Strategies for Diverse Student Populations

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Rationale

The implementation of Personalized Learning in Sun West schools will address the individual learning needs of the majority of our students (Tier I) and will enhance the inclusion of students with more intense needs in the regular classroom setting.  Personalized Learning Profiles will be used to assess, develop and monitor the personalized learning plan for each student at the Tier I level.  However, addressing the learning needs of students with more intense learning needs will continue to present unique challenges and will require additional teacher/student supports (Tier II & III).

Implementation/Supports

Tier II and III

Individualized and group learning opportunities for students (i.e.  Leveled Literacy Intervention (LLI), Roadways for Reading, Read Live, etc.).

  • Data driven (i.e. Early Years Evaluation (EYE), Developmental Reading Assessment (DRA)
  • Inclusion – classroom groupings, collaboration skills, managing work groups, developing responsibility, technology to access learning
  • Peer relationships – social skills training, inclusion in curricular and extra-curricular programming
  • Specialized technology (i.e. text to speech; speech to text; writing programs, communication enhancement, etc.)
  • Co-teaching

English as an Additional Language (EAL) Students

Students with electronic Inclusion and Intervention Plans (eIIPs)

  • Student Diversity Handbook
  • Transition Planning
  • Partnerships with outside agencies
  • Focus on parents as full planning partners
  • Designing individualized learning environments (sound/light issues; seating; resource access; low arousal areas; health and safety, including emotional health)
  • Working with additional adults (community and school-based)
  • Adult/student interaction – communication
  • Motivation support and tracking
  • Consolidating learning – links to other learnings

Recommendations/Considerations

  1. That ‘Personalized Learning Student Profiles’ replace ‘Student Support Plans’ for students at the Tier I level. These forms can be made available on CLEVR for easy teacher access.
  1. That training of EAL catalyst teachers be integrated into the yearly professional development plan for the Division.
  1. That inclusionary understanding and practices continue to be a focus for ongoing training and support for teachers.