Evidence an ELP is Effective
An ELP is effective when: 1. A student demonstrates they are able to meet the expectations of learning included on the ELP in terms of quality of learning and timing;
2. The student is able to maintain a continuous connection with the learning and move forward in their learning;
3. The student demonstrates they are able to manage increasing learning expectations as the plan comes to an end; and
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 their 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 the student 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;
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