Guidance Programs/Support

Regular Class with Monitoring

Students placed in the monitoring program have displayed effective leaning strategies in the classroom, as well as self- advocacy skills. Special Education teachers provide progress reports and consult with the regular class teacher. If extra help is needed at any time, students are encouraged to contact their Special Education teacher.

Resource Withdrawal 

Learning Strategies: The goal of this program is to help students build the skills necessary to cope with the regular classroom curriculum. Strategies offered include organization, note taking, research, problem solving, study and test taking skills. The development of language skills ( reading, writing, listening, and speaking) is an integral part of the program. Evaluation is based on assignments and tests, as well as one the students ability to apply these strategies in other subject areas.

Intensive Support Program

This non- credit program for students with Mild Intellectual Disabilities emphasizes the development of Language, Math, and Personal Life Management skills through an individualized curriculum. Students may be integrated into regular classes and provided with work experience opportunities. The focus of the program is the achievement of independence, advocacy, problem solving and critical thinking skills.

Independence Program

The Independence Program is a non credit program with emphasis on the development of Functional Literacy, Numeracy, Social, Community and Life Skills, along with Work Experience opportunities. The program is individualized to meet students' needs.

In addition to these forms of support, the Special Education program offers:

• diagnostic testing services to identify and help remediate specific areas of difficulty

• accommodations for regular classroom teachers to assist their exceptional students

• special education assistance in regular classes to help with the implementation of accommodations and to teach strategies

Assessment And Evaluation

Guiding Principles

• The primary purpose  is to improve student learning

• Assessment practices are fair and equitable for all students

• A variety of assessment instruments are necessary to address individual learning styles and to provide a comprehensive picture of student achievement. Students will be provided with grading guidelines, such as exemplars and rubrics, so that they are aware of expected levels of achievement

• Communication is ongoing, clear and meaningful

• Professional development/collaboration support assessment

• Partners in education are involved in the assessment process

• Assessment practices are regularly reviewed and refined

• Students and teachers have rights as defined in the agenda

Promotion And Reporting

At Markville Secondary School, the school year is divided into two semesters. Some students will receive an interim progress report after six weeks of instruction each semester. A Provincial mid-semester report card is issued to every student in November of semester on and April of semester two. Formal parent-teacher conferences also occur early each semester. A final provincial report card is issued at the end of each semester.