Resource Programs

posted May 14, 2015, 7:19 PM by Jim McNeil   [ updated Feb 13, 2018, 8:48 AM by Genevieve Richardson ]
“Only as special as necessary...”

Resource services are available for all students in the Cape Breton Victoria Regional School Board. The time for allotted resource services and the frequency of intervention varies according to the needs of the student.

Resource programming operates within a model of collaboration and consultation: co-planning, co-teaching, assessment and provision of services. For information on service delivery models please visit the following link, (pages 17-21). https://studentservices.ednet.ns.ca/sites/default/files/Supporting%20Student%20Success.pdf

Students can be placed in a resource program in a number of ways. Initially they are referred to their school Program Planning Team, by either teacher, parent or outside agency. Placement in resource programs will be reviewed throughout the year.

The program planning team considers each referral individually. Team members are those who have responsibility for the student’s learning. The team includes the principal or vice-principal, teachers directly involved in teaching the student, and parents (see Policy 2.4). These members form the core of the student’s program planning team. The selection of additional members depends on the needs of the students and on the personnel resources of the school board and community. A team meeting provides an opportunity for members to come together to clarify, given all available information, the student’s strengths and challenges and to decide on future actions to be taken in terms of program planning. For further information on parent’s role in program planning, please refer to the Program Planning Process: A Guide for Parents https://studentservices.ednet.ns.ca/sites/default/files/program_planning_en.pdf

An intervention plan will be designed on the strengths and challenges to have them successfully meet their outcomes (goals). An intervention could last anywhere from 20 weeks to 2 years, followed by a period of transitioning and monitoring to ensure the student is using the strategies that were taught.

Other Links
Anaphylaxis in Schools and Other Settings

Assistive Technology

Developing and Implementing Programming for Students with Autism Spectrum Disorder

Handbook for the Transportation of Students with Special Needs

School Psychology Guidelines

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