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Specialized Classes & Unique Settings Student Profiles & Placement Process

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Specialized Classes & Unique Settings Student Profiles & Placement Process specialized classes & unique settings Student Profiles & Placement Process September, 2016 0 Document Background and Rationale The Calgary Board of Education (CBE) believes that learning experiences must be as unique as every student and that in an inclusive educational system an array of programming is available to ensure that each student is taught in the way that they learn best. Personalization of learning for all students requires that we ensure the CBE has educational programs and settings that attend to each student’s unique needs, abilities, interests and learning goals. Personalizing learning for most students occurs within their community school where universal, targeted and specialized instructional strategies, resources, supports and services ensure student success. For some students the personalization of learning is best met in a specialized classes or unique setting which allows for specific strategies, resources, technologies, and personnel to attend to the individual learning needs of these students. Most of the CBE’s specialized classes are situated within community school settings. The principal, as the instructional leader, is responsible for ensuring appropriate staffing; resource allocation, instructional strategies and supports are in place for all learners in their school, including students in specialized classes. The goal of this document is to provide school-based administrators and members of Area Learning Teams with placement process information including: student profile information, placement timelines and required documentation for students to be considered for placement into specialized classes and unique settings. The focus of this document is not on a student’s disabilities, but rather on the specialized classes and unique settings offered in the CBE and how learning is experienced by students in these classes. A detailed list of current resources has been compiled for each class and setting. We encourage all CBE staff to explore these resources as they provide significant and valuable information that supports the development of effective instructional experiences for students. This document is the first step in the development of a Standard of Practice for the CBE’s specialized classes and unique settings. We welcome feedback and/or questions as we further develop resources to support these important and valued programs within our school division. As you read through this document you will see that in most cases, placement of students into specialized classes and/or unique settings is determined through a Placement Meeting. Placement Meetings involve the sharing of pertinent student information with members of the Placement Committee. Student information at the placement meeting should be shared by the school staff or ALT member who has the best knowledge and understanding of the student’s unique learning profile. Members of the Placement Committee, reviewing candidate information, will differ depending on the specialized class/unique setting, but may include: 1 . ALT members (as determined by Area Directors) . Specialist(s) . Strategist(s) . Psychologist or Psychiatrist . School Administrator or designate . Partner representative (i.e. Woods, YWCA, Hull Child & Family Services, etc.) For Unique Setting placements requested during the school year, Learning Services Specialists, in conjunction with unique setting staff, and ALT members make placement decisions based on the availability of space, complexity of the potential candidate and unique setting environment, and appropriateness of the referral. For Specialized Class placements requested during the school year, ALT members, in conjunction with Principals of specialized classes, make placement decisions based on the availability of space, complexity of the potential candidate and specialized class environment, and appropriateness of the referral. Placement Letter offers (posted under “staff insite” at “forms & documents”) require parental signatures. When determining who has the parental authority to sign the placement letters accepting/denying the placement, consider the following: . Who does the student live with? . If the student lives with one or the other, does the school have on file court orders outlining sole or joint custody of parental authority to make education decisions for the student? . If there are concerns, review with Legal Affairs (403-817-7988) for interpretation and recommendations regarding court orders. More information can be found on the “staff insite” under Legal Affairs Learning Admin | blh Updated: 5 December 2016 Page 2 of 87 Table of Contents specialized classes & unique settings ........................................................................................................... 0 Developmental Disabilities ............................................................................................................................ 5 Communication Sensory and Social Interaction ....................................................................................... 5 Teaching of Attitude, Social Skills and Communication Class .................................................................. 8 Placement Process for CSSI and TASC ................................................................................................. 11 Social Knowledge, Independent Living and Language Class ................................................................. 12 Attitude, Community Competence, Elements of Academic Curriculum, Social Skills Class .................. 15 Placement Process for SKILL and ACCESS .......................................................................................... 18 Christine Meikle School ........................................................................................................................... 19 Emily Follensbee School ......................................................................................................................... 21 Placement Process for Emily Follensbee and Christine Meikle School .................................................. 23 Adapted Learning Class .......................................................................................................................... 24 Placement Process for Adapted Learning Class .................................................................................... 27 Placement Process for PLP Divisions II and III ....................................................................................... 30 Placement Process for PLP Division IV .................................................................................................. 31 Autism Spectrum Disorder Cluster Class ................................................................................................ 32 Placement Process for ASD Cluster ....................................................................................................... 35 DEAF AND HARD OF HEARING ............................................................................................................... 36 Oral/Auditory Program | Elementary ....................................................................................................... 36 Deaf/Hard of Hearing – Bilingual | Elementary ....................................................................................... 36 Deaf/Hard of Hearing – Bilingual | Secondary ........................................................................................ 36 Placement Process for Deaf and Hard of Hearing .................................................................................. 39 EARLY DEVELOPMENT CENTRE ............................................................................................................ 40 ENGLISH LANGUAGE LEARNERS ........................................................................................................... 42 Literacy, English and Academic Development Class.............................................................................. 42 GIFTED AND TALENTED EDUCATION .................................................................................................... 44 Placement Process for Gifted and Talented Education .......................................................................... 47 LEARNING DISABILITIES .......................................................................................................................... 48 Learning and Literacy (L&L) .................................................................................................................... 48 Placement Process for Learning and Literacy Class .............................................................................. 50 Dr. Oakley School ................................................................................................................................... 51 Placement Process for Dr. Oakley School .............................................................................................. 53 MENTAL HEALTH | WELLNESS ................................................................................................................ 54 Transitions ............................................................................................................................................... 56 Placement Process for The Class ........................................................................................................... 59 Alberta Health Services Classes that Include School Components Staffed by CBE .............................
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