Welcome to the Primary Learning Centre!
September
In September, students needing Learning Assistance and Special Services are assessed, identified and possibly placed into groups for their learning needs.
New students, who may have come with special learning needs, will be referred for extra support in Speech and Language, Occupational or Physical Therapy, the Low Incidence Support Team (LIST), Counselling, English as a Second Language (ESL) or Learning Assistance. As well, we are honoured to have the support of our Aboriginal Support Worker to support our Aboriginal students.
New students, who may have come with special learning needs, will be referred for extra support in Speech and Language, Occupational or Physical Therapy, the Low Incidence Support Team (LIST), Counselling, English as a Second Language (ESL) or Learning Assistance. As well, we are honoured to have the support of our Aboriginal Support Worker to support our Aboriginal students.
Primary Reading
Grade 1:
Fall: Learning the names and sounds of the letters is important at this time.
Its interesting how what you do with your little ones, can turn out to be foundational building blocks for reading. For example, when you do little rhyming games, read and recite nursery rhymes and read the stories of childhood (Folk and Fairytales) with your child, you have built the road to literacy and shown your child the rhythm of language. A child who has had a rich beginning has much for later learning to "hook on to". This builds intelligence (along with experiences of all kinds).
Fall: Learning the names and sounds of the letters is important at this time.
Its interesting how what you do with your little ones, can turn out to be foundational building blocks for reading. For example, when you do little rhyming games, read and recite nursery rhymes and read the stories of childhood (Folk and Fairytales) with your child, you have built the road to literacy and shown your child the rhythm of language. A child who has had a rich beginning has much for later learning to "hook on to". This builds intelligence (along with experiences of all kinds).
Grades 2 and 3
Sometimes, children have not acheived a certain level of reading compared to their peers. We know as educators, that their future schooling will be so much easier if they are at grade level when they leave primary grades.
There are several reading programs we use in the the Learning Assistance Centres which have been successful with students who have not kept up with the pace of learning in their classes. I have found that for these programs to be successful, they need to be highly directed, phonics based, have a fluency (or reading speed) component, and daily instruction (which is 5 out of 7 days).
There are several reading programs we use in the the Learning Assistance Centres which have been successful with students who have not kept up with the pace of learning in their classes. I have found that for these programs to be successful, they need to be highly directed, phonics based, have a fluency (or reading speed) component, and daily instruction (which is 5 out of 7 days).
Some favourite websites:
www.starfall.com
-for Kindergarten and Grade 1 students
www.ldonline.org
-for information on Learning Difficulties
www.anxietybc.com
-great ideas to help with Anxiety
www.setbc.org
-Special Education Technology of BC site
www.speakingofspeech.com
-Speech and Language ideas
www.actcommunity.net -
"Autism Community Training" site
www.fasdoutreach.ca
-fetal alcohol syndrome disorder
www.hoagiesgifted.org
www.ipadacademy.com
-for Kindergarten and Grade 1 students
www.ldonline.org
-for information on Learning Difficulties
www.anxietybc.com
-great ideas to help with Anxiety
www.setbc.org
-Special Education Technology of BC site
www.speakingofspeech.com
-Speech and Language ideas
www.actcommunity.net -
"Autism Community Training" site
www.fasdoutreach.ca
-fetal alcohol syndrome disorder
www.hoagiesgifted.org
www.ipadacademy.com
October - June
After September 30, we have a referral process for students that may need learning, behavioural or other support. A teacher (or a parent) may initiate the process. The School Based Team discusses the child's needs, decides if support is needed and what the support will be.
Math Support
Some students need math support and a variety of learning strategies are used: learning games, programs such as JUMP Math and Steck-Vaughn, strategies, computer programs. After, or as needed, students may have adaptations and accommodations added to their program.
Writing Support
Students may also receive extra support in writing and/or spelling. Reading, writing and spelling are all connected. After a certain length of time for spelling support, spell checkers may be used as an adaptation, and keyboarding/typing assignments are a possible adaptation as well.
Behaviour Support
If a student needs much more support in this area, data is collected, and a behaviour assessment may occur. A child needing behaviour support may need help beyond the school: a medical assessment from a doctor, a psychiatric assessment, (may be referred from your family physician or the Ministry of Children and Families) or a hospital such as Children's Hospital or Sunnyhill. (Sunnyhill and Children's Hospital Assessments are comprehensive and are for children needing a highly specialized assessment such as for: autism, FASD: fetal alcohol spectrum disorder and other complex disorders.
Parents may need support as well, as a child with needs in this area can be very challenging. Keep yourself well and calm.
Parents may need support as well, as a child with needs in this area can be very challenging. Keep yourself well and calm.
What happens next?
After 1 1/2 - 2 years of intense instruction on top of regular classroom reading instruction, if there is not significant progress, a child may need a more in depth assessment to determine the problem. An underlying problem impacting your child may show up in the areas of hearing, speech and language, behaviour, social/emotional, cognitive or other areas. An in depth assessment by a specialist can determine problems, as well as give us information, on how to help. A list of recommendations are given for the child's teachers to implement.
Once in awhile, parents have accessed a private Psychologist for Psychoeducational or Behavioural Assessments. When these are shared with us, our first task is to support the child, if a need is documented. A file review will be done by our School Psychologist. There is always a long waitlist for assessments at the School District level. Usually, if you've had a private one completed, we will be giving your child support. However, it may be some time before the file review is completed.
Once in awhile, parents have accessed a private Psychologist for Psychoeducational or Behavioural Assessments. When these are shared with us, our first task is to support the child, if a need is documented. A file review will be done by our School Psychologist. There is always a long waitlist for assessments at the School District level. Usually, if you've had a private one completed, we will be giving your child support. However, it may be some time before the file review is completed.