Communication, Sensory and Social Interaction (CSSI)

The Communication, Sensory, Social Skills and Integration (CSSI) class supports students with multiple and complex learning, behaviour, and communication needs in grades 7-12. Students receive modified programming and functional curriculum related to the development of functional academics, social- communication, regulation, independence, daily living, leisure, pre-vocational, and volunteering skills. Opportunities for peer mentorship and meaningful inclusion in the school community. Learner supports and accommodations may include the use of assistive technology, augmentative and alternative communication systems, work-systems, and sensory activities.

Paced Learning Program (PLP)

The Paced Learning Program (PLP) class typically supports students in Grade 4 to 12 with mild intellectual development disorder. Other profiles that may be considered include specific learning disorders – moderate to severe, borderline intellectual functioning, and ASD. Students must show evidence of significant deficits in adaptive functioning in more than one area either by formal assessment or informally across areas of functioning (e.g., Social, communication, practical daily living). Student must demonstrate that they are making limited to no progress in inclusive settings despite specific targeted supports and interventions.

Students receive modified programming and functional curriculum related to development of functional academics, which includes explicit instruction in foundational reading, writing, and math skills. In addition, students receive programming that includes building skills in social communication, independence, daily living, safety, citizenship, leisure, vocational, and volunteering. Opportunities for peer mentorship and inclusion in the school community are provided and may include complimentary courses (options), clubs, sports, and special events. When appropriate, students may enroll in K&E courses. Learner supports and accommodations may include the use of assistive technology, augmentative communication systems, work systems, and sensory activities.

Homework Policy

We recognize meaningful, carefully-planned homework can support student success and be complementary part of a student’s overall learning program. The daily learning experiences are what form the opportunities for collective learning with teachers and peers and is foundational in the construction of knowledge. Work in class should be relevant, rich and rigorous – we emphasize habits that encourage efficiency and productivity in school.

Teacher time and energy is spent in the designing and delivery of curriculum rather than having time detracted for review or making of homework assignments. In designing homework, teachers apply the following principles:

• Plan and differentiate assignments in order to ensure students are able to complete homework independently or with minimal support.
• Strive to identify interesting, engaging learning tasks for homework assignments.
• Coordinate homework assignments with other staff to identify best practices related to homework as a complement to learning and to avoid potential overload for the student at any one time.
• Consider and be sensitive to the impact of homework on family life and balance.
• The benefits of homework with respect for the value of family time.
• Holidays are free of school-related assignments.
• Parents are encouraged to provide enriching, educational experiences at home for their children.