We believe trust relationships are the key to effective educational services. These relationships can only be built through honest effective, respectful and frequent interpersonal contact. The needs of students are best met through a collaborative consultation approach where students and parents have the right to be and should be, involved in the decision=making process and education of their children. Personal wants must become secondary to the needs of students. Therefore, a team of equal status educators working in a consensus or majority decision model is likely to be most effective.Counsellor: Mrs. Debbie Proulx
McCreary Website www.mcs.bc.ca/ - an excellent resource for parents
The role of the Elementary Counsellor is to assist parents, teachers and administrators to work more effectively with elementary students within the elementary school setting. These are students whose emotional and social behaviours are severely interfering with the success of their learning and socialization.
Our school counsellors adheres to School District #23 policy and procedures with regards to referrals, record keeping, and confidentiality.
Learning Assistance: Mrs. K. Vejvan
Learning assistance is provided for those students whose needs cannot be met through regular classroom instruction. Students who are having significant difficulty in one or more areas may be eligible for individual/small group help. Emphasis may included skill development, remediation or compensation. In the role of numeracy support, Mrs. Vejvan will be working with intermediate students all year focusing on problem-solving and critical thinking skills using math manipulatives.First Nations Advocate:
Aboriginal Student Advocates provide emotional, social, academic and cultural support to students. They work closely with families, teachers and other personnel to provide service for students.
Resource Teacher: Mrs. Kristina John
Speech Language Pathologist: Mrs. Monica NelsonReading Intervention Program: Mrs. Gail Bailey
The “RIO” Reading Intervention Program is based on the key areas of reading instruction: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Students accepted into the program struggle in one or more of these areas and, therefore, find literacy demands at school very difficult. Reading is an acquired skill, and just as we learn sports, hobbies or life skills through instruction and repeated practice, literacy skills grow through the same steps. Some students need more instruction, practice, suitable materials, and support to experience success in learning this necessary skill. The programs offered through the Reading Intervention Office are tailored to meet each student's specific learning needs.