- Curriculum is a tool, not the driver in the classroom; staff approach learning opportunities with flexibility (i.e. not rigidly)
- A UDL approach to teaching and learning is evident (staff understand the Three Tier Model of supports; student choice is based on student strengths and preferences; classroom profiles recognize student strengths, universal student engagement is at the heart of teaching/learning)
- Universal access to curriculum is ensured (units and lessons are planned with all students in mind (i.e., all/most/some)
- Universal access to all areas of the school and to all events is creatively addressed.
- A strengths-based approach is emphasized (consideration is given to community attributes; programming includes students’ interests and learning styles and multiple intelligences, differentiated instruction)
- Cross-subject thematic units are encouraged
- Flexible and creative groupings are used for instructional effectiveness and to encourage relationship building
- Authentic and meaningful assessment for all students is ensured (as, of and for; meta-cognition)There is minimal use of separate spaces outside of the common learning environment for student learning
Teaching staff uses the provincial curriculum as a starting point to systematically, yet flexibly, design learning opportunities to meet the needs of each student. Student choice and engagement, strengths and preferences influence the planning of learning outcomes. Teaching and assessment methods accommodate all students, and are individualized if necessary.
7.1 Safe Social/Emotional Environment
The school community members foster and reinforce learning environments and behaviours that respect diversity and emphasize strengths and growth. They remain alert and responsive to the emotional states of learners. School and classroom codes of conduct clarify appropriate behaviour while responses to inappropriate behaviour emphasize building adaptive personal and social skills.
7.2 Foundational Values and Virtues
Educators include a developmentally appropriate social/behavioural curriculum in classroom instruction. The curricula systematically advance students’ appreciation and practice of identified universal values and virtues. Educators remain alert to incidental learning opportunities for relevant instruction and reinforcement (teachable moments).
7.3 Flexible Education Program
Educators plan learning opportunities, instruction and assessment as a balance of essential curricular outcomes and the needs of their learners. An inclusive approach considers multi-modal learning and instruction through differentiated instruction, multiple intelligences and principles of universal design for learning. Class profiles and similar tools inform the teaching and learning within learning environments.
7.4 Strength Focused Learning
Educators seek and recognize student strengths and preferences and build on these to advance student learning, support student engagement, and build further strengths.
7.5 Assessment as, of and for Learning
For all students, assessment is based on curricular outcomes as well as individual education plan (IEP) outcomes and objectives when those are in place. Educators use triangulated and differentiated assessment that evaluates and assesses students in a manner reflecting their strongest learning styles.