflect the unique values and cultural needs of the child and the family.

MASST is used:

• to provide support that is culturally and ethnically appropriate

• to foster the positive engagement of young people in their schools and communities

• to increase the family’s awareness of their child’s behaviour and criminal trajectory

• to improve skills and knowledge of positive and effective parenting skills

• to improve access to existing social support programming for youth and their families

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3. SPECIALIZED PROGRAMS FOR STUDENTS WITH DIVERSE LEARNING NEEDS

The Calgary Catholic School District offers a continuum of supports through a range of specialized supports, programs, classes and services to meet student needs. “Educational practices that are flexible and responsive to the strengths and needs of individual students create inclusive learning experiences that ensure all students are successful.” (Alberta Education: Diverse Learning Needs https://www.alberta.ca/diverse-learning-needs.aspx?utm_source=redirector)

Calgary Catholic School District may offer programming for diverse learners in congregated programs. Congregated programs are developmental and/or academic in nature to accommodate specific learning needs. In congregated programs, students with cognitive disabilities are often integrated into the regular education programs with age-appropriate peers, according to individual needs and skills.

PROGRAMS FOR STUDENTS WITH LEARNING NEEDS

Learning Enhancements & Disabilities (LEAD)

The Learning Enhancements and Development (LEAD) programs offer programming for students in grades 4-9 who have a diagnosed learning disability affecting one or several domains and whose academic achievement is significantly impacted.

The Alberta Learning EIE Code for these students will be 54.

Students accepted into this program can access a range of supports including:

• individualized programming through Learner Support Plans

• smaller class sizes

• education assistants

• adapted and remedial programming with a greater focus on literacy and numeracy

• assistive technology and;

• assistance from a family support worker

LEAD Elementary: St. Stephen and St. Wilfrid Program model:

• cognitive indicators: typically, average or above average measured intellectual ability

• grades served: 4-6

• enrolment: approximately 12-15 students per class, depending on the learning profile of the class

• average placement duration: 2 to 3 years

• district staffing: 1.0 FTE classroom teacher

• Education Assistant: 30 hours/week per class

• School Support Worker: 17.5 hours/week for the program

LEAD Junior High: St. Jean Brebeuf, St. Bonaventure, and Fr. Scollen

Program Model:

https://www.alberta.ca/diverse-learning-needs.aspx?utm_source=redirector

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• enrolment: approximately 12-15 students per class, depending on the learning profile of the class

• average placement duration: 2-3 years


• Education Assistant: 30 hours per week per class

• School Support Worker: 17.5 hours/week for the program

Gifted and Talented

The Calgary Catholic School District is committed to the planning and delivery of high-quality education programs, supports, and services for gifted students in order to allow these students to maximize their learning and achievement.

Gifted education is designed for students who are capable of exceptional performance in one or more disciplines, a specific academic focus, creative thinking, social skills, musical, artistic and kinesthetic abilities and thus, may have unique cognitive and emotional needs.

The Calgary Catholic School District recognizes gifted students may benefit from specialized programming implemented either through differentiated instruction in the regular classroom or in a congregated program setting. School personnel, working in consultation with Instructional Services and in collaboration with parents/legal guardians, address programming needs for gifted and talented students through a Learner Support Plan (LSP).

Gifted students identified under the provincial student identification system at the district level are potential candidates for the Congregated Gifted Program. The district offers Congregated Gifted Programs at St. Jean Brebeuf School for junior high students residing in the northern quadrants of the city and at Blessed Cardinal Newman School for junior high students who reside in the southern quadrants of the city. Gifted programming reflects a variety of broad enrichment activities and challenges that support the students’ grade level studies; it is an enrichment program, not an acceleration program. Significant diversity exists within each school program depending on individual student strengths, interests, needs and resources available. The Alberta Education EIE Code for these students is usually 80.

Observation (O) Class

The Observation Class is a congregated classroom setting within a regular school. The program provides a high level of support and allows for intense monitoring and assessment of cognitive and language delays as well as psycho-neurological and/or emotional/behavioural concerns. Integration into the regular program is gradual and varies according to the student Learner Support Plan (LSP). The purpose of the placement is to determine the most appropriate educational programming for students with complex learning profiles.

The Alberta Education EIE Code for these students will vary depending on the presenting conditions. Students may or may not have an EIE Code.

Program model:

• cognitive indicators: full range diagnosed or undiagnosed

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• enrolment: approximately 6-8 students, depending on the learning profile of the class


• Education Assistant II: 60 hours/week per class EDUCATIONAL PROGRAMS FOR SUPPORT I:

MILD COGNITIVE DISABILITIES (ESI Grades 1–12)

The Educational Support 1 (ES1) programs are provided for students with mild cognitive disabilities (a demonstrated delay in most academic subjects and adaptive behaviours as compared to same-age peers). The amount of support a student requires throughout the day is also taken into consideration.

The Alberta Education EIE Code for most of these students is 51. Elementary (Educational Support 1) Grades 1 - 6

Students receive instruction in one or more core subjects within the congregated ES1 classroom. Student learning is designed according to their Learner Support Plan.

Program Model:

• cognitive indicators: intellectual ability determined to be below the average range;

• autism; possible other exceptional placements to be determined by IS personnel

• adaptive behaviour: delayed

• level of independence: usually able to travel independently within the school

• enrolment: approximately 10 to 12 students, depending on the learning profile of the class

• average placement duration: until elementary completion or until educational indicators change


Junior High (Educational Support 1) Grades 7 - 9

The junior high program provides instruction in academic and life skills in a congregated ES1 classroom. The program focuses on language arts and mathematics instruction. Student learning is designed according to their Learner Support Plan which can include time also spent on adaptive/life skills. Students will be integrated as per their LSP goals.

Program Model:

• cognitive indicators: intellectual ability determined to be below the average range: possible other exceptional placements to be determined by IS personnel


• level of independence: usually able to travel independently within the school and community


• average placement duration: 3 years or until educational indicators change


Senior High (Educational Support 1) Grades 10 - 12

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The Educational Support 1 (ES1) Program is a three-year program which combines practical academic instruction in a congregated setting and work experience opportunities in the community. Students graduate from this program with a certificate of completion, but do not receive a high school diploma.

Student learning is designed according to their Learner Support Plan. The program provides instruction in the areas of language arts and mathematics with greater emphasis on work related skills. Students usually receive academic instruction within the ESI classroom, working towards increased independence in their work placements and in their personal lives. Upon graduation the goal is competitive employment and independent living.

Program Model:

• cognitive indicators: intellectual ability determined to be below the average range; possible other exceptional placements to be determined by IS personnel


• level of independence: usually able to travel independently within the school and community

• enrolment: approximately 15 students, depending on the learning profile of the class


EDUCATIONAL PROGRAMS FOR SUPPORT II (Grades 1 – 12)

Educational Support II programs are provided for students with moderate cognitive disabilities. The amount of support a student requires throughout the day is also taken into consideration. These programs emphasize the development of essential and supportive skills including communication skills, motor skills, academic skills, and life skills.

Students may require assistance for personal care and safety as well as close supervision and one-on-one intervention. Students may have significant communication and motor delays necessitating consultation with speech, physical and/or occupational therapists. Integration with age-appropriate peers occurs according to individual student need, interest, skills and abilities.

The Alberta Education EIE Code for many of these students is 52; however, given the complex needs of many of these students, the coding may vary.

MODERATE COGNITIVE DISABILITY (Grades 1–12)

A student identified as having a moderate cognitive disability should have:

• an intelligence quotient (IQ) in the range of approximately 30 to 50 ± as measured on an individual intelligence test

• adaptive behavior scales to be completed

• programming that reflects significant modifications to basic curriculum and

• instruction in literacy, numeracy and living/vocational skills

Elementary (Educational Support II) Grades 1 - 6

In general, students in the Educational Support II elementary program receive support with communication skills and academic skills based on their learner profile. Emphasis is placed on developing a functional communication system as well as personal care/safety awareness and habits.

Program Model:

• cognitive indicators: intellectual ability estimated to be significantly below average; possible other exceptional placements to be determined by IS personnel

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• level of independence: training required to travel independently within the school environment



• Education Assistant II: 60 hours per week per class

• average placement duration: until elementary completion

This program is based on a collaborative service model. To address student needs, schools work collaboratively with outside support agencies to help with therapy planning, recommendations and strategies that may be incorporated into the student’s LSP.

Junior High (Educational Support II) Grades 7 - 9

Junior High students in the Educational Support II Program receive support with daily living skills, with an emphasis on functional application of academic skills (e.g., mathematics instruction may focus on such things as money, time and measurement).

Program Models:






• average placement duration: until junior high completion

Senior High (Educational Support II) Grades 10 - 12

High School students in the Educational Support II Program receive support with daily living skills, with an emphasis on functional application of academic skills (e.g., mathematics instruction may focus on such things as money, time and measurement) and where appropriate, job skills training. Appropriate work placements may be part of each student’s yearly program. Generally, these students require support for employment and community living. This is a three-year program with the student set to receive a certificate of completion.

Program Model:




• enrolment: approximately 6–8 students, depending on the learning profile of the class


• average placement duration: 3 years

EDUCATIONAL PROGRAMS FOR SUPPORT III (Grades K – 12)

The Educational Support III programs are designed for students with severe cognitive disabilities and are available for students from Grades 1 to 12. These programs focus on the development

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of essential and supportive skills including communication skills, motor skills, life skills, and functional academic skills. The majority of students in this program are non-verbal, and many have severe physical and medical disabilities. Placement is generally long-term with integration into regular education program activities according to individual student needs. Upon high school completion, these students continue to require support in order to participate in vocational and recreational activities within the community.

The Alberta Education EIE Code for these students is usually 41, 43 or 44.

A student with a severe cognitive disability is one who:

• has severe delays in all or most areas of development

• frequently has other associated disabilities including physical, sensory, medical and/or behavioural

• requires constant assistance and/or supervision in all areas of functioning including daily living skills and may require assistive technology

• should have a standardized assessment

Program Model:


• level of independence: students usually require a high level of supervision/care



• Educational Assistant, Complex Needs: 60-90 hours per week per class, depending on the profile of the class.

• average placement duration: Generally long-term

Collaborative Service Model: to address student needs schools work collaboratively with outside support agencies to help with therapy planning. Recommendations and strategies may be incorporated into the student’s LSP

ST. ANTHONY CONGREGATED SCHOOL

St. Anthony School is a specialized congregated school. The school is designed to meet the needs of students with complex developmental conditions such as Autism Spectrum Disorder (ASD) and who have complex regulation, communication and behavioral challenges.

Class A- Elementary

• severe developmental conditions such as ASD with behavioural issues

• enrolment: 5-8 students per class depending on the learning profile of the class Class B and C – Elementary/Junior High


• enrolment: 5-8 students per class depending on the learning profile of the class Class D- High School


• enrolment: 5-8 students per class depending on the learning profile of the class


Program model:

• 1.0 FTE classroom Teacher, per class

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• 1 Classroom Support Worker, per class

• Clinical Support Lead (Psychologist)

• Education Assistant: Complex Needs: 60 hours per week per class

• Other supports: Full time DLCT, Family Support Worker, floating Education Assistant support team.

• average placement duration: Dependent on student age and profile

Connections Class

The Connections class is a congregated setting within a regular school. Students may be considered part of a regular education classroom and the Connections program. The program provides a high level of support to students on the Autism Spectrum (ASD) with average cognitive ability who require additional support and strategies with self-monitoring and regulation.

Integration into the regular program may be immediate and consistent or gradual and varies according to the student’s profile and Learner Support Plan (LSP). Once these self-regulation skills are strongly established, students will return to their home school community.


Program model:



• Education Assistant II: 60 hours/week per class

• average placement duration 2 to 3 years

DIVERSE LEARNING CLASSES (Rural)

Diverse Learning Communities: Airdrie (Gr. 1-12), Cochrane (Gr.1-12) and Chestermere (Gr. 1-6)

The Diverse Learning Classes in our satellite communities may include students with both mild (Code 51) and moderate cognitive (Code 52) disabilities. Depending on the learner profile, these students may be also be coded for behavioral challenges and severe disabilities. Student learning is designed according to their Learner Support Plan. Students receive instruction in one or more core subjects as well as life/adaptive skills. Participation in the regular classroom setting for other subject areas is considered as per the Learner Support Plan.

Program Model:

• cognitive indicators: intellectual ability determined to be below the average range; possible other exceptional placements to be determined by IS personnel


• level of independence: usually able to travel independently within the school

• enrolment: approximately 10 students, depending on the learning profile of the class

• Education Assistant: 30 - 60 hours per week per class

ADDITIONAL SUPPORTS

Visual Impairment

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The Diverse Learning Consultant for Blind and Visually Impaired students (BVI) provides support to visually impaired students and their classroom teachers in regular and special education programs. Support is provided in the areas of Braille, Braille reading technology, and the use of audio and large print material. The Braille and Mobility Specialist works under the direction of, and in collaboration with, the Consultant, BVI. Hearing Impairment

The Diverse Learning Consultant for Deaf and Hard of Hearing (DHH) provides support to teachers working with deaf and hard-of-hearing students in regular and special education programs. Sign language interpreters, Education Assistants, and assistive technologies may be provided as required. The school district contracts educational audiology services from Alberta Health Services. The education audiologist works under the direction of, and in collaboration with, the Consultant, DHH. Their services include, but are not limited to:

• completing and interpreting audiology assessments and support the consultant, DHH in making recommendations based on assessments

• supporting the consultant during classroom observations, to assess and recommend classroom management strategies, hearing aids, FM systems, classroom acoustics, noise/hearing conservation, etc.

• FM equipment selection, order/repair requests, set-up, analysis (verification of appropriate FM function and benefit), troubleshooting, etc.

• assist Consultant, DHH to ascertain student listening needs considering, but not limited to, hearing loss, classroom acoustics, educational or attention concerns, behaviour or compliance issues (Note: Alberta Education codes hearing loss if greater than 25 dB PTA at.5, 1, 2kHz or 1, 2, 4kHz in the better ear). If available, spare equipment may be recommended for students with unilateral or minimal hearing loss on an as-needed, priority basis

• maintain independent records of consultations with staff, professionals, families and students

• support the Consultant, DHH, during meetings with advance notice and availability. When not available, Diverse Learning Consultant DHH to forward audiology information

Physical/Medical Disabilities

Diverse Learning Consultants provide support to teachers working with students who have been diagnosed with severe physical or medical disabilities. Education Assistants support may be provided for students with significant physical/medical needs. Nursing services may be available for students who are medically fragile. Occupational and/or Physical Therapists may be accessed for consultation. These services are obtained through agencies and programs such as the Alberta Children’s Hospital (Alberta Health Services), Renfrew Educational Services and Regional Collaborative Service Delivery. (RCSD)

Speech and Language Impairment

Speech and language pathologists from Alberta Health Services and Renfrew Educational Services provide assessment, consultation, and therapy for students who display speech and language difficulties. Schools make recommendations to assigned agency/therapist to access these services. Service is provided within the schools on an individual or group basis as determined by both school and service agency.

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SPECIALIZED PROGRAMS FOR STUDENTS WITH MEDICAL DISABILITIES

Calgary Catholic School District works within an adapted therapeutic model adapted by Ricky Greenwald. We work to ensure student safety (physically, emotionally, psychologically) before implementing skills. The safety is implemented by all staff. The therapeutic skills are implemented and supported by trained mental health professionals.

Starting Points (Grades 1-6)

The Starting Points program is a congregated setting within a regular school. The program provides highly structured specialized support designed specifically to address issues of significant externalizing behaviours. It embraces a relationship-focused approach. The goal of the program is to assist the students in acquiring the necessary behavioural skills in order to integrate back into their home schools or other designated programs.

The Alberta Education EIE Code for the majority of these students will be 42. Program Model:

• cognitive indicators: typically, low average to high average estimated cognitive ability

• grades served:1 – 6

• enrolment: guideline of 8 students to 3 adults: depending on the learning profile of the class

• average placement duration:1 to 2 years or depending on the needs of the student


• Wood’s Homes Support Worker: 1.0 FTE per class

Transitions Programs (Grades 4-12)

The program provides an opportunity for students with severe mental health difficulties to work in a safe treatment focused classroom environment that assists them in identifying their own emotional issues while allowing them to learn more acceptable coping strategies. Students typically present primarily with an internalized mental health disorder, have severe coding with a primary mental health presentation, and have a history of being unsuccessful in a regular educational setting. Externalized behaviours are sometimes present but are not the primary concern. There are eight Transition Programs in the district:

• Four high school programs: located at Bishop O’Bryne, Bishop Carroll, St. Martin de Porres and St. Mary

• Four junior high programs: located at Light of Christ, St. Joseph, St. James School and Blessed Cardinal Newman School

The Transitions Program at St. James School work as a collaborative program with Child Adolescent Mental Health Services and Woods Homes combining the expertise of the teacher, Education Assistant II, in class Support Worker, and School Psychologist.

The other seven programs work with the expertise of the teacher, Education Assistant II, Behaviour Consultant, In class Support Worker, and School Psychologist. The Alberta Education EIE Code for the majority of these students will be 42.

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Program Model:

• cognitive indicators: low average to high average intellectual ability; but cognitively able to engage in therapy


• enrolment: approximately 8 to 10 students, depending on the learning profile of the class


• Psychologist: 1 day per week

• In Home Support Worker: 1 day per week and on as needed basis


Our Lady of Lourdes School

Our Lady of Lourdes School is a specialized education congregated grade 1-9 school operated by the Calgary Catholic School District. The school is designed to meet the needs of students with complex emotional and behavioural challenges by combining education with a therapeutic and clinical component. Our Lady of Lourdes School operates as a transitional program that works to keep students connected with their home or other community school. Wherever possible, students in Our Lady of Lourdes School will be integrated with other school and community programs.

Class 1

• cognitive indicators: average or above average estimated intellectual ability


• enrolment: 8 students per class, depending on the learning profile of the class

• average placement duration: 4 months – 2 years

Class 2



• enrolment: 8 students per class, depending on the learning profile of the class


Class 3



• enrolment: 8 students per class depending on the learning profile of the class


Class 4



• enrolment: 8 students per class depending on the learning profile of the class


Class 5

• cognitive indicators complex needs-low cognitive with behaviour issues

• grades served 1-9 • enrolment: 8 students per class depending on the learning profile of the class

The Alberta Education EIE Code for the majority of these students will be 42 or 44.

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Program model:

• district staffing: 1 – 2 classroom teachers per class

• Education Assistant, Complex Needs: 60 hours per week per class • other supports: 60 hours per week additional EA support, 0.5 program support

teacher assigned to physical education Next Steps Program

The Next Steps program provides a transitional setting for students from Our Lady of Lourdes School. These students demonstrate the necessary behaviours and attitudes to meet the expectations of a regular school setting. Students in the program will continue to expand upon their academic and behavioural goals while adjusting to an increasing amount of program integration in a regular education setting. Students may only start with one integration class a day. As a transitional program, the ultimate goal is to have the students return to their home school for full integration within a reasonable time frame. In doing so, communication links will be maintained with the home school throughout this process. The Next Steps program is located at St. Monica School.

The Alberta Education EIE code for the majority of these students will be 42.

Program Model:

• cognitive indicators: typically, average or above average estimated intellectual

ability


• enrolment up to 10 students, depending on the learning profile of the class

• average placement duration: dependent on the needs of each student

• district staffing:1.0 FTE classroom teacher


• Our Lady of Lourdes School Support: Transitions teacher, Transitions counselor, School Administration

P.A.R.K. (Program for At Risk Kids)

P.A.R.K. is designed to support senior high school students who have a history of social, psychological, physiological and academic concerns; have attendance concerns, and/or inappropriate behaviours, poor self-esteem, peer difficulties; an inability to cope within the traditional classroom setting; an alienation from school and school activities; have concerns regarding substance abuse and/or poor lifestyle choices and are at risk of dropping out of school. The goal of P.A.R.K. is to have students continue to develop their skills in goal setting, problem solving, and to increase their coping strategies while maintaining regular attendance, completing academic work and homework. In creating success for each student, the program serves as a bridge for those students who will gradually reintegrate into the regular high school program or post-secondary setting. Through the coordinated support of the P.A.R.K. teacher, Family Support Worker, and outside agencies, they work together with the student and parents/legal guardians to re-engage in school and the community.

The program’s day-to-day activities revolve around therapeutic interactions, discussions, and decision-making sessions encouraging students to share their own experiences and seek solutions to social and educational challenges. Interactions aim at building students’ self-esteem, confidence, self-respect and sense of accomplishment with regard to schoolwork. The P.A.R.K programs are located at Bishop McNally and Bishop Grandin The Alberta Education EIE Code for the majority of these students will be 42.

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Program Model:

• cognitive indicators: typically, in the low average to high average estimated cognitive ability


• enrolment: up to 12 students, depending on the learning profile of the class

• average placement duration: dependent on the needs of the student

• district staffing: 1.0 FTE classroom teacher, Education Assistant II – 30 hours per week Family Support Worker, District Psychologist

High School Fresh Start Program

The High School Fresh Start Program serves those students who find it to be very challenging to be successful in a traditional learning environment. This program provides new and different opportunities for students to engage in a learning environment that is based on individual student learning needs. It serves as an alternative education setting for students who require a different type of structured learning environment.

The intent of the High School Fresh Start Program is to provide a flexible student-centered learning environment that meets the diverse learning needs of students.

The student may:

• be experiencing social, personal, environmental, and/or family concerns

• require flexibility of hours because of outside interests and work commitments

• want to add a course to their current timetable while enrolled at a local high school

• be experiencing poor attendance

• be returning to school after an extended absence

• wish to upgrade their course work

• want to transition back into an educational setting

• want to engage in an intensive work experience program

• have been recently suspended or expelled from a district school and specific circumstances make placement in another district school unsafe and inappropriate

• be at a high risk of dropping out of school due to a variety of challenges including physical, mental health, economic, legal, and/or emotional issues

With the goal of high school completion, this program works at developing innovative approaches in creating opportunities for students to receive support and services that encourages personal success. The High School Fresh Start Program caters to students between the ages of 15 to 19 years old and it offers a flexible schedule of continuous enrolment while focusing on the individual needs of the student. The high school Fresh Start program is located at St. Anne Academic Centre.

Program Model:

• cognitive indicators: typically, average or above average estimated intellectual ability

• grades served:10 -12

• enrolment: up to 20 students per class, depending on the learning profile of the class


• district staffing: 1.0 FTE classroom teacher per class

• Family Liaison Support Worker: 1.0 FTE

• Education Assistant: 1.0 FTE assistant per class

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Junior High Fresh Start Program

The Junior High Fresh Start Program serves those students who find it to be very challenging to be successful in a traditional learning environment. This outreach program provides new and different opportunities for students to engage in a learning environment that is based on individual student learning needs. It serves as an alternative education setting for students who require a different type of structured learning. The intent of the Junior High Fresh Start P rogram is to provide a flexible student-centered learning environment that meets the diverse learning needs of students.

The student may:

• be experiencing social, personal, environmental, and/or family concerns

• be disengaged or unsuccessful in a traditional learning environment

• have had difficulties with peer relationships

• be having difficulties with mental health issues such as anxiety and depression

• be disconnected from family, school and/or community

• demonstrate a number of risk factors and minimal protective factors

• require flexibility in terms of engagement with educational programming

• be experiencing poor attendance.

• be returning to school after an extended absence. • have been recently suspended or expelled from a district school and specific

circumstances make placement in another district school unsafe and inappropriate. • be at a high risk of dropping out of school due to a variety of challenges including

physical, mental health, economic, legal, and/or emotional issues. With the goal of high school completion, this program works at developing innovative approaches in creating opportunities for students to receive support and services that encourages personal success. The Junior High School Fresh Start Program caters to students between the ages of 12 to 15 years old and it offers a flexible schedule of continuous enrolment while focusing on the individual needs of the student. All course work is evaluated by district certified teaching staff in the Junior High Fresh Start Program. Students will be expected to establish academic, behavioural and attendance goals which will be monitored by the staff within the program. The Junior High Fresh Start program is located at Bishop Kidd School.

The Alberta Education EIE Code for the majority of these students will be 53 or 42.

Program Model:

• cognitive indicators: typically, average or above average estimated intellectual ability

• grades served: 7 - 9

• enrolment: up to 20 students per class, depending on the learning profile of the class


• district staffing: 1.0 FTE classroom teacher per class

• Education Assistant: 1.0 FTE assistant per class or 30 hours

• Family Support Worker: .25

Sanctuary Program

The Sanctuary p rogram is a mental health classroom located at Father Lacombe High School. It’s designed to assist senior high school students who may have been out of school for a period of time; are at risk for dropping out of school; may be transitioning from specialized programs such as Alberta Adolescent Recovery Centre (AARC), Young Adult Program (YAP), Adolescent Day Treatment Program (ADTP), etc.; and/or struggling with mental health conditions that impact their ability to function in a regular school setting. The

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programs serve as a bridge for these students to gradually integrate into regular senior high school programs. Students receive instructional support, including direct teaching, in all content areas as well as opportunities for a full range of courses, as appropriate and available. The programs offer a flexible educational environment with flexible timetabling however, regular attendance is expected and monitored. The program maximizes the opportunity to differentiate the instructional environment and program. A major goal of the program is to re-engage students in their learning, resulting in successful student transition to a regular education program.

Program Model:

• cognitive Indicators: low average to above average estimated intellectual ability


• enrolment: up to 12 students, depending on the learning profile of the class



• Family Support Worker: 1 day per week

district support and specialized programming

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