Behaviour Support Services. Building Inclusive Catholic Communities. Program Department March 2009. Jesus said, “Let the little children come to me, and do not stop them; for it is to such as these that the kingdom of heaven belongs.” Matthew 19: 3-14. Education for All.
Building Inclusive Catholic Communities
Program Department March 2009
Jesus said, “Let the little children come to me, and do not stop them;
for it is to such as these that the kingdom of heaven belongs.”
Matthew 19: 3-14
The LDCSB welcomes all students and will provide them with the quality education they deserve;
MissionOf the LDCSB:
To serve the Catholic student in a community that nurtures a living faith and provides a quality Catholic education that enables the individual to become a contributing member of the Church and society.
The LDSCB is committed to meeting the needs of students who exhibit behaviours detrimental to their own learning and that of others.
Behaviour Support Services: A Positive Model of Inclusion, Dignity & Support. L.D.C.S.B. Safe Schools Policy – 2004
Lost at School – Ross W Greene (author of The Explosive Chiild) 2008
For some students ,what is often viewed as “poor behaviour” requiring discipline, is actually a student with behavioural challenges who requires planned intervention in order to assist him/her to improve behaviour.
Students with social, emotional, and /or behavioural
challenges may lack important thinking skills. These
students are characterized by specific behaviour
problems over such a period of time, and to such a
marked degree, and of such a nature, as to adversely
affect educational performance.
Why our children with behavioural challenges are falling through the cracks and How We Can Help Them –RW Greene, Lost At School
The frequency, intensity, or duration of the behaviour must be taken into account.
Students who have behavioural , social or emotional needs (e.g. ADHD, conduct disorders, anxiety) may demonstrate behaviour that:
Students are usually identified by an Identification, Placement and Review Committee under the exceptionality of Behaviour (after a Student Information Summary is completed)
LDCSB believes that all Behaviour Support Services will:
Support for Students with At-Risk Behavior
Wide Systems for
Some students will require more intensive support to enhance their understanding of appropriate behaviours:
“Students with exceptional needs are more like other students
than they are different”
Students who present a direct risk to him/herself or others require special guidelines for their support. When a student’s behaviour poses a direct risk to him/herself or others, the staff needs to:
“When one child is in crisis, the whole school is in crisis.”
Will have improved academic success well researched, evidence-based methods
Will have improved self-esteem
Will experience reduced anxiety
Will have a positive focus and direction
Will experience personal growth
Will have more friends
Will focus on positive behaviours
Will see a reduction in behavioral incidents
Will have a greater sense of community
Will feel supportedMeasuring Success
The school community
When a student shows challenging behaviour, the teacher:
Support Plan through brainstorming for school-based solution that will involve:
Department Head, Educational Assistant), The Principal/
Further support may be needed after school-based solutions continue to be challenged. The referral process checklist is addressed and the school team prepares all information to be shared.
The Affiliate/System Team
*For these services, the school must acquire appropriate permission from parents.
Affiliate Liaison Teacher
strategies or other school staff with
the necessary expertise
Speech & Language Pathologist
The LDCSB works collaboratively with families and community agencies to provide a seamless continuum of support. These are just a few of our partners:
Sessions led by System and
We are rooted in a faith-centered environment that: well researched, evidence-based methods
Values efforts of students, parents and staff in the leaning process in their school communities;
Honours the dignity and uniqueness of students and enhances their formation as disciples of Christ;
Communicates the joy and hope of our Catholic faith throughout the learning process, through prayer, reflection, fellowship and celebration of the giftedness of the children and staff in our schools;
Encourages a standard of excellence for each student’s learning
Cares for the sacredness of human life