Left, three students in uniform listening in class. Middle, two students in uniform taking notes in class. Right, a student in uniform making crafts in class.

About Us

How We Meet the Diverse Needs of Our Students

As stated in our Board's Mission statement, we believe that our students are entitled to have access to an excellent education in which Catholic faith and Christian values are an integral part of the curriculum and the life of the school. The staff at the school embraces and appreciates the varied needs of its students.

It is the goal of the school community for to meet the physical, emotional, social, intellectual and spiritual needs of each student. Teachers recognize that the learning strengths of students vary widely and for that reason a teaching style may favour the visual, auditory or kinesthetic strengths of the child. At times, it is desirable to group children with similar needs or strengths. Teachers most often employ such strategies as small or large group instruction, but will also promote partnering or buddy systems as learning also takes place from child to child. Many times, children learn from each other and their experiences play an important part in their understanding of the concepts being taught and their ability to share their understandings with others. Educational assistants or volunteers are very valuable to teachers--especially when reinforcement of a particular skill or concept is required.

Through assessment, the teacher is able to determine whether program modifications have been successful. The students themselves are encouraged to evaluate their own progress and in some cases a teacher may determine that peer evaluation is appropriate. There are support systems in place for parents and teachers who have concerns about a child's progress. If it is determined that a child is not meeting academic or behavioral expectation, it is crucial that parents and teacher work together to ensure that the child is achieving to their full potential. Research has shown that when teachers and parents have high but realistic expectations, the child responds. Teachers are encouraged to discuss their concerns both informally and formally with parents and with the school's school-based support team (SBST). This team of special education teachers meet regularly with teachers. If it is found that program modification and the involvement of parents has been unsuccessful, the team may recommend that parents be invited to attend a meeting with other Board support staff form the Board's psychology, special education or social work departments. Sometimes, when program modifications prove to be unsuccessful, further assessment will be recommended and parents may choose to avail themselves of this service.

In some cases, it may be found that a child does not meet with expected success. Special education programs may be available to these children for part of the day if it is determined that they require the type of program modification which cannot be provided in the regular classroom. At the school, the following special programs are offered: Remedial, ESL and Congregated Gifted(Grades 6-8). Students in these programs receive specialized programming while maintaining access to their peers and the regular programs.. It is the Board's special education philosophy that an exceptional child is placed in an age-appropriate grouping which is the most practical and beneficial environment for both the special student and his or her peers.