The Student Service Centers at each division have specially trained faculty who collaborate with classroom teachers in meeting the educational and social-emotional needs of students.
Student services works closely with each divisional administrative team to ensure provision of appropriate services and support. When appropriate, the school refers students to additional medical, counseling and assessment resources within the local community.
HKIS provides services for students with mild special learning needs including various learning disabilities, attention deficit disorder and spectrum disorders. Students are expected to function in and profit from the regular classroom curriculum with student service support designed to bridge student learning gaps with classroom expectations. Up to 10% of the entire student body can be supported within our current structure. At all divisions, teachers, parents or administrators can refer a student to the Student Review Team (SRT), a solution-focused meeting where learning strengths and challenges are considered and an action plan is developed to address areas of need.
Learning Specialists are trained in Special Education and related fields (e.g. Speech/Language Pathology) and follow a collaborative model based on early intervention, prevention and best practices in remediation. Students who have been identified with special learning needs are provided a continuum of supportive services differentiated to meet individual needs. Learning specialists provide consultation, collaborative planning, team teaching and small group instruction as well as individual remediation using supplemental curriculum materials. Each student in the Special Learning Needs program has an individualized learning plan to document needed accommodations and interventions that optimize learning.
Lower and Upper Primary each have two counselors who help students enhance their personal, social and educational development, and build effective skills for living. Students can be referred to a counselor by faculty, parents or themselves. Counseling interventions include new student orientations, social skills groups, individual counseling, and consultation to faculty, parents and administrators. Counselors go into each classroom to conduct guidance lessons, often on topics aligned with the Character Development Student Learning Result.
In the Middle School, three counselors provide developmentally appropriate programming for all students as they enter adolescence. Topics include bullying and harassment, conflict resolution, knowing oneself and understanding perspectives of others. Individual and small group sessions address personal and social issues and concerns to help students develop the skills needed to maintain satisfactory and enriching relationships with others. Counselors are also available for crisis intervention.
In the High School, eight counselors work in pairs to meet the social-emotional needs and academic planning challenges facing students in Grades 9 through 12. Each student and family remain with the same counselor pair throughout their high school years. Along with individual planning and responsive services, counselors provide a comprehensive guidance curriculum through a yearly seminar series for all high school students. College and career planning follows a developmental sequence beginning with a reflection on interests and talents, exploration and investigation of options and culminating in the junior and senior year selection and application process for tertiary education.
The Lower and Upper Primary schools each have one literacy coach. These coaches facilitate training sessions for teachers, team-teach or model strategies in classrooms, and collaborate to provide alignment between the divisions in literacy practices and standards for student work.
Transition meetings for all Grade 2, 5 and 8 students occur in the spring. Information evenings are also held for parents of rising Grade 9 students. More detailed information is shared between grade level teachers, learning specialists and counselors. Each division’s structure for transition is uniquely dependent on the developmental age of students and the needs of the group.
- Working well with others.
- Respecting other points of view.
- Accepting diversity.
- Actively participating.
- Listening and making connections with others.
- Building cross cultural relationships.
- Working with others to achieve goals.
- Helping to resolve conflicts.
- Identifying a need;
- Voluntarily participating in service.
- Contributing time, talent or money, often involving a personal sacrifice.
- Appreciating the value of service.
- Contributing to family, community and/or the world.
- Following through on service commitments.
- Reflecting on service experiences.
- Studying in the classroom issues raised by their service experiences.
- Remaining conversant on current events.
- Being aware of the impact of major global, social and environmental events.
- Confronting discrimination and stereotypes.
- Appreciating global diversity.
- Developing a multi-cultural perspective.
- Empathizing with those representing a minority position.