Learning support teachers utilize the pull-out and push-in models to work with students from PKG to Grade 11 who are struggling with academics, have poor organizational skills, low motivation, difficulty staying on task, fail to complete classwork or homework, and/or require academic enrichment.
Determination of the need for learning support is based on previous diagnosis of special needs, entrance assessments, teacher’s concerns and referrals, class and school assessments. Students identified as requiring some level of learning support are categorized according to their level of need.
- Focus: Students who are less than or up to one grade levels below their same aged peers. The teacher completes a teacher intervention plan to be monitored every 4 to 6 weeks.
- Learning Support: Students who are more than one grade level behind, not diagnosed as having a disability and the teacher intervention plan had not been successful. A learning support plan (LSP) may be developed with the teacher, learning support teacher and parent.
- Students of Determination / Students with Exceptional Needs: Students who have received a learning disability diagnosis or other diagnosis that impacts their daily participation and progress in school activities. Some of these students have external support providers who may attend school with them. Depending on the level of student need, an Individual Educational Plan (IEP) may be developed. This category includes students who may be working far above grade level who require additional academic push through the GATEWay program.
- Students with Emotional Needs: Students who need support and guidance to manage their emotions and social interactions may receive interim counseling as needed. When it is apparent that a child would benefit from more consistent emotional counseling, parents are contacted to determine a counseling plan.
- English Language Learners: See details of how we support students to gain English proficiency.