| NAME | COURSES | |
| Warne Sisler (Dept. Head) |
Warne.Sisler@burnabyschools.ca |
|
| Ray De Leebeeck | Raymond.Deleebeeck@burnabyschools.ca |
|
| Addy Treleaven | Addy.Treleaven@burnabyschools.ca |
|
Educational Assistants
OVERVIEW OF LEARNING SUPPORT SERVICES (LSS)
Learning Support Services is committed to building on students’ strengths and meeting the specific needs of each learner within an inclusive environment.
Students have the opportunity to strengthen their understanding within all, most, or some of these key domains: social interaction, communication, behaviours, emotional functioning, independence, cognition, academics, and health factors. An Individual Education Plan (IEP) or Student Learning Plan (SLP) is collaboratively developed identifying the goals, objectives, strategies, and assessment methods to provide opportunities for student success.
Student placement into Learning Support Services is collaboratively decided in consultation with staff, parents, and, if suitable, with the student. These support systems vary in the levels of intervention which is determined by students’ strengths and challenges. Students might require modifications, adaptations, and varying levels of support within their mainstream classes.
Overview of Learning Support:
The Learning Support course provides students whose needs are diverse with varied opportunities to engage in learning. W
ithin a nurturing environment, these learning experiences help students build their repertoire of skills and strategies and accomplish goals. An appreciation of students’ strengths is emphasized to increase student motivation to learning. Students’ reflection on their learning as it pertains to their mainstream courses is regularly encouraged and facilitated. Students enrolled in a Learning Support class are working towards graduation and receiving a Dogwood Certificate.
Overview of Access:
Access supports students who benefit from a functional life skills approach. Explicit teaching of skills are targeted within all or some of the key domains according to students’ strengths and challenges. Significant areas of focus usually include vocational and independent life skills. Additionally, students are included into some mainstream courses suited to their interests and/or needs. All students have an Individual Education Plan collaboratively developed and reviewed with parents, staff, and students as appropriate.
Overview of Alternate Education:
Alternate Education is designed to provide students with a flexible, individualized approach to succeeding in secondary school. Students have the opportunity to set, pursue and reach social, educational, and employment goals that will put them on paths to receiving a Dogwood Certificate or beginning career training.
Students receive credit for core Grade 10 and Grade 11 academic courses delivered in adapted formats. While emphasis is on self-pacing and self-regulation, alternate education offers one-to-one assistance to help guide students toward their goals. Depending upon whether they are enrolled in full or partial programs, they may be offered a range of mainstream electives. Work experience and/or outside employment may also be integrated into their programs.