The Calgary Board of Education offers a range of specialized services for our students with emotional/behavioural disabilities. With appropriate supports, the needs of many of
these students are successfully met in their community schools.
For children who require more comprehensive support to achieve their potential, the continuum of special programs extends from short term (several weeks) and longer term classes to intensive, treatment-based classes and schools. Many of these specialized programs are offered in partnership with other organizations in the Calgary community. Special classes/programs are located in all areas of the city. All programs emphasize the development of academic, social and life skills.
Brief descriptions of some of our special classes and programs are provided below. For additional information, please contact your child's principal.
The Adolescent Day Treatment Program (ADTP) is a short-term therapeutic treatment program to support junior and senior high school students who have significant internalizing mental health issues. The goal of instruction is to teach coping skills to support each student’s social and emotional needs. In addition to the academic component of the program, students receive individual and group counseling, family support, and on-site support from a psychiatrist. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The ratio of students to staff ranges between 10:2 and 12:2. Program staff includes one teacher, and one behaviour support worker. Program staff work in consultation with a case manager (therapist), family therapist, recreational therapist, occupational therapist, mental health nurse, and psychiatrist. The program is offered in partnership with and accessed through the Calgary Health Region (CHR).
ASD Cluster Program
The goal of the Autism Spectrum Disorder (ASD) Cluster Program is to support students with high functioning ASD within a regular school program. The emphasis of instruction is on developing academic, organizational, and coping skills to support each student’s learning, social, and emotional needs. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The ratio of students to staff ranges between 10:2 and 12:2 depending upon the complexity of the needs of the individual students. Program staff includes one teacher and one education assistant. Lunch time support is provided as required.
Bridges
The Bridges program is for elementary and junior high students identified with severe emotional/behavioural difficulties. The goal of the Bridges Program is to assist each student to achieve academic success and behavioural competence through effective programming, parental involvement, and supported transitions to regular classrooms. The emphasis of instruction is on the core academic subjects, problem-solving, emotional control and social skills development. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The ratio of students to staff is 8:2. Program staff include one full time teacher and one Bridges support worker. Students and their families are also receive support from a YWCA of Calgary family support worker. Consulting psychology may also be available to the program.
Communication, Sensory and Social Interaction Program (CSSI)
The Communication, Sensory and Social Interaction Program (CSSI) program is for elementary school age students with moderate to severe cognitive disabilities and diagnoses in the autism spectrum. The goal of the CSSI program is the development of student’s communication and prosocial behaviour. The curriculum includes academic, developmental and sensory-based activities designed to facilitate growth of the whole child. Integration within the school community is encouraged when possible. A modified curriculum is implemented based on the individual needs of each student. Instructional accommodations may include the use of assistive technology, augmentative communication systems, and individual and small group instruction. Generally, the ratio of students to staff is 6:3. Program staff includes one teacher and two education assistants. The staff, students, and their families also receive consultative support from Regional Educational, Assessment, and Consultation Services (REACH) for program development.
Dr. Gordon Townsend School
Dr. Gordon Townsend School is located at the Alberta Children’s Hospital (ACH). The school provides multidisciplinary services to students who have been diagnosed as medically fragile, are brain injured, or who require acute rehabilitation following surgery or traumatic illness. The school also serves students presenting with social, emotional, and/or behavioural challenges and who require diagnosis, assessment, and possibly initial treatment. The goal of the education component is to provide an individualized academic program for each student while enrolled at the school. The emphasis of instruction is on Language Arts and Mathematics. Curriculum modifications and instructional accommodations, and integration activities with students from other programs within the school are implemented based on the individual needs of each student. Instructional accommodations may include the use of assistive technology, augmentative communication methods, compensatory strategy instruction, cognitive retraining, alternative instructional methods and individual or small group literacy instruction. The ratio of students to staff ranges between 6:1 and 8:1. Program staff includes two teachers in the Rehabilitation and Education Program and three teachers in the Mental Health Program. Teachers work collaboratively with a multidisciplinary team that may include psychiatry, psychology, physiotherapy, occupational therapy, speech/language therapy, social work, nursing, and recreation therapy, based on the student’s needs.
The Early Development Centre
The goal of the Early Development Centre program is to provide early intervention in a play-based environment for children age 2.5 to 5.5 years (as of September 1), who have been identified with severe disabilities or developmental delays. The emphasis of the program is on communication skills, fine and gross motor development, and social interaction. Programming and instructional modifications are based on the individual needs of each child. Instructional accommodations may include visual supports, scripting, adult support and cueing, individual schedules and assistive technology. A minimum of four Family Oriented ECS Programming sessions are part of each child’s program. The ratio of children to staff ranges between 6:3 and 10:3 depending on the complexity of the needs of the individual students. Program staff includes one full time teacher and two support staff. Support staff could include education assistants, speech pathology assistants, or behaviour support workers. Staff, students, and their families may also receive support from a speech language pathologist, an occupational therapist, a physical therapist, a resource teacher, a psychologist and the Program Unit Funding (PUF) Specialist, based upon identified needs.
Elementary Mental Health Program - Transitions
The Transitions Elementary Mental Health Program is for elementary students who have significant internalizing mental health issues that severely impair their ability to function in a regular school program. The goal of instruction is to teach coping skills to support each student’s social and emotional needs. Curriculum modifications, instructional accommodations, and integration into regular classrooms are implemented based on the individual needs of each student. The ratio of students to staff ranges between 8:2 and 10:2, depending upon the complexity of the needs of the individual student. Program staff includes one full-time teacher and one full-time behaviour support worker. Students are involved in therapeutic treatment outside of the program.
George Wood Learning Centre (GWLC)
George Wood Learning Centre (GWLC) is a Calgary Board of Education school program for students who are in intensive residential treatment through Wood's Homes. The goal of GWLC is to help students achieve maximum academic success. Curriculum modifications and instructional accommodations are based on the individual needs of each student. The ratio of students to staff is 8:2. Program staff includes one teacher and one school support counselor. The Wood's Homes residential setting provides additional clinical services such as a full-time therapist. Families are also able to access additional services offered through Wood's Homes.
Hera
The goal of Hera is to support at risk adolescent girls with change and transition into a community school or work placement. The Hera classroom provides support for both the academic and behavioural challenges of each student. Instruction focuses on core academics, experiential learning, and life skills. Student’s interests are linked with curriculum outcomes. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Generally, the ratio of students to staff is 5:1 depending upon the complexity of the needs of the individual students. Program staff includes one full-time teacher and one behaviour support worker. The staff, students, and their families also receive support from family support workers, an on-site therapist, and an experiential learning worker.
Junior High Mental Health Programs – Transitions or AIM
The Junior High Mental Health Programs support junior high students who have significant internalizing mental health issues that severely impair their ability to function in a regular school program. The goal of instruction is to teach coping skills to support each student’s social and emotional needs. Curriculum modifications, instructional accommodations, and integration into regular classrooms are implemented based on the individual needs of each student. The ratio of students to staff is between 8:2 and 10:2 depending upon the complexity of the needs of the individual students. Program staff includes one full-time teacher and one full-time behaviour support worker. Students are involved in therapeutic treatment outside of the program.
Learning Essential to Achieve Potential (LEAP)
The goal of the LEAP (Learning Essential to Achieve Potential) program is to provide proactive support and interventions for junior high students identified as having mild to moderate behavioural needs. The goals of the 6-week program are to enhance student learning by focusing on behaviour skill development, academic growth, social skill development, and building positive home/school/community relationships to support a successful re-integration into the student’s designated school. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Generally, the ratio of students to staff is 10:3. Program staff includes a full time teacher, and two behaviour support workers.
New Directions, Grades 7 to 9
New Directions is a short-term (20 day) assessment and observation program with three major components: 1) academic assessment and support, 2) family observation and support, 3) behavioural observation (social / emotional) and support. New Directions is designed to serve as an educational lifeline for adolescents whose educational opportunities have been jeopardized by pronounced academic difficulties, persistent behavioural and/or emotional difficulties as well as family struggles. The students served characteristically exhibit: marked attendance, achievement, social and family difficulties and have been unable to benefit from conventional school based resources. Assessment and observation criteria are established at intake and are based on the needs of the student as established by the student, their parents / guardians, community school, and Student Services personnel.
Nexus
The goal of Nexus is to provide a structured learning environment for high school students, aged 15 and over, identified with severe behavioural/emotional difficulties. Students set specific goals based on their individual needs. Students are supported through several phases of the program including engagement with the program and staff, assessment of current needs, life skills development, and counseling, as needed, in order to meet their goals. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Generally, the ratio of students to staff is 10:2. Program staff includes one full time teacher and one full time behaviour support worker. A psychologist supports the program with assessment, consultation, or counseling as needed.
The Children’s Village School
The Children’s Village is a Calgary Board of Education program in partnership with Child and Family Services. Calgary Board of Education has contracted with Wood's Homes to provide the clinical support for the program. This school program is designed to meet the complex needs of elementary school-aged children who are exhibiting severe emotional and behavioural difficulties in their current school, community, and home. For the 2008-2009 school year, the program will also serve preschool age children (3&4 year olds) who are exhibiting severe emotional and behavioural difficulties. The primary goal of this school program is dedicated to using the existing strengths children and families bring with them and to promote the development of new strengths, skills, and attributes that will help create long-term positive change. Curriculum modifications and instructional accommodations are based on the individual needs of each student. The ratio of students to staff ranges between 8:3 and 10:3. Classroom staff include one teacher and two school support counselors. Parents are partners in this work and are a valuable part of their child’s multi-disciplinary learning team. Available services include family support counselor, individual therapy for children and adults, psychiatry, speech therapy, and occupational therapy.
The S.T.O.P. Program North/South, Grades 1 to 6
The S.T.O.P. (Short-Term Observation Program) provides an opportunity for further assessment to help with program planning for students identified as having Mild to Moderate special needs. A family support, life skills and anger management are integral parts of the curriculum as are parental involvement and supported transition to the student's designated school.
William Roper Hull School
William Roper Hull School is a Calgary Board of Education (CBE) school for students who have emotional and behavioural challenges. The goal of the program is to use a strength based model to help students achieve success in both their behaviour and academic programs. The school also provides support for students to transition back to their community schools. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Generally, the ratio of students to staff is 10:3. Program staff includes one teacher and two behaviour counselors. William Roper Hull School, in partnership with Hull Child and Family Services, provides a School Transition Counsellor for each student. There are several community agencies that provide regular resources to the school including the Calgary City Police, Calgary and Area Child and Family Services, consulting psychiatrists, CBE psychologists and the Student Health Partnership.
William Taylor Learning Centre (WTLC)
William Taylor Learning Centre (WTLC) is a Calgary Board of Education (CBE) school for students who have severe behavioural/emotional disabilities. The goals of the program are to help students achieve maximum academic success and to assist them in the modification of their behaviours. Curriculum modifications and instructional accommodations are based on the individual needs of each student. Generally, the ratio of students to staff is 8:2. Program staff includes one teacher and one school support counselor. WTLC, in partnership with Wood’s Homes, provides additional clinical services such as an in-home support worker and a full time therapist. Families are also able to access additional services offered through Wood’s Homes.
YAP - Young Adult Program
The Young Adult Program (YAP) is for junior high and high school students who have significant internalizing mental health issues who are in a comprehensive therapeutic in-patient treatment program. The goal of instruction is to teach coping skills to support each student’s social and emotional needs. In addition to the academic component of the program, students receive individual and group counseling, family support, and on-site support from a psychiatrist. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The ratio of students to staff ranges between 10:2 and 12:2. Program staff includes one teacher, and one behaviour support worker. Program staff work in consultation with a case manager (therapist), family therapist, recreational therapist, occupational therapist, mental health nurse, and psychiatrist. The program is offered in partnership with and accessed through the Calgary Health Region (CHR).
ADTP - Adolescent Day Treatment Program 
For more information you may contact the 