Student Support

Resources to support students.

Adjudications and Supports for Learning Services (LS) Students Writing Grad Assessments

In British Columbia, there are 3 assessments required (Grade 10 Literacy, Grade 10 Numeracy & Grade 12 Literacy). In order to graduate with a Dogwood, this is a provincial requirement, however, when your student decides to write is flexible. 

There are generally 2 times that students write: January and June. This is the Ministry of Education Site for the Provincial Grad Assessment Schedule

Each year, Grad students are sent links from the school to sign up for assessments. If your students requires supports when writing, when you sign-up for the assessment, please make sure to identify that your son/daughter has an Individual Education Plan (IEP) in Encom and the requested adjudications (supports) are noted and approved on the IEP.  If you have any questions about the IEP, please speak to your Grad Advisor or Learning Services Consultant.

Some of the support/adjudications require advanced arrangements. 

Location

If your student needs a separate setting, (due to anxiety, using a scribe etc.) you, the parent, are responsible for finding this location (ie. church, library, school). When looking for a place, please arrange to have an adequate amount of time for the assessment to be written and ensure that the location has good wifi. 

Invigilator

If you are in a separate setting, you will also need to find an invigilator - this needs to be a current or retired teacher (going rate is approximately $120 for 3 hrs). All information for the separate setting needs to be collected and ready prior to registering for the assessment.

Timing

Assessments must be started between 8 am and 4 pm Monday to Friday 

Scribe

In-person Scribe:

If your student needs a scribe, you are responsible for finding them and compensating them. A scribe is simply there to write down what your student says and cannot provide any additional assistance. To read the full guidelines regarding scribes from the Ministry of Education, please look here.

Speech to Text and Text to Speech:

If your son/daughter plans on using Read and Write:

    1. They are NOT required to have a separate space as long as they use their headphones
    2. You must use your HCOS email address and the official version of R&W provided through HCOS - please make sure your son/daughter has practiced and is comfortable using this on their own. Please ensure that an account through HCOS has been set up ahead of the assessment.

A few other notes:

Student Success Centre

Student Success Centre (SSC) is an Online-based universal support provided by an EA in Literacy or Numeracy and is offered to students needing assistance in grades 5-12. It is important to note that you do not need a referral for this, you may access the SSC at any point throughout the year. 


How to initiate support
There is no referral needed to access the SSC. You can book sessions directly with an EA or you can talk to your teacher or GA to set up a first introductory session to meet and get to know the EA.
Friendly reminder: The student success centre is a universal support and is accessible to all grade 5-12+ students. We ask that you kindly limit weekly bookings to 1-2 sessions and no more than 2 weeks in advance. Should your child need further support, we encourage you to contact the course specialist for booking hours and follow up with your IE case manager, learning support consultant, K-9 teacher or GA.
Support is offered via Zoom and students must schedule a meeting time and attend the service.

SSC Workshops:

Check out the SSC link and the school blog regularly for updates for our free drop-in weekly workshops. Topics change each month, offering students even more learning opportunities to build skills such as proper citation, essay writing foundations, provincial assessment preparation, note taking and more!

Meet the SSC EA Team:

Taryn McPherson

SSC Coordinator-

Literacy/Executive Functioning EA 

Carlee Bouillion

Literacy, Numeracy and Executive Functioning EA

Lucinda Beshay 

 Math and Science EA

Andrea Heidema 

 Literacy, Numeracy and Executive Functioning EA

Lucinda Beshay - Science and Numeracy EA 

Support in learning such as:

Lucinda’s Strengths: Strong academic background in Science and numeracy, strong background in psychology in listening to students and in highlighting the strength of students with different abilities, and extensive experience with students middle school, high school, and university age. 

Get to know Lucinda: Lucinda is a former HCOS graduate (2017) and UBC graduate (2021); she is thrilled to join HCOS once again, this time as part of the SSC team. For Lucinda, returning to HCOS feels like coming full circle; she is excited to contribute to the very environment that played a crucial role in her own education. Her passion for working in academic settings is complemented by her diverse experiences, where she had the privilege of supporting students emotionally and academically, thus helping them to thrive and succeed. Outside of work and studying, Lucinda enjoys playing the piano, going to the gym, serving at her church's youth group, and reading a book with her headphones on.

Andrea Heidema  -Literacy, Numeracy & Executive Functioning EA

 Booking calendar for Zoom: https://calendly.com/andrea-heidema-ea

Support in learning such as:

Andrea’s strengths: executive functioning support, goal setting and accountability, planning and time management, proofreading, research skills, middle school math, upper level science (biology, earth science, environmental science) 

Get to know Andrea:Andrea was born and raised on Vancouver Island, where she lives now with her husband and two school aged children.  Her love for homeschooling began a few years back when she had the opportunity to teach her son through HCOS.  Her favorite part of homeschooling was the flexibility that she had to explore and encourage his particular interests, and spending time diving deep into areas he loved. Andrea has worked with children in a variety of settings for almost 20 years.  She graduated from Camosun College in 2008 as a Community Support Worker & Education Assistant.  She loves making connections with her students, helping them grow in confidence and meet their learning goals. In her spare time she loves to be near the ocean, exploring the beach or fishing with her family.  She also enjoys gardening, baking and curling up with tea and a good book.

Carlee Bouillion - Literacy, Numeracy & Executive Functioning EA

Carlee's strengths: essay writing (planning, structuring, drafting), poetry writing and analysis, story writing and analysis, reading comprehension, citing sources, editing, proofing and polishing, pre-calculus 10 &11.

Get to know Carlee: Carlee Bouillon graduated from HCOS in 2015 and from the University of Victoria in 2021. She holds a Bachelor of Arts in English Literature and Creative Writing, with a minor in Mathematics. In addition to her role at HCOS, she also works at Victoria’s local wildlife hospital as a wildlife rehabilitator. She edits a national cave exploration magazine, and in her spare time likes to sit on the beach in the rain and hunt for sea glass. She often argues with other poets that the most beautiful five sentences in literature are John 1:1-5.

Taryn McPherson -SSC Coordinator - Literacy/Executive Functioning EA

Support in learning such as:

Taryn's strengths: goal setting, planning and organizing, scheduling (time management); test preparation; research skills; writing skills and proofing; middle school maths and sciences; upper-level sciences (biology and some chemistry).

Get to know Taryn: Taryn McPherson moved from Ontario to BC in 2009, and for 13 years, she called BC home; family brought her back to Ontario in 2022. When the weather cooperates, she loves gardening, hiking, camping and road-tripping; otherwise, she enjoys a good book, puzzle, or cup of tea with a friend. She is passionate about sharing her love of learning with others and helping her students reach their greatest potential. She is encouraged, knowing that no matter what life throws at her, she never has to tackle life alone (Philippians 4:12-13).

Student Supports at HCOS

Families at HCOS have many opportunities and freedoms when shaping their learning environment to best fit their child's needs.

They can build learning around the movement a child needs, the best time of day to learn, the topics that interest and motivate them, and projects that showcase their strengths and abilities. Parents can arrange a learning space where their child is comfortable and has the quiet or stimulation they require.

Additionally, where needed, families can work with their teacher to set their child up for success by planning for additional time for an assignment or assessment, or agreeing on an alternative way to access information (e.g. through an audio book or video rather than text) or to show their learning (e.g. a presentation rather than an essay). Your teacher may also suggest curriculum options that would better fit your child or family. If a family wishes to communicate more of their learning needs to their teacher or Grad Advisor (GA), they can complete the Learning Support Request Form. 

Students at HCOS also have access to a wide array of in-house supports, with little to no cost or barriers, through the Learning Commons or Learning Groups as well as through teachers and GAs. 

In-house support options include: 
Learning Support

Additionally, your student's teacher or GA has access to a team of supportive Learning Support Coaches (LSCs) who provide specialized advice and insight on student needs. 

It typically takes up to a year for students to work through the applicable in-house supports HCOS offers. If your child continues to struggle after their teacher has had time to assess needs and the impact of our in-house supports, your child can be considered for additional professional supports or assessments in their subsequent years with HCOS.

We always keep in mind that your primary student supports are an individually-shaped home-learning environment and a strong partnership between invested, well-equipped parents and teachers.