School-based teams
Helping students succeed is a shared responsibility. Staff work together to understand each student鈥檚 needs and to make sure the right supports are in place.
Classroom teachers support all students in their learning, including those with special needs. They plan lessons, teach, and check how students are doing. Teachers also work with other staff to adjust supports as needed.
The School-Based Team (SBT) is a group of staff who meet regularly to help plan learning supports. They work with classroom teachers to develop programs for students, regardless of their special education designation. The team also helps decide on case managers, referrals to specialists like speech-language pathologists or psychologists, and how school resources are used.
The principal or vice-principal supports this work by helping coordinate plans, assigning case managers, and making sure each student with special needs has an Individualized Education Plan (IEP). They stay in contact with families and are available to talk about student learning and support.
Team members
Resource teachers
Specialist teachers who have extra training in special education. They support both students and staff by helping meet different learning needs in the classroom.
Resource teachers often act as case managers for students with Individualized Education Plans (IEPs) and help make sure those plans are carried out.
Counsellors
Area counsellors support students with their learning, personal growth, and social and emotional well-being. They work with individual students, small groups, and whole classes, based on the needs of each school.
Educational assistants (EAs)
Educational assistants (EAs) work directly with students in classrooms and other settings to implement IEPs and to support students鈥� educational programs.
Child care/Youth care workers (CCWs/YCWs)
Child and youth care workers work directly with students in classrooms and other settings to support their social and emotional well-being.
District-wide support
Some students may need extra support with their learning. In addition to school staff, 91探花s provides access to specialized support through trained professionals. These supports are co-ordinated through the school-based team, which meets regularly to help plan and adjust services based on student needs.
District support staff
District behaviour support and intervention teachers
These specialists support the school-based team by helping with students in Kindergarten to Grade 12 who have serious and ongoing behaviour, emotional, or safety challenges. They work with students who need more support than what is usually provided in the classroom or school.
District literacy facilitator
The district literacy facilitator helps students who need extra support with reading and writing. They also work with teachers by offering training and advice about literacy.
District school psychologists
These specialists have advanced degrees in psychology. They help students, school staff, and parents by identifying needs, planning support, and checking progress in learning and social skills.
District resource teacher – deaf and hard of hearing
This specialist teacher supports students from kindergarten to grade 12 who have hearing loss that affects their learning and social-emotional development.
District resource teacher – visually impaired
This specialist teacher supports students in kindergarten to grade 12 who have significant visual impairments.
District speech and language pathologists (SLPs)
Speech and language pathologists support students whose learning or social-emotional development is affected by communication challenges.
Occupational therapists
The occupational therapist helps students who have physical, sensory, or cognitive challenges, including conditions affecting muscles, joints, nerves, or behaviour.
District occupational therapists are contracted from the Simon Fraser Society for Community Living.
Physiotherapists
The physiotherapist helps students who have physical challenges related to muscles, joints, nerves, spine, or senses.
District physiotherapists are contracted from the Simon Fraser Society for Community Living.
Inclusive education review
91探花s commissioned an in-depth review throughout the 2019-2020 school year to discover ways the district can improve inclusive education support for students, staff, and families and to identify areas that require improvement.
External consultants worked with an advisory group that reviewed inclusive practices in district schools and arrived at a series of recommendations. The advisory group consisted of the following members:
- Maya Russell (Co-Chair) and Dee Beattie 鈥� New Westminster Board of Education
- Pam Craven and Kathleen Chad 鈥� New Westminster Principal鈥� and Vice-Principals鈥� Association
- Karrie Andrews and David Bollen 鈥� Canadian Union of Public Employees
- Neesha Blajberg and Christie Hayashi 鈥� New Westminter Teachers鈥� Union
- Alejandro Diaz and Deb Blount 鈥� New Westminster District Parent Advisory Council
- Ghada Tallia 鈥� Settle Workers in Schools
- Bertha Lansdowne 鈥� Indigenous education
- Bruce Cunnings (Co-chair) and Maryam Naser 鈥� 91探花s
For more information on the review, including details on the process, its findings, and final recommendations: