Student Services

The district provides a variety of programs to meet the diverse needs of learners, including full integration in neighbourhood schools, partial integration and specialized district programs.

Philosophy

Fort McMurray Catholic Schools aim to develop the individual intellectual, physical, social, emotional, moral, spiritual, cultural, and aesthetic potential of all pupils to the extent of their abilities so that they may become productive, responsible, and self-reliant members of society while leading personally rewarding lives in a rapidly changing world.

Beliefs and Values

1.  Every individual is unique and has worth.

2.  Every individual has the right to live a life of dignity.

3.  Every individual should have the opportunity for self-determination to the extent of his/her own capabilities.

4.  Every individual must be provided with the opportunity to be educated in an environment that will promote his or her abilities as a full participating member of society.

Underlying Principles

1.  All schools provide programs for students with learning differences based on a philosophy of inclusion.  The preferred program option for all students is placement in an age appropriate setting, in a regular classroom, in their neighborhood school, whenever possible.

2. School programs must recognize, and be adapted to meet, the wide range of needs and abilities of students.

3.  School programs should provide opportunities for all students to experience success and to acquire knowledge, skills, social skills and positive attitudes to function effectively in society.

4.  All students will receive universal, targeted and/or specialized supports as necessary to best meet their educational needs.  This allows for a continuum of services from the regular classroom to specialized settings in order to meet individual needs.

5.  Classroom teachers are responsible for planning, implementing and evaluation of programs for all students.  In order to deliver these programs, teachers will have access to a variety of support services such as assessment, internal and external consultation, programming suggestions, professional development and additional tutoring services for students.  Teacher assistants are responsible for supporting the classroom teacher in the day-to-day classroom lessons and assisting the teacher in implementing the strategies from the Inclusive Education Planning Tool (IEPT) for students.

6.  Learning profiles will be written for all students from grades 1-9.  Students identified as benefiting from targeted and specialized learning supports may require some adaptation or modification in the delivery of the curriculum.

7.  IEPTs will be developed through a team process in which stakeholders will collaborate with each other.  In particular, students and their parents are invited to have meaningful, regular, and ongoing participation in placement and programming decisions.

8.  Community based services and placements will be available to all students when their Individual Program Plans are best served in this setting. (Examples. Work experience, mentoring, life skills, physical therapy, swim and gym, summer camp, and college courses).

9. School programs must ensure continuity for services from primary school through middle school into high school.

Student Services Team

At each school, inclusive education teams may include many of the following members in relation to the severity of the student’s needs.  It may include a member from the administration or a designate, district learning coaches, the classroom teacher, the classroom support teacher,  parents, student, counselor, and/or any outside agency members who participate in the student’s IEPT programming and development.

All members may not be able to attend all of the scheduled IEPT meetings given throughout the year but it is expected that within the school system, staff will work together to provide an appropriate program and to effectively communicate to parents the supports and strategies being used to educate the child.

An example of the IEPT Team for a student with severe needs may include: Principal, Classroom Support Teacher, Classroom Teacher, Teacher Assistant, Parent, School Counselor, various consultants and possibly external service provider.  (McMann Worker, ERECS Consultant).

An example of the most common IEPT Team at the elementary-junior high level includes:  Classroom Support Teacher, Classroom Teacher, Teacher Assistant, Counselor, Parents and Student.

An example of the most common IEPT Team for a student at the high school level includes:  Classroom Support Teacher, Learning Coach, Teachers, Counselor, Parents and Student.

Specialized Programs

The following are a list of the specialized programs the Catholic School Board offers in various schools throughout Fort McMurray:

Primary Independent Living Program (ILP), Grades 1 – 6, Father Beauregard School
Junior Independent Living Program (ILP), Grades 7-12, Holy Trinity High School
Junior Positive Transition Program (JTP), Grades 1- 5, St Gabriel School

Vocational Education Program, Grades 9 – 12, Father Mercredi High School

Targeted Classroom Supports at provided for students who require additional instructional supports or professional supports that increase student learning. The following interventions are provided at each elementary school.

• Literacy Intervention Programs for grades 1-3, 4-6, 7-9
• Speech Language teacher consultation or small group intervention or individual student services
• Occupational therapy teacher consultation or small group intervention or individual student services
• Physical Therapy teacher consultation or small group intervention or individual student services
• Mental Health teacher consultation or individual student support

Independent Living Programs (Primary and Junior)

The Independent Living Programs (ILP) are designed for students who require extensive individualized support and specialized services in a small classroom setting.  Students have high levels of adult support to build functional communication and independent skills.  Students receive skill development in academics, communication, fine/gross motor, social interactions, community awareness as well as prevocational skills.  Skill development in these areas is prioritized by the parents and the school team, to provide the student with the skills deemed most necessary to lead a productive and fulfilling life at home, school and in the community.

A variety of fun activities are planned each week to enhance the students’ independent learning. These activities include swimming classes, adaptive gym classes, shopping trips, snack program, personal care skills, leisure activities and prevocational activities.

Positive Transitions Programs (Grades 1- 5)

The Positive Transitions Programs recognizes individual learning needs and provides a safe, consistent and highly structured learning environment focused on children with targeted and specialized behavioral needs.  This is a specialized program that provides knowledgeable staff, low pupil teacher ratio, academic support in language learning and math, therapeutic counseling supports and social skills training.

Students are placed in the program for 1-2 years and gradually re-integrated into their regular grade placement. Reintegration begins early in the development plan, as the child builds socially appropriate skills. Preferences for re-integration begin with the child’s interests and academic strengths. A behaviour plan is developed with the support team and regular meetings are held to build skills at home, school and in the community. The number of curriculum content areas are increased as the child becomes more successful.  Parents and the school team work towards a transition to the child’s regular grade placement with and without educational assistant support.

The teaching and support staffs in the Positive Transitions Programs are devoted to the welfare of each student who attends.  We understand that children come to us from diverse backgrounds, experiences and we hope to provide a program that is committed to providing a supportive emotional environment that heals and teaches coping strategies to help the child with the challenges of daily life.

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