Policy
SelfDesign Learning Foundation believes in equal opportunity and equal access to the best possible education in a supportive, positive, and challenging environment.
Students generally take 13 years to graduate from secondary school. The decision to advance or repeat a grade or course will be made in the best interest of the learner by the educators, parents, and school principal. There may be special circumstances where, in the judgment of both the parents and the school, retention is in the student’s best interest. It is important to consider the educational, emotional, and social effects of retention and alternative materials and instructional strategies can be used to support learners. Final responsibility for deciding appropriate learner placement (grade assignment and program) rests with the principal. In the event that a parent disputes their child’s placement, the parent shall have the right to appeal in writing to the principal.
Grades 3, 6, 9 Checkpoints Procedure
SelfDesign Learning Community (SDLC) is a concept-based and competency-focused learning program. Each learner has a unique learning plan developed in collaboration with learner and parents. The learner’s personal learning goals are connected to interdisciplinary, theme-based learning experiences, which are connected to the BC Curriculum. These learning experiences support learners to build competencies across the curricular subjects through their interests and passions. Instead of indicating successful grade promotion at the checkpoints of grades 3, 6, and 9, each year, SelfDesign Learning Consultants (LCs) provide supports for learners in areas of challenge or areas that may not be a focus for a learner.
LCs hold and support learners each learning year in many ways, including but not limited to:
- reviewing the Big Picture Tracking document, which indicates which learning standards have been attended to in the engagement of learning experiences through learning plan goals, throughout each learning year and specifically at reporting periods in order to see if/where there may be gaps
- providing specific resource and learning experience suggestions to facilitate development of curricular competencies
- making connections between areas of interest and 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.
Change Log
- Policy page updated July 25, 2019
- Policy created July 2020