Personal Counselling
Personal Counselling services are an integral part of the educational services provided by the Student Services Department at CHS. The main objective of this service is to promote student well-being. Our personal counsellors collaborate within the school community to offer one-on-one and group counselling, run wellness workshops and parent and staff education groups. In addition, the Personal Counsellors consult with parents / guardians, health care providers, and community services to strategically support students at school.
Issues that may be addressed in personal counselling include, but are not limited to: bullying and peer conflicts, decision-making and problemsolving, feelings of anxiety and depression, grief and loss, parent-adolescent conflict, selfcompassion, self-growth, self-identity, and stress.
Before students are supported by a personal counsellor, they sign a disclosure of informed consent. In all discussions with the counsellor, students have a right to expect that anything they discuss in counselling will remain confidential, with some specific exceptions where there is a safeguarding or safety concern. Care will be taken to respect and guard the students right to confidentiality, but in the disclosure of informed consent students understand that there are a few cases where confidentiality may not apply.
Learning Strategies
Crofton House School has a Learning Strategies team to help support students build academic and executive functioning skills, and to support students with designated learning exceptionalities.
Crofton House has a tiered support model.
Tier 1: Classroom Teacher and Peer Tutoring
If a student believes she needs assistance in her course work, the first level of support will come from the classroom teacher. Most teachers are available at lunch, after school or by appointment. CHS also provides a peer tutoring program.
Tier 2: After School Support in Learning Strategies
Any student enrolled at Crofton House School can attend after school Learning Strategies sessions to get support from Monday to Thursday, 3:30 pm to 4:00 pm. These are not subject tutoring sessions, instead they are an opportunity for skill development or to seek clarification. Some students are requested to attend a regularly scheduled time in order to provide the support they need to be successful in their learning.
Tier 3: Referred for a Psychoeducational Assessment and, if Required, Placed on an IEP( Individual Education Plan)
Any student who needs further support will be referred for a psycho-educational assessment. Once the assessment has been administered and the report has been shared with the school, an IEP may be developed for a student highlighting the learning strengths and needs as documented in the educational assessment. With an IEP in place, a student may require a Learning Strategies block in her timetable in order to provide more targeted support.
The Individual Education Plan( IEP) Process
Once the psychoeducational assessment has been received, please bring the assessment to the Student Services department. In consultation with the student’ s teachers, the Learning Strategies team will work to create either a Student Support Plan, or a full IEP for the student if a learning exceptionality is indicated and ongoing support is required. In many cases the psychoeducational assessment may not lead to any changes in the student’ s program. The psychoeducational assessment will be filed in the
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