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Crofton House School
4 . The student is , in a timely manner , able to transition to the expectations of the course .
Evidence an ELP is Ineffective
A student will not be placed on an ELP or will be removed from an ELP when it is determined that it is ineffective . An ELP is ineffective when :
1 . There is evidence that even the minimum level of learning expectations which constitute the ELP exceeds a student ’ s ability to demonstrate success with the plan ; or
2 . The student is not able to maintain a continuous connection with the learning ; or
3 . The student experiences a decline in physical or mental health as a result of her effort to be academically successful according to the plan .
In any of the above circumstances , the school , student and parents must consider whether or not Crofton House School is able to continue to support the student ’ s continued enrolment .
Questions to Guide Teachers ’ Consideration in Identifying “ Essential Learning ”
1 . What would you consider a ‘ baseline ’ or ‘ foundational ’ level of competency for future success such that , without it , a student would significantly struggle in future , related learning ?
2 . For performance-related tasks , to what extent are you able to modify assessments in order to provide the student with an opportunity to demonstrate her learning ?
3 . What level of support would she require in order to address any gap in knowledge , skill or understanding ? Could any gap in knowledge , skill or understanding be readily overcome with increased maturity , additional study , and / or support from a tutor ?
4 . Will the ELP permit the student to successfully transition back to regular curricular expectations ?
5 . How will an adjustment of the learning timeline impact a student ’ s ability to be reintegrated into regular learning at the end of an ELP ?
6 . What “ essential learning tasks ” would you require in order to have sufficient evidence to assess student learning of your course standards ?
Non-essential assessments may include :
• Small summative quizzes or “ Checks for Understanding ” ( CFU )
• Assessments that extend the learning beyond the expectations of the Ministry curriculum
• Assessment that measures specific technical skills that have been , or will be demonstrated at least once ( preference is two or three times )
Academic Probation
A student experiences academic success when she is :
1 . Enrolled in courses which are appropriate in terms of student readiness for the level of academic challenge each course presents ;
2 . Attending classes regularly and thereby keeping up with the learning ;
3 . Seeking assistance from her teachers , when required and in a timely manner ; and
4 . Availing herself of the additional support structures in the school such as Peer Tutoring and Learning Strategies when she feels she needs additional forms of support .
Student progress is monitored by teachers and Student Services ensuring early intervention and support is provided to students who are struggling . Evidence of challenge is revealed through :
1 . Frequent or long periods of absence that appear to be unrelated to an explainable issue such as illness ;