Half-Masting of Flags

In recognition of the National Day for Truth and Reconciliation (Sept 30th) all Saanich Schools flags will be lowered to half-mast on the evening of Sept 29 and raised again the morning of Oct 1st.

Support for Emotional/Social Development and Students with Special Circumstances

The Saanich Board of Education acknowledges that the emotional and social development and well-being of students impacts students' ability to learn. Therefore: At the elementary, middle, and secondary school levels, educators strive to create classroom and school environments that are conducive to learning. We have established policies, procedures, and practices and continue to work collaboratively to implement short- and long-term interventions to support students' needs.

This policy, now named Supporting Responsible Student Behaviour, states:

The Board's objective is to provide a school community which protects the rights of all students and allows each student to learn in a safe, caring and orderly environment.

The policy outlines guiding principles and administrative procedures, which include examples of the range of interventions to consider at the school, District, and community levels. The full policy, guidelines, procedures and suggested practices for supporting responsible student behaviour can be found under Policies and Procedures.

All schools in the Saanich District have developed Codes of Conduct in accordance with the standards detailed in Safe, Caring, and Orderly Schools: A Guide. This guide provides a vision for positive school cultures and emphasizes the need for all members of school communities to respect individual rights and conduct themselves in socially responsible ways. Classroom teachers discuss these expectations with their students and often co-create short lists of expectations with students to guide conduct in the classroom and throughout the school. Most students are able to function within teacher/class-developed expectations and school-wide guidelines. As difficulties arise, they are usually resolved with minimum disruption or need for adult support. There may be times, however, when restorative practices or Restitution are required.

A few students may require more intensive behavioural intervention according to temporary circumstances or their long-term needs. Some of these students may have a Ministry designation as a student requiring behavioural support; these students will have an Individual Education Plan (IEP) that may necessitate adaptation/modification, or alternate programming to support their learning and development. School staff can consult with personnel whose expertise and guidance may be called upon to advise how to support these students' emotional/social development and/or how to respond to their special circumstances. Support is available in all elementary, middle, and secondary schools, but may vary according to the different contexts.

Behaviour Support Teachers in Middle and Secondary Schools

Behaviour Support Teachers act as a resource for students with challenging behaviours. They are able to offer strategies and suggest interventions. They work with families, school staff, and community members to assist students in developing interpersonal skills and social responsibility.

Children's Development Centre (CDC) / Alternate Learning Program (ALP)

The Children's Development Centre (elementary level) and the Alternate Learning Program (middle school level) offer intensive, time-limited school experiences designed to promote student growth in the areas of cognitive, emotional and behavioural development, while providing individualized programs that focus on literacy, numeracy and social responsibility. While attending these programs, students remain enrolled in their home schools and programs are carried out in the context of family support, child advocacy and the access of community resources.

Counselling Support

Teacher-counsellors provide a continuum of preventative, developmental, remedial and intervention services and programs. They may facilitate referrals to community resources. The teacher-counsellor role includes individual and group counselling; school-based consultation; and career planning, coordination, and education. Students, their parents/guardians, and members of school staff may access teacher-counsellors directly or through the Student Services Team at their school.

Youth and Family Counsellors:

Youth and Family Counsellors (YFCs) offer counselling services to students and their families. They provide support, and may liaise with and refer students and/or their families and school staff to resource personnel and services in the community.

Outreach Support

The Outreach program offers educational support for students who are out of school or seriously at risk of being out of school due to socio/emotional or behavioural issues. Outreach services provide flexible, individualized educational programming. The Outreach teachers provide short- term academic support or will develop a longer-term educational programming for the referred students.

Psychology Support Services

District Psychologists support students, school personnel and parents in enhancing academic, adaptive and social skills for students. The psychologist can provide psycho-educational assessments, behavior assessments, and may consult and collaborate with parents and school personnel. The psychologists are active members of the District Screening Committee, Adjudication Team; they attend District Student Review meetings and consult and collaborate with the School-Based Teams.

Student Advocacy Support

The goal of student advocacy in Saanich School District is to support all students remaining positively connected to an educational program until the student is able to meet the requirements for graduation. The Student Advocate offers support to individual students and their families, helping them remain positively connected to their neighbourhood school and facilitating the process of returning to school if a student has become disengaged. Support may also be offered to students as they transition from elementary to middle school or from middle to secondary school.