Guest Post: This blog post was written in collaboration with Mission BC teacher Scott Susin.
This post is part of what is becoming an ongoing dialogue (on this blog) about the state of public education in BC. If you want to read more, you can find the latest post on budget cuts here.There’s more too. Just click ‘Education’ on the top navigation bar to see the posts written so far.
The Shocking Truth about Class Size and Composition
There’s been a lot of talk about class size and composition lately as part of the negotiations (if you can call it that) between BC public school teachers and the Liberal Government as the school year winds down for the summer. Sifting through the ton of information out there can be challenging to dissect in order to understand how it impacts our kids and their learning experience.
This is why Scott Susin, a Mission BC teacher, decided that it was time to break through the barrier of misinformation to present a clearer picture of class size and composition by collecting information from teachers all over BC.
When I first had a look at the long list he sent me I couldn’t quite believe my eyes.
I had no idea how bad it was and to think that it’s just going to get worse is more than a little disheartening.
Can you imagine…
being in a Chemistry 12 class that has 36 students in it with some kids having to sit on counters and/or sinks for the duration of their semester? Or how about a Grade 1/2 class with 23 students, 17 of which are learning English and one who speaks none at all? What of the children who speak English? How are their needs met?
And that’s not the half of it. You’ll soon see that the list below is long.
The list has been updated since this blog post was first published a few days ago and has had almost
13,000 16,000 views. It is clear that this matters to you.
How long can we go on like this?
How is it that the Liberal Government can justify lack of funding and more cuts to public education in BC? How can they believe that public school teachers are in any way ABLE to manage a classroom full of kids whose needs are not being met never mind teach their lessons effectively? I might understand if this were a temporary measure, but this has been going on for many, many years. It has to stop.
If we as parents, grandparents teachers and concerned citizens don’t stand up for a properly funded education system in our province, I fear that public school classrooms will become barren, lifeless places.
It is already happening.
Parents who CAN afford it are pulling their kids out of public school and putting them in private school because they know that smaller class size and the composition of classes directly impacts learning outcomes. And there are kids whose parents CAN’T afford private school but are going into debt so that their kids get the education they deserve.
My son will be going into kindergarten in 2015 and it saddens me to know that he will soon get sucked into a system that treats him as a number and not as an individual. God forbid my son has learning challenges as it appears that kids who do get crammed into classes whose teachers don’t have enough time to help them with their basic needs. And the ones that don’t? Or the ones that are gifted? They’ll get lost too.
What will happen to those children whose parents can’t afford private school?
God only knows.
Which leads me to my next question.
If you have your own child in private school for religious reasons Ms. Clark, what would God say?
Until we get THE answer…
Here’s what teachers told us about class size and composition
Scott Susin has been gathering data about class size and composition from fellow teachers in BC public schools for a couple of weeks now. He asked them to provide answers to four basic questions to help the public better understand the situation in classrooms around the province. Their names, names of students and the school names have been omitted for privacy. Please note that in all the classes listed, none of them except the first one fall outside of the Provincial guidelines for class size. It is composition that is more the issue here. And you’ll soon see the picture it paints is not a rosy one.
Here’s what Scott says,
What I’ve done is asked teachers around the province to provide me with their latest class sizes and composition. I’m hoping this will help clarify with the public exactly what teachers, Jim Iker and the government mean when any one of them mention “class size” and / or “composition”.
Class size is simple ~ how many students in a class at any given time.
Composition means what kind of students make up a class. Not all children are created equal and all children come with different strengths and weaknesses. This is the composition of a class. What kind of students a class is made up of?
Elementary teachers typically have one class unless they job share. Secondary teachers teach a variety of classes all with different class sizes and different compositions. I have asked them to provide me with any and all information they could.
I didn’t ask for names of teachers, students or schools, only facts and figures have been provided.
I hope this draws attention to what exactly a regular public school classroom looks like right now. There is a reason the teachers are demanding improvements to the learning conditions and the proof is right here.
Every single submission I received outlined the diversity of need displayed by each class. Couple that with a lack of support through less EAs, LA time, etc, it’s a recipe for disaster. Our students are being short-changed and undervalued and it’s time to say no more. And time for our government to start funding public schools in order to provide sufficient, adequate resources and supports for our most vulnerable students.
If this list pisses you off, then good. I’ve done my job. I hope it inspires you to call your MLAs, call your local school trustees and demand better for your children. Demand increased funding in order to better support not only special needs students, but ALL students in public education. The more we support our more vulnerable students, the more we support entire classrooms of students, the entire school community.
Our children don’t deserve to be attending over-crowded and underfunded classrooms. They are not below average as their national funding suggests ($1000 below the national average per student funding across Canada).
Our children deserve more than that, they deserve to be treated with respect and consideration at all times.
I have provided a legend for easier understanding, please refer to this if you’re unsure of any of the explanations below.
Here are the 4 Questions asked of BC Teachers
1. What grade do you teach?
2. How many students do you have in your class?
3. What types of students do you have in your class, do you have students with learning disabilities, do you have students with behaviour challenges? (please list all the students who are not your average learner)
4. Explain the amount of support you currently receive in your class, this could be in-class support or in-school support.
AB or FN
Children of Aboriginal or First Nations heritage that qualify for special funding
EA / SEA / CEA
Educational Assistants, both EAs and the same, however SEAs usually have some additional training in something (both usually provide direct in-class support)
English Language Learners (these are students where English is not their native language, they know very little English)
English as a Second Language (same as ELL)
Fetal Alcohol Syndrome
These are students who are significantly above grade level. They have shown exceptional abilities in problem solving, comprehension and critical thinking.
Individualized Education Plan (these are plans designed to help students who have a learning disability, behaviour challenges, social/emotional problems, or chronic health problems), the plans are put together by the school-based team which usually consists of the teacher, parent, principal, LA teacher and others involved with the student
Learning Assistance (usually where students go to a learning assistance room, outside of their regular class)
Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of ve
rbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.
Learning Support Team
Ministry Designated / Identified
This means the students have been tested by the school district / Ministry of Education and found to be significantly below age / grade level in either academics or social skills (behaviours), or both
Speech and Language Pathologist (specialists who work with children that have language disorders, speech delays, language processing, fluency, auditory processing, spelling/writing input problems..there is a long list. Also SLPs help children who are learning English, or struggle with learning English)
And now for the answers to the questions Scott asked. He still has information rolling in. If you are a teacher and would like to add your data to the list please let me know!
Class Size and Composition Data Collected from Teachers for the 2013/14 School Year
This is a randomly ordered list so you’ll notice it’s not grouped into grades or other such categories. It will continue to grow as more teachers submit data.
Please note that although number and acronyms may seem impersonal or just numbers, this is a simple way to collect data and easy to read, Each number, each designation represents individual little (or not so little) people, amazing kids.3 They are not just numbers as some higher-ups would have you believe.
NOTE: All this information is public knowledge. If you want to know of class compositions in your local school district, call the local teachers’ union and request a copy of class compositions. Each local union has been collecting these for 12 years since the government removed class size and composition from the contract.
- K/1 – 22 students, 1 autistic, 2 speech language, 1 waiting for assessment, 1 PTSD, 12 ELL, support – full-time EA, but pulled out of class to help children with toileting and tube feeding, speech/language support = 6 sessions all year
- Chemistry 12 – 36 students, some sitting on counters and / or sinks, designations not provided
- Grade 5/6 – 30 students, 5 special needs (1 autistic student who receives 2 x 45 minute blocks of support each week during PE only)
- Grade 6 – 29 students, 75% of class where English wasn’t their primary language, 3 with emotional/behavioural disorders, 2 severe anxiety, 1 compulsive defiant
- Grade 4 – 28 students, 21 ESL, 1 FAS, no EA support
- Grade 5/6 – 24 students, 5 special needs (2 autistic, 1 non-verbal autistic, 1 deaf, 2 learning designations, 1 complex behaviour)
- Grade 8 Science – 29 students, 13 designated (10 LD, 2 autistic, 1 FAS)
- Grade 9/10 Metal Work – 28 students, 11 designated (5 with behaviour designations)
- Grade 1/2 – 23 students, 2 autistic (violent outburst, self-harming), 1 moderate intellectual disability, 1 severe behaviour, support – 1 EA provided
- Grade K/1 – 20 students, 1 awaiting autism designation, 1 ADHD, 3 needing speech therapy, 1 runner
- Grade 3/ 4 – 24 students, 15 ELL (1 receives language support regularly), 2 mildly severe behaviours, 2 AB/FN students who receive support once every 2 months
- K – 22 students, 21 ELL, 1 IEP designation, 2 behaviour designations, 4 awaiting designations, 2 gifted
- Grade 2 – 20 students, 1 high functioning autistic child who has frequent meltdowns (50% support provided by 3 different EAs),1 possible LD, 16 ESL, 1 speech/hearing concern, 2 not reading at current grade level
- Public school of 1500 students, 65 students with designations ranging from learning disability to autism and mental health, 2 LST provided
- K – 22 students, 17 ELL, 1 speech and language but has received no support this year, 1 gifted, 1PTSD/severe behaviour (has seen counsellor twice this year), 5 behaviour concerns (biting, hitting, scratching), 2 recommended to pediatricians for autism, 2 with fine motor delays, support – no in-class support or LST support, 5 students “at risk” for reading comprehension
- Grade 5/6/7 – 30 students, 8 IEPs (1 chronic, 1ADHD, 2 behaviour, 2LD, 1 ELL, 1 gifted), support – 3 hours of EA each day
- Public School – 46 students wanted to take French 12 but 16 were turned away as the district could not run two courses of it, so they only ran one with a class of 30, 16 lost out on taking French
- Grade 4/5 – 29 students, 5 Ministry designations (delays, mental health, behaviour), 2 students working two full grades behind (currently on modified programs), 1 AB/FN, 1 health (tube fed twice a day), support – EA 3 mornings each week
- K – 22 students, 2 special needs, 2 extreme behaviours, 9 identified for assessments
- Grade 1 – 22 students, 6 Ministry designations, ESL students, students who require counselling due to behaviours, social service concerns, support – no EA support
- English 10 – 29 students, 5 IEPs, 3 ESLs, 1 cutter / diabetic, support – 1 EA in-class
- Grade 6 – 28 students, 1 intensive social learning therapy (depressed, suicidal), 1 student mild intellectual disability, 3 students three grades below grade level, 1 autistic student receives one hour each day of support, 1 counsellor in school of 600
- Grade 1/2 – 24 students, 20 ELL with minimal language support, 1 ELL receives 30 minutes a day support, 2 Ministry behaviour designations, 5 referred to school based team, 3 students caught stealing, 1 kleptomaniac, 7 grade 2s well below grade level, 4 grade 1s well below grade level, support – half time EA
- Grade 6/7 – 29 students, 5 Ministry designations, 4 ELL students, 15 other “grey ducks”, support – EA for ½ hour each day, 45 minutes of SEA support 3 x week, bonus of 45 minutes additional support due to high emotional and social need
- Grade 1 – 18 students, 8 ELL, 1 Aspergers, 1 severe behaviour, 3 reading at grade 4 level (potential gifted), 1 reading at pre-K, 2 students going to speech therapy, 5 on attendance watch program, support – no EA support, 1.5hr week of early numeracy and early literacy support, 4 students go to LST for a half hour each day,
- Grade 4/5 – 24 students, 2 with diabetes, 1 gifted, 1 designated LD, 1 severe behaviour, 2 medium behaviour, 1 mild behaviour, 3 students which are two grades below grade level in literacy, 3 students with anxiety receiving outside help through Youth and Family workers once a week, support – no in-class support
- Adapted Math 9 – 20 kids, 14 LD (2 severe behaviour, 2 moderate behaviour, 2 considered “at-risk” and 1 falls on the autism spectrum), the other 7 have learning designations, support – no in-class support, 1 Youth Worker assigned to the school (1250 students)
- Grade 1/2 – 23 students, 17 ELL, 1 with no English, 1 autistic, 1 pending behaviour designation (pending since November), 1 with double hearing aids, 8 considerably below grade level, 2 on testing lists to determine LD, support – approximately 1.5hrs / day of EA support
- Grade 2 – 23 students, all ELL, none designated so no support provided, 4 identified as needing testing, 1 choker and assassin (would try to choke other students and threatened to kill teacher), 12 who couldn’t read at grade level, 1 could not print, no in-class support
- K – 20 students, 13 ELL, 1 with genetic disorder, 1 severe anger, 1 with familial depression
- Grade 8 – 36 students in a class, huge safety concerns
- Grade 10 – 30 students, 9 ELL, 1 legally blind student with learning struggles due to moving around so much, no direct support
- Grade 6/7 – 24 students, 5 ELL, 1 beginning language learner, 4 AB/FN, 5 IEP academic and behaviour challenges, 2 untested gifted, no EA provided, 45 minutes LST and 45 minutes ELL support, both once a week
- Grade 7 – 26 students, 3 designated learners, 1 moderate behaviour, 1 low incidence/chronic health/anxiety/moderate intellectual disability (sees a counsellor for one period every two weeks), 1 ADHD on medication, 12 ELL (range of language levels from severely low to capped)
- Grade 8 (all subjects) – 30 students, 5 IEPs at start of the year, 7 at the end of the year
- Socials 9 – 28 students, 2 suspended due to dealing drugs, 8 IEPs (identified challenges and Ministry designated), 1 cutter / diabetic, support – 1 EA in-class, however EA could only work with 1 student because if not, the student would disrupt the entire class
- Grade 6/7 – 28 students, 4 IEPs (3LD, 1 autistic), autistic child gets 6hrs a week with SEA, 1 ELL, 1 clinically depressed but doesn’t take medication, 1 attendance issue (is either away or late 50% of the time), 2 students reading at grade 3/4 level, support = 3x30min/week, support teacher is the VP so lots of support time is lost due to VP being busy with other school stuff, counselling support offered once every three weeks due to lack of counselling support offered at the school
- Grade 4/5 – 26 students, 5 IEPs (2 severe behaviour with LD, 1 chronic health, 2 LD), 2 ELL students, 2 others waiting for testing and 2 with safety plans, 1 autistic, support – 1 full-time SEA due to the health coding, covered by another support teacher when SEA is on break
- Grade 4/5 – # students not provided, 11 ELL, 1 autistic, 2 LD, support – 1 EA provided for the autistic student, additional support of 60 minutes a week
- Grade 3/4 – 7 IEPs, 3 LD (30min/day support), 1 LD has significant speech problem but no support, 3 students with medical diagnoses (diabetic, cerebral palsy, FAS), 1 gifted student (gifted support has been decreased from 1 full day a week to 80% of one day once a week)
- Grade 3/4 – 22 students, 1 student with anxiety/impulse control, 1 with severe family dysfunction / abuse, 1 high functioning autistic student, 1 ADHD/ODD/behaviour, 1 student with hearing loss, 1 severe LD, 1 genetically based neurodevelopmental disorder, borderline intellectual disability, language disorder, ADHD, anxiety (parents paid for private assessment because they didn’t want to wait on school district), no support for this child as they are not designated (yet), 1 moderate LD (receives support 3xweek), 1 student seeing counsellor, however very infrequently due to counsellor workload
- K – 21 students, 18 ELL (no support provided), 2 autistic (both share 1 full-time EA), at some points there are 3 autistic children in the class as each EA must cover the others’ breaks throughout the day, no learning resources for kindergarten teachers, an Early Learning teacher will see 7 K/1s twice a week for 20 minutes, but this teacher is constantly pulled to cover other classes, at last estimate, this teacher saw these children 8 times from January to June
- K-5 (this is a teacher-librarian’s caseload) – 2 days a week teaching 19 classes, 450 students total, 3 classes of library prep (teacher prep coverage), 4 hours a week of small reading groups, 7.5 hours of reading recovery (this is extra reading support for below grade level learners)
- Grade 6/7 – 28 students, 8 IEPs (1 low incidence w/ safety plan, 4 LDs, 1 ESL, 2 moderate behaviors), 1 LD parent paid for testing out-of-pocket in order to get testing done faster, 1/4 of the class utilizes breakfast and lunch program, support – 1 EA shared between this class and 2 other classes
- Grades 8-12 – 21 students, 5 LD, 4 intensive behaviour/mental illness, 3 designated requiring support and / or mental illness, 2 autistic (1 is gifted), 1 visually impaired and FASD, support – EA provided for 2.5 of 4 blocks
- Grade 5 – 25 students (all ELL), 3 awaiting testing (4 year wait), 2 behaviour, 1 ELL with absolutely no English, 1 modified learner (half time EA), 8-10 students low/not meeting grade level, support – no support provided
- Career Connections Preparation 10/11/12 – 14 students, all Ministry designated low incidence, 5 FASD, 2 severe behaviour and mental illness students, $100 classroom budget was provided
- Grade 6/7 – 29 students, 2 ESL, 3 Ministry designated, 5 in need of designation, 2 borderline gifted
- Grade 6/7 – 28 students, 9 IEPs (behaviour, ELL, LD, chronic health), support – no regular in-class EA due to EA being pulled for other more disruptive students in the school
- Grade 7 – 29 kids, 2 moderate behaviour (1 LD), 1 gifted, 3 identified but not diagnosed gifted, 4 high needs students (anxiety, stress)
- Grade 4 – 28 students, half of class on breakfast and lunch program, 19 ESL, 1 autistic with safety plan, 3 Ministry designated behaviour, 1 social development, 3 LD, 5 identified lower level learners, 4 Ministry calls over the year, support – 1 EA 7 hours a week, .5 counsellor
- Grade 2/3 – 23 students, 5 Ministry designations (3 intellectual disabilities, 1 learning disability, 1 severe behaviour), 1 undiagnosed severe behaviour, 2 severe ADHD (one medicated, one not), other issues involve poverty and emotional stress, support – part time CEA (shared with another class), 1-2 blocks per week which involves a different CEA coming in to offer support
- English 8 – 22 boys, 2 LD, 1 chronic health, 3 behaviour, no support
- Library for K to Grade 4 – approximately 70 students, support = 20-40 minutes a day to none at all, some students have 3 SEAs each day, biggest challenge are refugee students (PTSD, stress, anxiety)
- Alternate Ed – approximately 100 students, identified struggles include chronic health, mental health, autism, self-harm and anger aggression issues, no prep time as position is only .375, one class includes 16 students w/ 9 IEPs, support – no EA support provided
- Grade 4/5 – 25 students, 4 special needs (autism, digeorge syndrome, 2 LD), two students awaiting testing, two more with recognized LD and 2 more with behaviour challenges
- Grade 6/7 – 28 students, 4 LD, 2 mildly intellectual, 3 gifted, 1 autistic, 1 foster care, 1 insomniac, 1 undesignated learning challenge, 5 behaviour identifications
- Online Teacher / Distance Ed – 738 student case load
- Grade 4 – 26 students, 4 chronic lates, 3 regular absences, 3 Ministry designations, 3 students non-diagnosed autistic, 5 students on ADHD/ADD medication, 3 students with parents who keep them home for “family days” on a regular basis, support – 1 EA for six students
- Grade 4 – 30 students, 3 Ministry designated students, 1 student dual designated (violence/learning), 4 students recognized for testing and future designation, support – LA 45 minutes a week, no in-class support
- Grade 6/7 – 26 students, 5 FAS, 2 on autism spectrum, 1 behaviour designation, 2 waiting for assessment and testing, support – 1 full-time EA and 1 EA shared with another class
- Grade 9 Drama – 29 students, 6 intellectual disabilities (4 LD), 1 serious mental illness, 1 severe behavior intervention, 21 ESL, no EA support
- Art 10/11/12 – 12 students (small yes, needy yes). Check this out. 1 student with Tourette’s, 1 student with cystic fibrosis and emotional and behaviour difficulties, 1 severe emotionally challenged, 1 low cognitive skill (does not live at home and has poor attendance), another student with low cognitive skills who travels on a bus over an hour each way to school, 1 student 20 years old but can’t count and will require 24/7 help for the rest of their life, support – 1 AB/FN support worker helps for 4 out of 5 classes each week
- Communications 11/12 – 24 students, 15 ESL, 1 autistic, 2 LD, 1 attendance concern, support – 1 half time Ab. Ed. EA
- Grade 3 – 21 students, 1 LD (writing), 18 ELL students, 1 severe language processing disorder, 2 students with serious math deficiencies, 3 AB/FN students (2 poverty-stricken), 1 selective mute, 1 behaviour challenge, 2 gifted (suspected), support – LST 1 hour each day, no EA support
- Communications 12 – 24 students, 5 ELL, 5 Ministry designated, 2 more were both ELL and Ministry designated, 1 severe emotional / mental illness, several more with below grade level ability and unmotivated, support – no EA support
- Grade 2/3 – 23 students, 4 ELL, 1 student reading at K level and 1 reading at gr. 1 level, 1 suspected autistic, 1 PTSD due to abuse, 1 ODD, 2 high anxiety, support – LST ½ hour each day for 3 students, no EA support
- K/1 – 22 students, 1 autistic, 1 diabetic, 1 severe speech delay, 3 receiving early literacy intervention, 2 counsellor referrals, 4 on waitlist for LA time, support – full-time EA time cut in half mid-way through the year in order for the EA to help another struggling child in the school
- K – 17 students, 4 ELL (1 with no English whatsoever), 1 speech/language delay, 3 who require regular speech therapy, 2 severe anxiety, 2 severe behaviour, 3 potentially gifted, support – in class EA twice a week for a half hour, school counsellor one afternoon a week
- Grade 4/5/6 – 25 students, 8 IEPs (1 ADHD, 2 behaviour, 1 chronic health, 1 gifted, 2LD, 1 ELL), support – 45 minutes of EA support a day
- Grade 1 – 24 students, 1 severe behaviour (ODD, stealing, lying, threatening), 1 ADHD, 2 reading below K levels, 3 undiagnosed LD, 5 ELL, 5 reading well above grade level, 3 receiving counselling 30 minutes a week and outside CYCW support, no SEA or other in-class support
- Grade 4 – 29 students, 1 severely autistic with violent tendencies (full time CEA provided, government funds half this cost), 1 awaiting autism assessment, 2 LD students (receive support 4 x week for 45 minutes), 5 gifted students, 1 student with severe anxiety, 2 students with moderate anxiety, 1 student with family struggles (sees a counsellor once every 2 weeks), 4 students with ADHD (3 are medicated), 1 student who needs learning assistance but does not receive it as there are other more needy students ahead)
- Learning Support Teacher, Grade 6/7/8 – 44 students (in 2004/05 the caseload was 21 students), coordinates and meets with teachers, parents and school staff involved with a variety of students, pulls out students to work in groups of 6-9 students at a time (3 x week), all students are high incidence therefore no additional EA support provided either in-class or during LA pull out sessions
- Grade 5/6 – 28 students, 1 severe autistic, 1 severe behaviour MID student, 2 LD students, 2 ELL students, 2 gifted, 1 ADHD, support – LA 2 x 45 minutes 3-4 times a week, EA provided for autistic student
- Grade 3/4 – 23 students, 2 autistic, 3 moderate behaviours, 3 intensive behaviours, 3 ELL (1 non-English speaker), 1 AIP (Annual Instruction Plan), 3 students who require individual learning plans to support them), support – 2 CEAs assigned to both autistic students, learning assistance provided for ELL students once a week, one CEA assigned to entire school so any additional in-class support is minimal at best
- Science and Tech 11 – 27 students, not enough seating available for all students to sit, 16 behaviour issues (either designated or identified), 6 Ministry designations, support – 1 CEA supports one student in the class
- Kindergarten – 21 students, 11 ELL, 5 students receive LA, 2 students on an IEP, 1 gifted, 4 require speech and language support, 4 behaviour challenge students, 5 students receive learning assistance (2 since May), some students have overlapping concerns
- Grade 1/2 – 23 students, 20 ELL, 1 autistic (receives 15 minutes a day support), 5 severe behaviour students, 2 ADHD, 2 students referred to pediatricians, 1 potential FAS, support – 15 minutes daily for autistic student, no other support
- K – 22 students, 2 ESL, 2 Ministry designated severe behaviour (violent), 1 ADHD (runner/hider), 6 future IEPs, 3 low adaptability, support – no support provided from government, school purchased support time of 2.5 hours of EA support a day
- Grade 1 – 23 students, 1 fluent English speaker, 23 ESL, 23 on adapted programs, 3 Ministry designated behaviours (one with no English, had to be carried on hip by teacher while teacher was hit and bit, if he was put down he would hit other kids or bolt from the school into the road, numerous times the teacher had to ask another teacher to watch the class they went after this student), support – half hour blocks provided anywhere from 1-4 times a week for ESL students, no support for behaviour students
- English 10 – 28 students, 7 IEPs (mostly LD), 1 behaviour designation, 1 ELL, 1 severe mental health (schizophrenia/suicidal ideation), others included former gang member with oppositional defiance tendencies, swearing, aggression, support – 1 SEA connected to severe mental health student
- Grade 1/2 – 22 students, 1 severe behaviour, 4 receive counselling (20 minutes a week on Friday, however if no school is held on a Friday, there’s no counselling), 3 ADHD students, 4 emotional (1 runner, 2 who leave the classroom regularly during meltdowns), 1 referred for testing, 1 awaiting gifted testing (do not test for gifted until grade 3), 9 students not reading at grade level, 3 require speech and language support, 2 LD, 1 ELL, 10 students requiring LA support but only received support November to February as LA teacher was too busy working with other classes/students, support – in-class EA 4 days a week for 30 minutes in the morning and afternoon, this EA is shared with three classes
- Grade 7 – 30 students, 9 Ministry designations (chronic health, anxiety, medication needed, LDs, Aspergers syndrome, anger issues, behaviour issues), 4 ESL students, 7 students in LA program, support – in-class EA support 2 days a week for 4 hours a day
- Grade 3 – 24 students, 2 ELL (1 with no English at all), 2 ADHD, 2 LD, 1 ODD/ADD, 1 student with anxiety, 1 diabetic student, 6 reading below grade level, 1 student requires a scribe (someone to write out his notes, answers, etc), support – 1 EA for one hour each afternoon
- K – 19 students, 14 Aboriginal, 14 ELL, 5 in foster care, 17 at-risk for language and literacy struggles, 1 gifted, 2 not toilet trained, 10 requires speech and language (1 currently receives support for SL), 4 suspected FAS, 1 repeating kindergarten, 1 ADHD (diagnosed but not designated yet), 6 moderate behaviour issues, 4 on counselling wait list, support – ELL 4×30 minute per week for 14 students, LA – once a week for 20 minutes, speech support – once a week for 20 minutes, the LIF fund provided additional support with 3 blocks of 30 minutes each for 17 students (no classroom space available so these students were pulled into the hallway near the bathroom to receive this support)
- K – 21 students, 1 autistic, 1 ODD, 1 suspected ODD, 1 PTSD, 1 suspected ADHD, 2 suspected LDs, support – 1 EA for four hours each day
- Grade 1 – 22 students, 2 autistic (1 runner/aggressive), 17 ELL (2 with absolutely no English skills), 4 behaviour concerns (undesignated right now due to wait list and being in grade 1), 1 Aboriginal student, 4 speech and language students with concerns, 3 students referred and still waiting on assessment, support – Aboriginal worker saw student once a month, 2 full-time EAs for autistic students, LST provided for 6 students for half the year, ESL provided for 4 students (amount of time for support not provided)
- Grade 1 – 19 students, 1 chronic health (leukemia), 1 behaviour Ministry designation, 2 SLP on waiting list for assessment, 2 intensive academic struggles, 1 possible LD but waiting designation, 5 LA, 14 ELL students, support – no in-class support
- English 9 – 26 registered students (3 more international students), 1 ELL, 2 IEPs, 5 Aboriginal students, 2 students chronic attendance, 1 gifted, 6 international students circulated through the class for 2-4 each week, support – no in-class support, one international students’ dad hired a private tutor who conferred with the teacher a few times
- Grade 7 – 28 students, 4 Ministry designations (1 behavioural, 3 academic), 1 dyslexic, 1 foreign exchange student with no English and no additional funding, 3 students well below grade level, 2 attend counselling once or twice a month, 3 students attend LAC twice a week, support – itinerant math support three times a week, however this rarely happened as support teacher was pulled to other schools with more needs, LAC pull-out twice a week
Thank you Scott for bringing this to my attention.
In order to make a difference we need to keep the conversation and information flowing. Please contact your MLA and let them know how you feel about this. And in the meantime, my dear readers, please share this with everyone you know.
If you are a teacher and want to submit your class size / composition data please contact me: leeanne (at) momparadigm (dot) com or Scott Susin: scottsusin (at ) hotmail (dot ) com directly.
Photo courtesy of frankjuarez.