- All members of the school community understand the student specific planning process and their role in it
- Class profiling is used meaningfully – classroom instruction is informed by the demographics of the classroom using a strength-based approach
- Teaching staff are supported (e.g., through mentoring, professional growth planning or professional development) to enhance critical skills related to differentiated instruction, universal design for learning, adaptations, modifications and individualized programming
- High expectations for all students are established and maintained
- Planning teams include parents, students and outside when applicable
- There is evidence of planning with the end in mind – ultimately for school leaving upon graduation but also including transitions into school, between grades and between schools
- All goal setting within the individual education plan (IEP) consciously maximizes inclusion in the school and the common learning environment
The school staff takes responsibility for the educational programming of all students in all learning environments. ‘Common learning environments’, instruction methods, assessments, accommodations, and supports are all designed and implemented so all students are engaged in the provincial curriculum at their own level. Classroom teachers are directly involved in the development and implementation of the individual education plans (IEP) for their students.
5.1 High expectations
School administrators and teachers hold high expectations for all students. Teachers engage in ongoing assessment as, of and for student learning and challenge students to develop to their academic and social potential.
5.2 Inclusive Learning Environments
The school community includes and accommodates all students in the catchment area. Teachers design common learning environments to maximize inclusion of all students. Teachers follow clearly established policies and procedures to use alternative learning environments only when there is a compelling need based on an IEP.
Educators support student learning along a continuum, starting from the provincial curriculum with differentiation or, better still, using a ‘universal design for learning’ perspective. For some students, they provide ‘individualized adaptations’. For some, they may design ‘modifications’ or enhancements to curricular content. For a smaller number of students, they may design ‘individualized programs’ around unique domains such as academic, cognitive, emotional, behavioural, communication, social, fine or gross motor, self-management, vocational, recreational and/or community involvement. Any of the individualized supports are documented in an IEP.
5.4 Essential Planning
The student-specific planning team plans with the end in mind. They look ahead to the ultimate transition when the student leaves the current school (i.e. from school to school, or from school to adulthood), and then determine the appropriate student-specific outcomes for the current school year.
The school community proactively assists students in developing self-advocacy skills and confidence. Students engage actively in goal setting and evaluation – especially as they mature and approach graduation. Students actively participate in meetings concerning their education and transitions.
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