Learning Support

Student Support Review Team (SST)
Our school provides a school-based Student Support Review Team (SST).
The SST includes school administration, school-based or virtual counselors, a learning support coordinator, and learning support teachers and/or classroom teachers.

School-Based Learning Support Coordinator
The School-Based Learning Support Coordinator is part of the school leadership team. The School-Based LSC provides site-based support, including observations, developing plans, delivering direct services, monitoring progress, and offering ongoing consultations with teachers and administration to assist students with neurodiverse learning needs.

Learning Support Teachers (LST)
Learning Support Teachers provide site-based support, including observations, developing plans, delivering direct services, monitoring progress, and offering ongoing consultations with teachers and administration to support students with neurodiverse learning needs.

Learning Support Paraprofessionals
Depending on the school’s needs, schools may employ paraprofessionals to assist the Learning Support Teacher and support students in a school-based resource room.

Learning Support 1:1 Paraprofessionals
Depending on the school’s needs, schools may employ paraprofessionals to provide one-on-one assistance or to provide support in a school-based resource room. For one-to-one assistance, parents are responsible for covering the paraprofessional’s salary.

Push-In Support 
Our primary approach to Learning Support is push-in instruction, which takes place directly within the mainstream classroom. In this model, Learning Support teachers collaborate with classroom teachers to deliver targeted support during regular lessons. This may include co-teaching, small group work, differentiated materials, and strategies aligned with Universal Design for Learning (UDL). Push-in services allow students to access grade-level curriculum alongside their peers while receiving individualized support based on their Learning Support Plan.

Pull-Out Support 
When a student requires more intensive or specialized instruction, pull-out support may be provided. Pull-out sessions occur in small-group or one-to-one settings outside the mainstream classroom and focus on skill development that cannot be effectively addressed during regular classroom instruction. Areas may include foundational literacy or math skills, executive function coaching, or targeted interventions recommended in the student’s Learning Support Plan. Pull-out support is used only when appropriate and is designed to be goal-oriented, time-bound, and regularly reviewed to ensure it continues to meet students’ needs.

Transition and Post-Secondary Planning
A post-graduation transition plan is completed with the student and family for any student transitioning to secondary school, in collaboration with the school’s campus-based student support team and the Regional Learning Support Coordinator (LSC).

Schedule and Levels of Support
Students are served in their least restrictive environment and are not pulled out of the mainstream classroom for one-on-one instruction unless deemed necessary in the Learning Support plan and by the SST Team. Support is provided in the mainstream classroom whenever possible, using Universally Designed Lessons (UDL). Our school seeks to build inclusive learning environments to ensure neurodivergent students are included in all aspects of the school day, including daily classroom instruction, special areas, athletics, and after-school activities, which may be adapted as necessary.  

Related Services
Schools may offer guidance on accessing virtual consultation or community-based services for additional needs, such as speech and language services, occupational therapy, and/or ABA therapy, as recommended through the student’s full psychoeducational evaluation. Related services are an additional cost to parents.

Resource Room
A resource room is a designated learning support environment within the school that provides targeted, individualized instruction and intervention for students who need additional academic, behavioral, or emotional support. Staffed by specialized learning support teachers and paraprofessionals, the resource room offers a quieter, structured setting where students can work on skill development, receive accommodations, and access specialized resources. The resource room supports students’ unique learning needs, fosters confidence and independence, and works in close partnership with classroom teachers to ensure continuity of learning and inclusion within the broader school community.

Sensory Room
A sensory room is a dedicated space within the school designed to provide students with a variety of sensory experiences that help regulate emotions and behaviors. The room is equipped with specialized equipment and materials such as soft lighting, tactile objects, calming sounds, and visual stimuli. The sensory room offers a safe and supportive environment where students can take sensory breaks, develop self-regulation skills, and reduce stress or anxiety. These spaces are particularly beneficial for students with sensory processing needs, autism spectrum disorders, or those who may become overwhelmed by the regular classroom environment. The sensory room supports students in maintaining focus and readiness for learning within the broader school community.