Learning Support Policy

In support of the mission, purpose and philosophy of the School, as existing space and resources allow, students with mild learning needs will be admitted in accordance with the School’s admissions policy.

Decisions regarding admission and services for a student will be made on a case-by-case basis within the policy parameters.

A student with a mild learning need is defined as a student who:

• requires not more than an average of 60 minutes per day of individual and/or small group support
• receives support services from a learning support teacher, and/or speech and language specialist, and/or counselor in order to be successful in the standards based academic program offered in the core mainstream instructional program.

The Board tasks the administration with developing and articulating a rationale for matching student needs with staffing and other resources. The Student Support Team will at least annually, assess and review student progress and resulting needs. The Director or designee will periodically review the effectiveness of the programs and supports for students with mild learning needs and provide recommendations for improvement as needed.

* The Student Support Team generally consists of an administrator or designee, counselor, learning support teacher, and classroom teacher who work directly with the child.

The type and level of support services offered to individual students as determined by the Student Support Team*, will be designed to foster student academic achievement. Learning support services are designed to encourage positive relationships between the students, parents, teachers, specialists, and other school personnel.

The School accommodates students with special needs within the parameters of its existing resources and program options. If the Student Support Team determines that those resources are inadequate to meet an individual student’s needs, the division principal may deny admission or continued enrollment.

The program for students with mild learning needs will be consistent with the adopted standards-based and assessment driven model in order to foster successful teaching and learning in every classroom. Learning support services are not intended to provide an alternative course of study; rather they are intended to help a student be successful within the regular school curriculum. Classroom teachers maintain primary responsibility for the instruction and work in collaboration with the learning support specialists to ensure a student’s learning needs are met.

The School does not have an educational program for:

• a student with moderate to severe learning needs. A student with moderate to severe learning needs is defined as one who requires more than an average of 60 minutes per day individual or small group support in order to be successful within the core academic program.
• a student who requires intensive remediation or a self-contained learning environment.
• a student with moderate to severe cognitive, developmental, physical and/or emotional needs/disabilities.
• a student who exhibits a continual pattern of behavior in the classroom that is disruptive to the learning process.