The Calgary Board of Education provides a continuum of supports and services for students with diverse learning needs. The student receives individualized support to address these needs. Some, but not all, of these learner needs may be addressed in the student’s Individual Program Plan (IPP). In keeping with the individual abilities and unique learning needs, a specialized team supports students and assist with program planning.
If a student requires support and services beyond the community school, a
referral for consideration of placement begins with the principal of the community school and the school learning team. Consideration for placement is a collaborative process among parents, teachers, strategists, specialists, and others. Additionally, consideration for placement requires the student be a resident of CBE and has been supported by one priority learning cycle.
Program Description
Learning & Literacy (L&L)
The Learning and Literacy (L&L) class provides educational programming for students in grades 4 to 9 who have been identified with Learning Disabilities impacting reading acquisition. Students diagnosed with a Specific Learning Disorder with impairment in reading can also be referred when there are indications that they are able to leverage supports through spoken language.
The goal of L&L is to assist each student gaining skills, knowledge, and competencies in reaching their academic, social, and emotional potential. The emphasis for instruction is on developing literacy skills (reading and writing) within an inclusive classroom environment. Inclusive learning technologies, curriculum design, accommodations, and all key components of programming for students with learning disabilities are implemented based on each student's individual needs.
Unique Settings
Dr. Oakley School
Dr. Oakley School is a unique setting for students in Grades 3-9 with an identified Learning Disability in reading. Dr. Oakley provides short-term intensive and explicit specialized reading and literacy instruction in a structured learning environment. There is a focus on evidence-informed literacy practices, inclusive technology, developing self-advocacy skills and explicitly teaching strategies to support task initiation and completion. These skills and understandings are addressed with the goal of successful reintegration into community school programming.
Curriculum accommodations are implemented based on the individual needs of each student. Instructional emphasis is placed on the English Language Arts and Literature and Mathematics curricula; literacy is also taught through topics of Social Studies and Science. A response to intervention approach is implemented for students who may require additional resources to support their progress and staffing allows for small, flexible instructional groups throughout each school day.
