Social Learning - Program Focus
Behaviour Management
We are committed to working closely with each student in order to identify the specific skills, strategies and supports that they require in order to experience greater school success. The necessary skills, strategies and supports will be addressed in each student’s Individual Education Plan.
Six core behaviour management strategies are taught and practiced throughout the year.
1. Clear and predictable routines and visual schedule.
2. Classroom expectations that emphasize working cooperatively and speaking appropriately.
3. Consistent and predictable consequences for good choices and bad choices.
4. Reinforcement for positive behaviour through Classroom Cash which earns free time and/or student chosen items
a. Classroom Cash and Privileges for good choices (following expected behaviours.)
b. No Points or Cash and "Off Points" – students who choose to ignore adult requests or disrupt other students must serve a time out away from other students, complete a Think Sheet and apologize before returning to class. Once in class they must complete any missed work on their own time. Students receive a yellow line on their daily behaviour chart resulting in no Earned Free Time or shopping privileges that day. More than one yellow line means losing Fantastic Friday privileges.
5. Daily teaching and rehearsal of strategies to identify and regulate their emotions – relaxation techniques, physical activity, breaks from the classroom, social stories, alternative working locations.
6. Direct instruction teaching methods which break academic skills down into small steps and allow for mastery of skills before moving to avoiding frustration and ensure success.
Social Skills
We use a number of evidence-based programs which are effective in teaching and promoting positive behaviour and social skills. These programs include "Stop and Think", "Tools for Getting Along" and "Social Thinking". We will use social skills powerpoints, videos and role plays and create our own videos.
Maintenance of Regular Curriculum Goals
Students can expect to complete work at their grade level if they are capable of it. Any modifications and adaptations that are made will be made in accordance with a student’s IEP. Additionally, students will have regular homework assignments to complete as well as assigned work that is not completed during the day. The amount of homework will go up as the amount of time in integrated classes is increased.
Integration
Students will be integrated into Recess and Lunch outside activities immediately and into “regular classrooms” as they master the classroom and academic work expectations of the Social Learning room. All integration begins with EA (educational assistant) support and the support will fade as the students become more independent. When the student is successful with an integration class, an additional class would be added and so on. Usually, the initial integration classes are subjects such as PE, Art, Computer, etc with the more demanding academic classes coming later.
Social/Emotional Development
Each student will have individual needs in this area. We will work with each student to identify the skills and supports they require to achieve growth and success. They will be noted in the student’s IEP.
Placement Duration
During the third term, each student’s placement in the Social Learning Program is reevaluated. We consider a number of factors when making recommendations for the next school year. These factors include a review of the student’s work performance over the past year and an assessment of the types of supports the student is likely to require. If applicable, a transition plan for returning a student to their home school or another Social Learning Program will be put together at this time.
We are committed to working closely with each student in order to identify the specific skills, strategies and supports that they require in order to experience greater school success. The necessary skills, strategies and supports will be addressed in each student’s Individual Education Plan.
Six core behaviour management strategies are taught and practiced throughout the year.
1. Clear and predictable routines and visual schedule.
2. Classroom expectations that emphasize working cooperatively and speaking appropriately.
3. Consistent and predictable consequences for good choices and bad choices.
4. Reinforcement for positive behaviour through Classroom Cash which earns free time and/or student chosen items
a. Classroom Cash and Privileges for good choices (following expected behaviours.)
b. No Points or Cash and "Off Points" – students who choose to ignore adult requests or disrupt other students must serve a time out away from other students, complete a Think Sheet and apologize before returning to class. Once in class they must complete any missed work on their own time. Students receive a yellow line on their daily behaviour chart resulting in no Earned Free Time or shopping privileges that day. More than one yellow line means losing Fantastic Friday privileges.
5. Daily teaching and rehearsal of strategies to identify and regulate their emotions – relaxation techniques, physical activity, breaks from the classroom, social stories, alternative working locations.
6. Direct instruction teaching methods which break academic skills down into small steps and allow for mastery of skills before moving to avoiding frustration and ensure success.
Social Skills
We use a number of evidence-based programs which are effective in teaching and promoting positive behaviour and social skills. These programs include "Stop and Think", "Tools for Getting Along" and "Social Thinking". We will use social skills powerpoints, videos and role plays and create our own videos.
Maintenance of Regular Curriculum Goals
Students can expect to complete work at their grade level if they are capable of it. Any modifications and adaptations that are made will be made in accordance with a student’s IEP. Additionally, students will have regular homework assignments to complete as well as assigned work that is not completed during the day. The amount of homework will go up as the amount of time in integrated classes is increased.
Integration
Students will be integrated into Recess and Lunch outside activities immediately and into “regular classrooms” as they master the classroom and academic work expectations of the Social Learning room. All integration begins with EA (educational assistant) support and the support will fade as the students become more independent. When the student is successful with an integration class, an additional class would be added and so on. Usually, the initial integration classes are subjects such as PE, Art, Computer, etc with the more demanding academic classes coming later.
Social/Emotional Development
Each student will have individual needs in this area. We will work with each student to identify the skills and supports they require to achieve growth and success. They will be noted in the student’s IEP.
Placement Duration
During the third term, each student’s placement in the Social Learning Program is reevaluated. We consider a number of factors when making recommendations for the next school year. These factors include a review of the student’s work performance over the past year and an assessment of the types of supports the student is likely to require. If applicable, a transition plan for returning a student to their home school or another Social Learning Program will be put together at this time.