Behaviour Specialist
Elementary Counselling
Hearing Resource
School Psychology
Links for Parents


Mission Statement

We believe trust relationships are the key to effective educational services. These relationships can only be built through honest, effective, respectful and frequent interpersonal contact. The needs of students are best met through a collaborative consultation approach where students and parents have the right to be, and should be, involved in the decision-making process and education of their children. Personal wants must become secondary to the needs of students. Therefore, a team of equal status educators working in a consensus or majority decision model is likely to be most effective.

Who Receives Special Education Services?

In order to achieve the Province’s goals of education some children will require special education services. These children are identified by the School Based Team in consultation with parents and the following Provincially mandated criteria.

When a new child arrives or a learning difficulty is suspected: the child's teacher and parents request help from the School Based Team and/or School District Consultants; the School Based Team and/or School District Consultants meet with the Teacher and Parents to:

  • identify the problem
  • generate practical solutions
  • determine the best course of action
  • put it in writing (Individual Education Plan - I.E.P.)
  • implement the plan to help the child

The Individual Education Plan (I.E.P.)

Once children are identified as needing special education services, teachers, parents, and other care-givers come together to develop an Individual Education Plan (I.E.P.). An I.E.P. outlines what parents, students, and others can expect regarding a specific child’s educational program. It is a written plan which describes the program modifications and/or adaptations for the student. It does not describe every aspect of the student’s program. Usually two to four major goals are included. These goals refer to those parts of the program that need to be modified or adapted. The I.E.P is a tool to assist teachers in monitoring student progress and to provide a useful basis for reporting It also identifies the support services to be provided and serves as an on-going record to ensure continuity in programming. Please see the resource teacher assigned to your school for the I.E.P. format.

When is an I.E.P. Meeting Called

The school is legally required to design an I.E.P. for each student who is designated using Ministry of Education guidelines. I.E.P. meetings are held at a teacher’s or parent’s request. Teachers may be provided with release-time. Often a mid-year review is also scheduled.


Behavior Specialist Service: (back to top)

Who qualifies for this service?

Students qualify for this service if they:

  • are designated or are in the process of being designated as outlined in Special Education Services: A Manual of Policies, Procedures, and Guidelines as Moderate Behaviour Support/Mental illness or Intensive Behaviour Intervention/Serious mental Illness

Who provides the service?

Description of staff qualifications:

  • certification from the BC College of Teachers
  • a minimum of two years successful classroom teaching experience
  • a master’s degree in special education (behaviour disorders), counselling psychology, or a related discipline with a focus in behaviour disorders

How is the service provided?

The District behaviour specialist may:

  • assist school counsellors/behaviour interventionists in collecting behavioural information and performing initial behavioural screenings.
  • assist in the development and monitoring of positive behaviour plans
  • consult with school personnel in areas related to behaviour disorders
  • interact on behalf of the Director of Student Support Services as a liaison between Student Support Services, other Ministries, and community agencies
  • coordinate the School Critical Incident Response Team (SCIRT) in the School District
  • design and implement professional development activities in the areas of behavioural assessment and behaviour interventions
  • participate in suicide prevention activities in the School District and community

Elementary School Counselling Service: (back to top)

Who qualifies for this service?

Students qualify for this service if they:

  • encounter personal crisis
  • encounter difficulties adapting to the learning environment
  • are designated according to the Ministry of Education behaviour criteria
  • experience emotional, social, or behaviour concerns which significantly interfere with their ability to function appropriately at school
  • experience mental health issues

Who provides the service?

Description of staff qualifications:

  • certification from the BC College of Teachers
  • a master’s degree in counselling psychology or a related discipline with a focus in counselling

How is the service provided?

Elementary counsellors may:

  • provide short-term individual counselling addressing emotional, social, and/or behavioural concerns
  • instruct small groups or classes on topics such as social skills, bullying, anger management
  • serve as members of the School Critical Incidence Response Team (SCIRT)
  • meet regularly as members of school-based teams to assist in problem solving and provide awareness of issues that may affect the academic and social/emotional development of students
  • refer to and consult with community service providers
  • consult with parents and school staff regarding student counselling needs and/or behaviour issues
  • consult with district-based personnel
  • collect behavioural information and perform initial behavioural screenings
  • help develop and monitor Behaviour Support Plans (BPS)

Hearing Resource Service: (back to top)


Who qualifies for this service?

Students qualify for this service if they:

  • have been medically diagnosed with a sensorineural or conductive hearing loss and require support as determined by the hearing resource teacher in consultation with the school-based team

Who provides the service?

Description of staff qualifications:

  • certification from the BC College of Teachers
  • certification or eligibility for certification by the Canadian Association of Educators of the Deaf and Hard of Hearing

How is the service provided?

Teachers of the deaf and hard of hearing may:

  • collaborate with classroom teachers, parents, and other members of the school-based team to design Individualized Education Plans (IEPs) for assigned students
  • provide support for communication skills, language development, academics, cognitive development, social skills emotional development, and/or auditory management
  • loan resource materials for use with deaf and hard of hearing students
  • liaise among home, school, community agencies, and professionals to maintain effective ongoing support
  • support Certified Education Assistants, Visual language Interpreters, and oral interpreters
  • support career and personal planning
  • provide students with opportunities to participate in the ASL District Resource Program
  • consult with Provincial Outreach Programs
  • facilitate secondary school ASL classes

School Psychology Service: (back to top)


Who qualifies for this service?

Students qualify for this service if they:

  • have been referred by the school-based team after pre-referral assessment and intervention

Who provides the service?

Description of staff qualifications:

  • certification from the BC Association of School Psychologists the BC College of Psychologists, and the BC College of Teachers.
  • a master’s degree in school/educational psychology or a related field with a focus on school psychology

How is the service provided?

School psychologists may:

  • collaborate with school-based and/or district personnel to gather classroom based data, design, or implement instructional strategies, and design and implement behaviour management interventions
  • consult with teachers, parents, students, and community agencies regarding the nature of student’s strengths and needs, their educational implications, and ways to enhance learning and interpersonal relations
  • assist with pre-referral interventions
  • provide psycho-educational assessments for students referred by the school- based team
  • contribute to the design and evaluation of the Individualized Education Plan
  • provide inservice training in the area of assessment/intervention
  • provide counselling services