Letters from School Broads to the Minister of Education on the BCSTA website. See “Copied to Member Boards of Education“.
Here is the protocol [based on Ministry of Education criteria and accepted in all BC public schools] taken from the from SD85 website, for Students with Intensive Behaviour Support Needs / Severe Mental Illness in the School District # 85 Vancouver Island North Special Services Handbook Revised 2012 : Designation of Students who have Intensive Behaviour Support or Serious Mental Illness. Students identified in this category are those most in need of intensive interventions. They are expected to be less than one percent (1%) of the student population province-wide. These students should have access to coordinated school/community interventions, which are based on inter-service / agency assessment processes that are required to manage, educate, and maintain the students in school and in their community.
Students Requiring Intensive Behaviour Interventions are eligible to be reported in this special education funding category if they exhibit:
• antisocial, extremely disruptive behaviour in most environments (for example, classroom, school, family, and the community);
• and· behaviours that are consistent/persistent over time.
In addition to meeting one of the conditions above, to be eligible for special education funding, these behaviour disorders and or illnesses must be:
• serious enough to be known to school and school district personnel and other community agencies and to warrant intensive interventions by other community agencies/service providers beyond the school [if there is no “outside agency involved, the school will not get funding for a support person. Some parents choose not to get “outside help” ie a psychiatrist or counselling] ; and
• a serious risk to the student or others, and/or with behaviours or conditions that significantly interfere with the student’s academic progress and that of other students; and
• beyond the normal capacity of the school to educate, provided “normal capacity” is seen to include the typical special education support / interventions such as school-based counselling, moderate behaviour supports, the use of alternate settings, and other means in the school environment. [School personnel / teachers have to go far beyond the “extra mile” to show that the school cannot educate the student without additional support.] Reduction in class size or placement in an alternate program or learning environment is not by itself a sufficient service to meet the criteria.
“Beyond the normal capacity of the school to educate, provided “normal capacity” is seen to include the typical special education support / interventions such as school-based counselling, moderate behaviour supports, the use of alternate settings, and other means in the school environment.”
And possibly no funding for support.