Our specialized interventions…

 

WHAT DO OUR STAFF DO DIFFERENTLY AT TIER 4* AND TIER 5*

*This is a “draft” statement for our specialized staff to further focus on intervention areas… we published it for the purpose of collaboration and feedback from our community.  As we are aspiring to get better everyday, please let our staff know if the below descriptions need clarification or further development.

TIER 4* INTERVENTIONS INCLUDE:

 

Academic Teachers

  • differentiated large group instruction with trauma sensitivity/awareness
  • A.P. (General Alternative Programming – learning gaps) focused small group instruction in collaboration with resource team
  • individualized “real-time” formative learning assessments and feedback
  • weekly previews and debrief with designated Resource Specialists around adaptations/modifications
  • regular participation in School Based Team
  • is primary communication contact with class roster families (Parent/Guardian) when child is at risk of failure or in need of additional academic supports

 

Resource Teachers

  • Individual Education Plan writing and interdisciplinary meeting coordination with trauma sensitivity/awareness
  • Add supplemental “trauma sensitive learning” information to Care Plans when needed
  • focused small group executive function and G.A.P. instruction with collaboration of resource teachers
  • individualized “real-time” learning assessment
  • Case manage academic transitions for intake students with therapeutic team.

 

Special Education Assistants

  • support the student’s education goals connected to their Individual Education Plan, G.A.P. and executive function interventions with trauma sensitivity/awareness
  • connections with students developed through collaboration of Resource Team
  • Collaborate with staff and implement strategic intervention based on student need.

 

School Counsellor

  • Writing and communicating initial Safety Plans (with consultation with Administration) and when necessary, doing subsequent revisions with consultation with Case Manager and Youth and Family Support Workers.
  • monitoring and supporting in school therapeutic transitioning services of educational staff
  • monitoring and supporting the trauma sensitive, G.A.P., care plan and safety plan practices and interventions across the school.
  • supporting graduation plans/transitions and course scheduling with senior resource teacher, capstone teacher and primary support worker.
  • co-facilitate with primary support worker all CYMH/community agency referrals
  • will be available as primary support to all incident interventions, including:
    • crisis self-harming behaviours
    • suicide ideations/eight-step interventions
    • hospital transition
    • family crisis

 

Youth and Family Support Workers 

  • build intentional therapeutic relationships with all students – focusing on “case-load”
  • is primary communication contact with “case-load” specific families (Parent/Guardian) when child is absent and/or as needed
  • writes therapeutic “case-load” specific Therapeutic Care Plans
  • Life Space interviewing and interventions
  • RAP Response Ability Pathways interventions
  • assists with the integration of cognitive behaviour therapy strategies, dialectical behaviour therapy strategies and trauma therapy strategies
  • assists the monitoring and assessing critical/identified base-line behaviours
  • assists in parent communication, mediation and support – connect parent facilitation
  • attend and participate in regular Clinical Supervision and Consultation Meetings
  • to facilitate or assist groups based on Therapeutic Care Plan needs
  • to facilitate NeurOptimal Biofeedback (Non-linear) sessions and Subjective Units of Distress feedback
  • to communicate with community partners

*All Staff – are familiar with strategies relating to Individual Education Plans, Care Plans and Safety Plans, including: self-regulation, safety interventions and trauma de-sensitivity programming.

 

Drug and Alcohol Worker

  • build intentional therapeutic relationships with all students – focusing on “case-load” and D & A referrals (including all off site interventions such as Detox and Drug Treatment programming)
  • is primary communication contact for those “case-load” and D & A referral students who have a drug related therapeutic care plan goal and family support plan
  • assists with the integration of cognitive behaviour therapy strategies, dialectical behaviour therapy strategies and trauma therapy strategies – in collaboration with Youth and Family Support Worker
  • assists the monitoring and assessing critical/identified base-line behaviours – in collaboration with Youth and Family Support Worker
  • assists in parent communication, mediation and support – connect parent facilitation and community drug and alcohol resources
  • communicate all documented intervention strategies accessed by students to Therapeutic Counseling Team
  • attend and participate in regular Clinical Supervision and Consultation Meetings
  • to facilitate or assist groups based on Therapeutic Care Plan needs

 

Aboriginal Support Workers

  • build intentional “belonging” with all students – focusing on those with Aboriginal ancestry
  • communicate with Aboriginal families when a child is not engaging or connecting with school services – in collaboration with Youth and Family Support Worker
  • support Aboriginal students and their families on and off site
  • provide cultural enhancement activities, such as: Circle of Caring, smudging, Warrior Club, Two Spirited Groups, etc…
  • communicate all documented services being provided and accessed by students with Aboriginal ancestry to Therapeutic Counseling Team
  • attend and participate in regular Clinical Supervision and Consultation Meetings

 

TIER 5* INTERVENTIONS INCLUDE:

Clinician Team – District Clinical Consulting

  • Pre PR Consultations
  • Supervise the integration of attachment, cognitive behaviour and dialectical behaviour therapies and intervention strategies
  • Clinical/Hospital Coordination and Intake (re-intake) Transitioning
  • Three Day Alternate to Suspension Program – Assessment
  • Integrated Case Management Support
  • Post PR and Individual Follow-up Support
  • Clinical Forms and Consent

Clinician Team – EMDR Trauma Therapy

  • Trauma Protocol
  • Addictions Protocol
  • Resource Installation Protocol
  • Performance Enhancement Protocol
  • Pain Management Protocol

Clinician Team – Special Incident Support

  • Violence Threat Risk Assessment Support and District Team Participation
  • District Traumatic Event Support and District Critical Response Team Participation
  • Eight-Step Assessment Support

 

 

 

We believe…… that “everyone” at Vanguard Secondary has the same responsibilities to conduct themselves in ways that support diversity and universal safety. Our students and staff are made aware of our social responsibilities and moral obligations to be accepting of everyone.

Students come to Vanguard to get away from drama and stress… our school is designed as a trauma sensitive environment that is meant to do just that.

We are a community of learners that everyday strive to be “free from the drama and stressors” that have become barriers for some of our students.  Our ultimate goal is to be a different learning experience and to be socially innovative… thus, Vanguards.

Everyone Has a Duty to Report Often when we hear in the media about a violent incident, we learn that the threat-maker had made threats in advance of acting violently. To keep our school communities safe, students, parents, staff and community members must report all threat-related behaviours and high-risk activities.

Policy 7200 (Student Anti-Harassment and Anti-Discrimination Policy)

The Board of Education recognizes that the School District is committed to providing an educational environment that is safe, welcoming, respectful and affirming for all students, families and staff.  The Board recognizes and values diversity within the community and all schools foster and promote inclusive and accepting cultures throughout the District.

Link to all District Policies

 

 

Vanguard Secondary School

3825 - 244 Street, Langley
BC, V2Z 2L1
Phone: 604-856-9192
Fax: 604-856-9328