Learning Centre and Positive Behaviour Strategist

Please contact Ms. Ruttan or Ms. Bodo for any learning support inquiries.

Student Services

Student Services is a department of Rocky View Schools.  When the school resource team requests a formal assessment of a student, the services of one of the Division's Educational Psychologists and/or Program Specialists may be sought.  When the resource team requests a formal assessment of a student (and sometimes an informal assessment) permission will be sought by the classroom teacher from the parent to have a referral made to Student Services.  Parents will be made fully aware of all results and consulted prior to any recommendations being implemented.

Special Needs Students

The Resource Team, along with classroom teachers, work together to identify students whose achievement is inconsistent with their "learning potential".  The Resource Team consists of an administrator, program specialist and/or educational psychologist, the child development advisor and at least two teachers.  This team meets regularly with classroom teachers who refer students who are experiencing learning difficulties.  Once identified, a special needs student may:

  • Be assisted, with modifications to his or her program by the classroom teacher.
  • Receive the assistance of a resource specialist(s) who is on staff at this school.  Such an instructional program is designed around the special learning needs of the individual students.  In the case of students receiving assistance from the resource specialist, an Individual Program Plan (IPP) for each student is created.

The Resource Team may:

  • Recommend informal assessments and observations.
  • Ask for more information.
  • Request formal assessment and observations.
  • Offer suggestions.
  • Make program recommendations.
  • Recommend placement in a class or program.
  • Request formal assessments.
  • Recommend referral to a pediatrician through the family doctor.
  • Correspond through the administrator with outside agencies.

When a referral to the Resource Team is made, the parent is always informed.  When the Resource Team requests an educational assessment or assistance with the development of a student program, a referral may be made to the program specialist.  The program specialist uses a number of instruments to assess learning and achievement.  The specialist may observe students and consult with the teacher.  The specialist provides suggestions to the teacher and the parent.  NOTE:  The specialist will not begin formal assessment without the written permission of the parent.  Once the assessment is complete, a written report is prepared and will be shared with the teacher and the parent.  Parents will always be invited to the school to discuss the report and any recommendations before the report is considered complete.  The insights and ideas that parents bring to such discussions are valuable.  A copy of the report is placed in the student's confidential file.  The file is always open to the parent.  If an IPP is created, this plan is considered a working document that lists ideas, strategies and resources.  The plan also contains learning goals that are reviewed on a regular basis.
Health Services

Calgary Regional Health Services provides several health services through the school.  These include vision testing, hearing testing, immunization, health education and counseling, speech and language assessment, speech and language therapy and development, visual inspection of teeth and classroom preventative dental education on request.

The Alberta Child Health Benefit is available for children in low-income families.  Eligibility depends upon your income and the number of eligible children in your family.  For more information contact the Alberta Child Health Benefit these ways:


or call 1.877.469.5437

or email: achb@gov.ab.ca

Positive Behaviour Strategist

Our Positive Behavior Strategist (PBS) at C.W. Perry helps to design and implement intensive and targeted behavioral systems with our most complex students.  Using Applied Behavioral Analysis and positive reinforcement, our PBS works together with parents, teachers, administrators, and our Child Development Advisor to teach behavioral skills such as: emotional regulation, coping with stressors, replacing maladaptive behaviors, and building resilience through problem-solving. With students who would benefit, he also utilizes CBT (Cognitive Behaviour Therapy) strategies to help students to develop their confidence and positive self-concepts. The PBS works with Learning Resource teachers and staff as part of the team, however, he is accountable to the principal in regard to evaluation and direction.  The intent of the PBS is to work strategically with a student for a specific purpose as it relates to need.  There will be situations where a PBS is not best suited for a child.

How a child is  referred to a PBS

Teacher referral (with behavioural data to support)

Administration referral

Parents – inquire through administration or resource teachers

*All new referrals must be approved by administration before Carlin works with a child.

PBS Process

As PBS receives requests he will do an intake with the child to evaluate if his services would be of benefit. Ways of addressing and/or organizing interventions for students can look like the following:

  1. One on One

  1. Proactive small group interventions

  1. Assisting teachers to develop and implement behavioural strategies.

  1. Connecting/communicating with all stakeholders on ways to proceed and behavioural outcomes.

Focused Learning

  • Students with severe behaviours who are not able to remain in class.

  • Replacement behaviour tools to help students integrate back into the school community.

  • Students must have a willingness to engage in the process of learning with PBS.

  • Social teaching, CBT, and ABA.

  • The end goal is independence for all students.


  • The program is designed to be consistent and intensive. (Hour a day for reinforcement time, hour a day for prompting time). Each skill is scaffolded.

  • Moderate and Mild students do not require the same level of intensity .

  • 3 Reinforcement breaks a day are typical. Reinforcement breaks and behavioural targets are to be constantly re-evaluated based on student success

  • Groups allow for connection building and group learning.

  • Often 8 to 12 week period, dependent on behavioural targets and complexity


  • Teachers – updates through email or meetings

  • EA and Learning Supports – SRG

  • Parent connection and updates regularly.  For reinforcement at home and celebration.

  • MVP on a child for outside services on occasion as decided at SRG meetings.

  • The changes of a child’s routine may impact the child’s education and trajectory for a time, this will be approved by parents and the school and will be reviewed at SRG meetings routinely. Large-scale changes to a child’s routine after the initial intervention is to be brought to the SRG table and approved by the principal.


Track student accomplishments and share the results.  Are we making headway? Evaluation of direction.

Exit Strategy

  • The goal is independence for all students.

  • Target behaviours to be outlined for all students, 80% success rate is needed for a skill to be mastered.

  • Parents contacted to fade out the service.

  • PBS will communicate with teachers and staff when he is releasing a child.

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