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Brock
Leadership Development Program
Sean
Calcott, Alex Haeni, Sarah Ball, Matt Hotte, Cassie
Deconcilys. |
For most students at
Laura Secord S.S. the regular classroom program is successful in
meeting their learning needs, providing certain behaviours are
present. Students who attend school regularly, focus on lessons,
have good homework/study skills and are taking their studies at the
appropriate level of difficulty, will be successful.
Some students have
complex learning needs that require particular accommodations in
order to achieve success. These students have undergone an
assessment which determines their areas of learning difficulties,
their particular learning needs and accommodations that will assist
them in their studies. This assessment provides the basis of the
Identification, Placement, Review Committee (IPRC) process which
identifies the student as Exceptional . The student’s
designated area of Exceptionality is based on a profile of specific
criteria as defined by the Ministry of Education. Upon being
identified as Exceptional an Individual Education Plan (IEP) is put
into place for the student, which provides classroom teachers with
accommodations and strategies to assist the student to achieve
academic success. The student still has the responsibility to attend
regularly, focus on lessons, to complete homework and study for
tests, but they are given support in those areas that have been
identified as creating difficulty for them. During their years in
Secondary School, the IEP is reviewed each semester and a copy sent
home to parents. Once a year the student’s overall progress is
reviewed at an IPRC meeting, to determine if the student requires
continued identification as Exceptional, their program requirements
and any changes that may be necessary to meet their learning needs.
Student IEP’s are on file in the Special Education Resource Room and
available, at all times, to classroom teachers. At the end of each
year the IEP and IPRC forms are placed in the student’s Ontario
School Record (OSR).
At Secondary School
the person responsible for overseeing the Exceptional student’s
progress is the Special Education Resource Teacher (SERT). The SERT
has the following responsibilities:
- to develop an awareness of each
of the Exceptional student’s abilities and needs
- to inform teachers as to which
students in the school have been identified as Exceptional
- to meet with all Exceptional
students to introduce them to Resource staff and provide an
understanding of the support they can receive in the Resource room
- to provide a safe, secure
alternative learning environment for students with learning needs where students can receive
assistance/accommodations with classroom assignments, reading,
writing, tests, exams, or Provincial Assessment (ie. Literacy
Test)
- to encourage the learning and
compensatory strategies for students with learning concerns
- to provide a range of interesting
and challenging activities for students identified as Gifted
- to develop, implement and review
the IEP for each Exceptional student
- to provide a copy of the
student’s IEP to students and parents/guardians each semester
- to have on file in the Resource
Room a copy of the student’s IEP for classroom teachers to access
- to support classroom teachers in
programming for these students
- to be available to parents with
concerns regarding their Exceptional student’s progress
- to conduct an IPRC meeting for
each Exceptional student, on an annual basis
- to sit on the In School Team (IST)
and assist with problem solving strategies for Exceptional and At
Risk students
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