Policy Statement
SelfDesign Learning Foundation (SDLF) is committed to making decisions that are in the best interest of learners when it comes to having a learner either advance or repeat a grade or course.
Definitions
None
Policy
SelfDesign Learning Foundation will consider the educational, emotional, and social effects of retention, as well as how alternative materials and instructional strategies could be used to support the learner when making the decision to have a learner either advance or repeat a grade or course.
Decisions will be made by educators, parents/guardians, and the school principal. However, final responsibility for deciding appropriate learner placement rests with the school principal. In the event that a parent/guardian disputes a decision, the parent/guardian shall have the right to appeal in writing to the school principal.
Protocol
SelfDesign Learning Community (SDLC) is a concept-based and competency-focused learning program. Each learner has a unique learning plan developed by the educator, in collaboration with their parents/guardians. The learner’s personal learning goals are connected to interdisciplinary, theme-based learning experiences, which are connected to the learning standards of the B.C. curriculum. These learning experiences support learners to build competencies across the curricular subjects through their interests and passions. To support learners in grade progression, the SelfDesign Learning Community provides ongoing support for learners in areas of challenge or areas that may not be a focus for a learner each learning year. Educator support includes, but is not limited to:
- Reviewing the documentation tracking curricular competencies throughout each learning year and at reporting periods to identify gaps. Providing resources and learning experience suggestions to facilitate development of curricular competencies, either to support areas of challenge or to extend areas of strength.
- Connecting areas of interest with subjects where there may be gaps.
- Reaching out to the High Incidence (HI) Coordinator for specific support, including resources, alternative materials, and instructional strategies, for those learners who are challenged or struggling with specific skills and competencies, despite making a consistent effort. This may result in the creation of a plan for intervention and support, including the creation of an Individualized Education Plan (IEP), depending on the needs and progress of the learner.
Related Documents
- Appeals and Fairness Policy.