Academic Support Services

List of 3 items.

• Learning Support Guidelines

  At WPGA, we believe that the potential for academic success is possible for all of our students. However, challenges in learning are not atypical, and children absorb and apply knowledge and concepts at various rates and in different ways. For this reason, learning support in the Junior and Senior Schools is personalized to the student, who is an active participant in the process and is encouraged to advocate for and take ownership of their learning.
  
  For students who demonstrate learning exceptionalities (diverse challenges and abilities), the Skills Department team (JS) and The Study staff (SR) will work with teachers, the student and parents to provide support and help to ensure every student develops the confidence, skills and capacity to meet curricular outcomes and grow their talents and abilities.

• Junior School Learning Support

  Learning Support in the Junior School 
  
  At WPGA, we believe that the potential for academic success is possible for all of our students. However, challenges in learning are not atypical, and children absorb and apply knowledge and concepts at various rates and in different ways. For this reason, our teachers plan their lessons accordingly, with options for differentiated teaching and learning based on the unique strengths and capacity of their students. Teachers work closely as a grade team, and are supported by School Leadership and a robust Skills department team, who often work in the classroom for seamless assessment and inclusive support. Together they work with the child and parents to ensure each student is equipped with the confidence, practice and skills they need to meet curricular outcomes and to fully develop their abilities and talents. 

  
  

  Literacy Development
  
  

  To assess literacy development, we engage kindergarten and grade 1 students in a universal literacy screener (e.g. PAR test) 2-3 times a year. From the data, teachers and the Skills team identify students who require more support; interventions may include small group work, individual support in learning a skill, or a referral to work with one of our Orton-Gillingham tutors (additional cost). We conduct ongoing progress monitoring for those K-7 students who are receiving support and who are finding aspects of their learning more challenging. 

  
  

  Identifying Learning Exceptionalities 
  
  

  Teachers also make careful note of any exceptionalities (diverse abilities or challenges) in learning or behaviour, such as a student’s response to instructional, curricular and environmental classroom approaches or modifications. Teachers share these observations during grade planning meetings and with the Skills team, who may then conduct internal assessments with the student to determine specific need. Following internal testing, if required, the Skills team will recommend psychoeducational testing with an educational psychologist (arranged by families at their expense). 

  
  

  Individualized Education Plan (IEP)
  
  

  The psychoeducational test identifies learning needs and recommended approaches. The school receives the results and develops an Individualized Education Plan (IEP). An IEP outlines the student’s needs, exceptionalities, appropriate teaching methods, measures for tracking achievement, and goals for the school year, the latter which are developed in collaboration with students, teachers, and parents. The IEP is a dynamic document that is continually monitored, officially reviewed twice a year with parents, and adapted as the child changes and develops. 

  
  

  Seeking Outside Supports  
  
  

  In instances where the aforementioned structures and procedures have been diligently followed yet a student continues to face ongoing or escalating struggles that compromise their wellbeing, the school will initiate discussions with the parents to explore alternative options for supporting the child outside the school setting. These conversations aim to collaboratively identify and seek additional resources, interventions, or specialized support that may better meet the student's unique needs and ensure their overall wellbeing and educational progress. This could include further assessment, therapies, outside clinicians or, in some cases, supporting the family in exploring a new learning environment that may better serve their child’s needs.  

  
  
  

• Senior School Learning Support

  Learning Support in the Senior School 
  
  

  The Study, located on the lower level of the Senior School, is the Senior School’s learning resource centre, with a dedicated staff of learning specialists and tutors. The Study is a caring, inclusive environment open to all students, regardless of academic need, and is a space for students to seek support, study, work on assignments, write tests and ask questions. The Study aims to empower students to recognize that it is possible to reach one’s learning potential through self-advocacy and by building upon the tools required for learner independence.  
  
  

  All grades 8-12 students have access to The Study in their spare blocks, before and after school, or at lunch. Although all students are welcome to The Study, priority in scheduling and space allocation is given to those students with an Individual Education Plan (IEP).  

  
  

  Individual Education Plan (IEP)
  
  

  An IEP is a documented plan developed by The Study staff for a student with special educational needs. It describes individualized goals, adaptations, services to be provided, and measures for tracking achievement. IEPs are informed by a psychoeducational assessment, done by an educational psychologist (arranged by the family at their expense) and developed in collaboration with teachers, parents and the students.

  
  

  Pre-existing IEPs are shared with The Study staff before school starts in September and as new IEPs are written throughout the school year.

   

  For students who do not have an existing IEP but who show learning exceptionalities (diverse challenges or abilities) in class, The Study staff follow a best practices protocol that supports the identification process if there are concerns for a student's learning. First, the classroom teacher may identify any concerns. As part of a response to intervention cycle, an observation in the classroom may be completed by a staff member from The Study; the follow-up includes strategies for the classroom teacher and/or the student may be given a supervised support block. One of our school counsellors may also be involved as appropriate. The Study team will assess a student’s responsiveness; if there is continued concern, a referral will be made for the student to see an educational psychologist. This decision is made in consultation with the family.  

  
  

  The IEP is a dynamic document. Changes may be made throughout the year, after meeting with students, parents and teachers, and/or following an updated educational test. 

  
  

  Skills Block (Block S)
  
  

  Block S is an afterschool block in The Study that runs Monday to Thursday, 3:30-4:30pm.  Block S is open to all students and may be student or teacher initiated. Students work independently but a teacher is available to answer questions (math/science twice a week, English twice a week). 

  
  

  Tutoring 
  
  

  Our dedicated teaching staff provides regular, flexibly scheduled assistance outside of class time to students enrolled in their classes; however, situations arise where short-term or ongoing tutoring would benefit students’ success. In such cases, the school may recommend that families engage a tutor. Tutoring support is available through The Study, with priority given to students with an IEP. Tutoring is $60 per session, billed to the student’s monthly account. 

  
  

  Seeking Outside Supports  
  
  

  In instances where the aforementioned structures and procedures have been diligently followed yet a student continues to face ongoing or escalating struggles that compromise their wellbeing, the school will initiate discussions with the parents to explore alternative options for supporting the child outside the school setting. These conversations aim to collaboratively identify and seek additional resources, interventions, or specialized support that may better meet the student's unique needs and ensure their overall wellbeing and educational progress. This could include further assessment, therapies, outside clinicians or, in some cases, supporting the family in exploring a new learning environment that may better serve their child’s needs.