How to Work with Your LSTs (Learning Support Teachers)

We’re here to help you support students with individualized learning needs in the best way for them! Here’s some great ways to ensure that happens:  

• Know which students in your class have designations and learning plans. Check class lists we provide you at the beginning of semester or MyEdBC.

• Communicate with us about struggling learners. We support both designated and non-designated students. CC us on I-Reports or any communications about the student.

• Bring class lists and questions to us at the start of the semester.

• Collaborate with us on adapting lessons with inclusive strategies (e.g., UDL, differentiated instruction). We can also help with Teacher Mentorship Program release time.

• Read students' IEPs and student support plans.

• Use the Access Room for drop-in support in a quiet, distraction-free space.

• Provide work for students with scheduled Access Blocks. We can help them catch up!

KEEP SCROLLING FOR MORE RESOURCES:

• Accessing IEPs

• Drop-in Support

• UDL and Differentiated Instruction

• Accommodations 101

• Assistive Technology

Or, come see us anytime!

Drop-in Support at the Access Centre

We love supporting students in the Access Center! It’s a great space for test support or working on assignments, balancing skill-building with work completion. We provide an extra level of support not always available in your classroom.

We prefer students be signed up in advance using the sign-up sheet that Toril emails each term. *Pro-tip: pin it to your email for easy access or bookmark in web page favorites bar! This helps us manage space and plan ahead.

Other options:

• Call to check availability: #40192

• Email us

• Send students with a note

We’re happy to work with you, but please note we can only accommodate a limited number of students. To ensure space, make arrangements in advance!

Inclusion Basics: Universal Design for Learning (UDL) and Differentiated Instruction

What is Inclusion?

Inclusion means making classrooms accessible to all learners, regardless of skills, interests, or abilities. This may involve accommodations (e.g., extra time or reduced workload) to help students meet course learning outcomes. Students who benefit from accommodations can use them. Some students may follow a modified program, working on alternative goals, and won’t be expected to meet the same outcomes as others. If a student is on a modified program, the LST/Case Manager will provide guidance. Universal Design for Learning and Differentiated Instruction help create inclusive classrooms.

Universal Design for Learning (UDL)

UDL focuses on making instruction accessible to as many learners as possible by considering three key elements in your planning:

1.  Engagement: Motivate and sustain learners' interest.

   • 1. • Offer choices

        • Make assignments relevant

        • Turn skill-building into a game

        • Include opportunities for movement

2.  Representation: Present information in various formats.

   • 1. • Provide audio, video, or hands-on activities alongside written instructions.

3.  Action and Expression: Give learners multiple ways to interact with material and show understanding.

   • 1. • Options might include tests, oral reports, videos, or group projects.

For more information on UDL, check out the CAST website. .

Differentiated Instruction

Differentiated instruction tailors teaching to students' learning needs, preferences, and strengths. All students aim for the same learning goal, but instruction varies based on their needs. It can include small groups or one-on-one sessions.

Four Areas for Differentiation:

1.  Content: Determine what a student needs to learn and the best resources.

2.  Process: Activities to help students make sense of concepts.

3.  Products: Ways for students to demonstrate their knowledge.

4.  Learning Environment: How the classroom "feels" and how students collaborate.

Differentiation aligns with the Response to Intervention (RTI) process, providing support to struggling learners early.

For more information on RTI, check out  What is Response to Intervention? .

*Assessment Note:

Students should be assessed on how well they meet the course's learning outcomes, even if they have accommodations. Accommodations should not impact their grades. For example, a student using spell check for an essay should still be graded on the final product using the same criteria as a student without accommodations.

Accommodations 101

Here are some tools to help students showcase their best understanding without being limited by any area of cognition. Accommodations are for any student who benefits, not just designated ones! 

Assistive Technology in the Classroom  

Assistive Technology supports student learning, often through laptops and iPads. These are available in the Access Centre, but some students may need personal devices. If a student requires technology for success, let the learning support team know.

For more info, visit the District website: LEARN 71 Assistive Technology

Consider introducing accessibility apps to your whole class—they’re on all school laptops! Learning support teachers can help, or we can invite a district expert.

Good computer tools to focus on when getting started: