Student Support Services
The main objective of the Guidance Department is to develop and enhance the social emotional development of the students.
Miss Anita and Miss Dawn deliver Life Skills classes to the students from Nursery to Grade 8 on a weekly basis. They also facilitate social groups to assist with the development of student’s self-esteem and social skills and organize outside presenters and events to enhance the student’s overall development.
Examples of some of the past and present groups include Carpentry, Culinary, Embroidery, Knitting, Storytelling, Coloring, and Pillow Making groups. Presenters and events include school related safety programs, Bullying Awareness Week, Pink T- shirt Day, MADD, COVID-19 Safety Banner, Human Growth & Development classes & the HIV Symposium, Internet Safety, tour of the Wind Turbine Facility, Four-Wheeler Safety, an Elders event, Career Focusing and Alcohol & Drug Awareness.
The programs are based on The Seven Sacred Teachings and include teachings and activities that promote knowledge and pride in our Indigenous language, culture, and heritage. The teaching methods used include instructional materials, stories, role-playing, hands-on activities and / or guest speakers and are grade level appropriate. The topics chosen each year are based on community, local or world issues; however, teacher requests for specific programs are also accommodated.
The Methods and Resource Teachers are responsible for assisting classroom teachers and education assistants in developing differentiated teaching strategies to meet the needs of students with differing learning styles and exceptionalities. Accommodations can involve the use of specialized learning programs and equipment. LETE uses the Response to Intervention (RTI) approach for student support services. The RTI approach is tiered. Tiered means varying levels of support are used at different intensities to allow all students to work to their fullest potential.
The Methods & Resource Teachers are members of the Special Education Team (SET). As required, the Methods & Resource teachers assist in the assessment and placement of students through classroom observations, administering and interpreting academic and standardized tests, and participating in the student assessment process. The Methods and Resource teachers deliver special education services to students from kindergarten/nursery to Grade 8. Methods & Resource teachers may also co-teach whole classes and assist the teacher in the classroom with techniques in skill development for behaviour modification.
The School Social worker promotes and enhances the school's mission by providing services that strengthen home/school/community partnerships and alleviate barriers to learning. The School Social worker contributes to developing a healthy, safe, and caring environment by advancing the understanding of children's emotional and social development and the influences of the family, community, and cultural differences on student success and by implementing effective intervention strategies.
The School Social worker identifies barriers and challenges to students' social and emotional well-being. Works with the Special Education Team (SET): receives referrals, develops intervention plans using an RTI model; facilitates workshops with parents; provides intervention with services regarding crisis intervention, self-harm, and youth protection. Facilitates staff training related to student wellness, collaborates with external partners (related to student well-being), and guides and supports staff members (Assistant Social Workers, Mentors, and other support staff).
Education Assistants (FNEC & Jordan's Principle, with Health
Taking a strengths-based approach, Educational Assistants (EA) are responsible for providing academic (learning) and behavioural (social-emotional) support services to students in a school setting. EAs implement support services to individual students in keeping with the objectives, standards, and individual plans (learning and/or behaviour) developed by AGS’ Special Education Team (SET).
EAs offer general classroom support for small groups of students. EAs supervise AGS students on the bus during lunch and recess. EAs implement support services following AGS’ Response to Intervention (RTI) approach, delivering learning and behavioural interventions and accommodations at the right intensity and time.
Under the school principal's supervision, the behaviour intervention worker is responsible for assisting students experiencing behavioural difficulties. Behaviour Intervention work is responsible and complex: the worker supports classroom teachers, the Special Education support staff, and the school administration. Working directly under the school principal, the Behavioural Interventionist provides direct support to students and parents (e.g., strategies and activities for students with specific behavioural, social, or emotional concerns).
The Behaviour Interventionist ensures follow-through with natural and logical consequences for misbehaviour; proximity monitoring and physical space structuring; assists with implementing and monitoring anti-bullying programs and behaviour contracts; mentoring students; and behaviour modelling. The Behaviour Interventionist supervises out-of-class/in-class student suspensions (Intervention Tutorials) and the physical removal of severely disruptive children (e.g. if there is a risk of the student hurting themselves or others or causing severe property damage).
When professional services are required, for instance to conduct formal social-emotional or learning assessments, they are supervised by the Special Education Coordinator and work as part of the special education team to provide assessments and other services to students who have been referred.
The Psychologist is required to provide psychological intervention, therapy and psychological assessments for students from the community of Listuguj. The psychologist may also be required to assist with an Early Intervention Program.
Whether your child is struggling with language, stuttering, articulation or social communication, our speech-language pathologists are trained to offer services adapted to the context of your family.
Your child and their teacher work with us to ensure that their communication and language needs are met. We help with articulation and speech sound, vocabulary and expressing ideas, understanding directions and following stories, reading, writing and math. Every week throughout the school year, by computer, we meet with the students needing support in direct therapy or in small groups. Once a month, Kristy is in the school to evaluate children and to meet with the teachers and staff to ensure that your children are progressing well. We also screen the new students coming in every year to make sure that anyone needing help gets it as soon as possible.
We love working as a team. As such, we collaborate with teachers, educational assistants, the OT team and families too! If you want more information about how we can help your children with their speech, language, reading, writing or math, we are always there to help! Just drop us a line by email at kristy@centremosaique.ca, by phone at 418-431-0111, or through our Facebook: Centre Mosaique de Quebec.
Yolaine Poulin
Speech-Language Pathologist
Marie de Blois
Speech-Language Pathologist
In school, your child will have many tasks or “occupations” such as listening, writing, reading, copying written information, participating in PE class, playing with friends, etc. OT is a related service that addresses the underlying skills needed for your child to be successful in his/her daily school occupations. At our school, we believe that a team approach between parents, teachers, and related service providers is an optimal way to support your child’s development.
We could go into your child’s classroom to conduct group activities (universal strategies). Your child could also receive direct services in small groups or an individual therapy. Worry not because if your child is going to be provided with any specific OT service, you will be contacted immediately, and you will have to consent to the services.
Please contact us if you have any questions, concerns, or you would like activity ideas to carryover at home. We would be more than happy to help!
Marie-Claude Alain
Occupational Therapist
Jordan's Principle
Jordan's Principle ensures all First Nation children living in Canada have access to the products, services and supports they need. Funding can help with a wide range of health, social and educational needs.
In Listuguj, we are funded and run through the Listuguj Community Health Services. Our Listuguj office provides services to all Listugujewaq, from newborns to 18 years of age.