The Choices program at Sutherland serves as a Level 3 intervention for students who have moderate to severe social/emotional/behavioural barriers to learning that are chronically impacting their academic success. Students enrolled in Choices generally receive a special needs identification and have an individualized education plan implemented that outlines specific goals related to their barriers. Various levels of support are offered, and if these efforts prove unsuccessful, students are generally referred to the District Resource Team for potential placement in an alternate program.
Students are referred to Choices through the school based resource team. If you would like more information about this intervention including referral criteria, please contact your student's grade counsellor.
LEARNING ASSISTANCE CENTRE – Grades 8 & 9
LAC, or learning services, does not appear on the course selection sheet for Grade 8, but does for grade 9. Students are chosen to attend, for one block daily of one semester per year, on approval by the LAC teacher upon recommendation from teachers, previous schools, counsellors, parents or sometimes even by self-referral. Each student’s study program and learning outcomes will be determined on individual need in any of the following areas: curriculum support; development of learning strategies; and, remediation of skills. LAC is not a homework block specifically. Students are expected to attend all classes, be on time, and participate in a variety of skill-building activities throughout the semester. LAC typically replaces French for Grade 9 students, (or another second language) in the students’ course selections.
APPLICATIONS FOR LEARNING – Grades 10 – 12
Applications for Learning is a 4 credit course towards a high school graduation diploma. Applications for Learning is not a homework block, but rather a course where students learn the skills to become self-advocates for their individual learning style; learn specific study skills; hone time management and organizational skills; and, receive effective monitoring and support in all their academic subject areas. Students are chosen to attend, for one block daily of one semester per year, on recommendation from teachers, previous schools, counsellors, parents, or sometimes even by self-referral.
LEARNING SUPPORT PROGRAM
LSC does not appear on the course selection sheet. Students are chosen to attend one or more blocks per semester on recommendation from teachers, previous schools, counsellors, parents or, at times, self-referral; approval from Administration and Special Education Department Head is required for registration. The key objective of the program is to provide appropriate academic curriculum for each individual student that matches his or her current skill level and ability to actively participate.
This program provides course support to students who are receiving instruction in a regular classroom yet require very intensive support not available in Learning Assistance. This support is offered in the form of daily intensive work in an individual or small group setting, or periodic pullout from regular classes. One or more subject areas may be covered during a particular block.
The Lifeskills Program does not appear on the course selection sheet. Students are chosen to attend one or more blocks per semester on recommendation from teachers, previous schools, counselors, and/or parents; approval from Administration and Special Education Department Head is required for registration. Students attending this program have an Individual Education Plan (IEP) that requires modification from a regular program but all LS students are integrated into appropriate mainstream classes. Depending on the IEP, a student may be participating in one or all of the key areas of focus found below or receiving support for courses that follow the Ministry of Education standards but are delivered with accommodations and modifications.
Key Areas of Focus for the Lifeskills Program – Functional Academics, Developmental Education, Communication Skills, Social and Emotional Skills, Independent Living, Recreation and Leisure Skills, Vocational Skills, Community Access
ENGLISH LANGUAGE LEARNERS
ENGLISH LANGUAGE LEARNERS
Level 1 & 2 Level 3 & 4
BC Culture 10 ELL Seminar
Language Strategies 10 Language Strategies 11/12
ELL teachers and counsellors place students in ELL courses according to their English ability. Students advance to the next level as their skills increase.
Levels 1 and 2 provides the basic English skills of listening, speaking, reading and writing to enable students to function within the Sutherland School environment.
Levels 3 and 4 focuses on giving students the necessary skills in reading, writing, listening and speaking needed for integration into academic courses at Sutherland.
BC CULTURE 10 (4 credits) (YESFL0A) (SS 10 or YLSSS 10)
Introduction to Canada - focuses on geography and early history of Canada. Expands skills in reading, writing, listening and speaking and reinforces study skills necessary for a social studies class. Senior students are able to earn 4 credits towards their Dogwood Diploma.
LANGUAGE STRATEGIES 10 (4 credits) (YESFL0B)
This course is the pre-requisite to English 10 for the ELL learner. The course provides the skill building necessary for successful completion of English 10, which follows in the next semester. Students who have completed Level 4 ELL are typically at a Grade 8 reading/writing level. This course will, therefore, strengthen language skills as well as introduce the study of story elements in literature through modern short stories, a novel and selected readings. An on-going study of grammar structure, idioms and composition is included. Listening and speaking skills are also provided at a more advanced level in preparation for English 10.
ENGLISH 10 ELL (4 credits) (MEN-10-LS)
The students will complete the regular Grade 10 curriculum. This will include the study of literature: short stories, poetry, novels and a Shakespearean play. This course will also follow the writing requirements of various paragraph types, and in particular, the essay of the regular English 10 course. There will be an emphasis on building vocabulary and fluency in speaking, writing, and on increasing reading ability and speed to meet the requirements of senior English courses. An on-going study of grammar structure and idioms is included. This course is a provincial examinable course worth 20% of the final mark. Prerequisite: Language Strategies 10A
ELL SEMINAR (XAT--00ESL)
Students will meet with the ELL teacher during the year on an individual basis or in small groups. They will be given extra help and support for their regular classes.
LANGUAGE STRATEGIES 11 and 12 (2 credits) (YLGS--12)
This year-long course is scheduled outside of the regular timetable. The course addresses the district learning outcomes and gives the ESL students extra help and support to meet the requirements of senior English classes.