^{School Profile}

General

General Stewart Elementary School has a student population of approximately 150 students from Kindergarten to Grade 5. The school community actively supports the school in its successful endeavors to provide the children with a high quality education. Working together, the staff and parents provide a positive learning environment founded on mutual respect and cooperation.

Illustrative Examples

School Philosophy

We the General Stewart staff recognize and appreciate the uniqueness of each member of our community. We will guide and assist our students to be the best they can be intellectually, socially, emotionally and physically within an atmosphere of warmth and togetherness, care and concern, respect and trust.

Programs and Services

§ A regular educational program for Kindergarten to Grade 5 students in all subject areas.

§ A special educational program to meet the individual needs of children requiring modifications to their programs:

- Resource Room Services

- Kindergarten – Read With Me: An Early Literacy Project

- AISI Project- Early Literacy

§ Extra Curricular Activities for students in all grade levels with support of the School Council and the staff of the school.

§ Counselling Services provided by a trained elementary liaison counselor for individual students and their families. FNMI students are served by a FNMI support worker.

§ Psychological and diagnostic assessments provided by school district personnel.

§ Speech pathologist provided by the CHR.

Issues and Trends

General Stewart School continues to have issues with large class sizes and limited classrooms. Historically we have accepted out of boundary students in order to meet adequate class numbers but in some instances the numbers have exceeded the desired count. We have established a policy for prioritizing out of boundary applicants. We believe that by limiting the Kindergarten numbers to twenty-three will help to remedy the problem in the future. The number of out of boundary students is decreasing in Division One.

Our students continue to excel in their academic work and the staff is consistently attending professional development activities; the whole community continues to be supportive and united.

The number of students with special education needs is increasing. Our small size presents new challenges as we try to accommodate the students’ needs.

Our school council and staff agreed to continue special workshops, lessons and training in safe and caring school initiatives.

^{Three
Year Education Plan 2007/2008-2009/2010}

Performance measures are based on the Alberta Education Accountability Pillar Jurisdiction Survey conducted annually with grade 4, 7, and 10 students, their parents, and all of the teaching staff.

Goal 1: High Quality Opportunities For All

Outcome #1: Schools provide a safe and caring environment for students.

Strategies:

Students all have a buddy program.
Cross graded learning.
Community members are welcomed into the classrooms.
Actively teach the students about stranger danger.
Safety City program.
Health curriculum that include family violence knowledge.
Monday morning assemblies.
John Howard Society visits.
Parents are very comfortable in coming to staff members with student concerns.
Students know that they can come to any staff with a concern.
Good relationship and good communications with School Council.
Good supervision within the lunch program.
Actively teach and appreciate all students and their individuality.
Schizophrenia Society visits.
Rainbows program.
Random Acts of Kindness Project.

Results and successes from previous years:

o The size of our school enables us to monitor the playground activities and deal with bullying promptly.

o Parents and community members feel welcome in the school.

o Staff members dedicate time after hours spending time with students.

o Our counselling program has provided exemplary service to student and parents.

Performance Measure: B4	Last Actual	Previous Year’s Result
Teacher, parent, and student agreement that students are safe at school, learning the importance of caring for others, learning respect for others, and are treated fairly at school. Safe at school Safe to and from school Treat each other well at school Teachers care about their students Treated fairly by adults at school	2006-07	2005-06

	Teachers
	100%	100%
	Parents
	82%	80%
	Students
	72%	89%

Outcome #2: The education system meets the needs of all K-12

students, society and the economy.

DISTRICT PRIORITY: Ensuring success for all students.

§ Strategies:

o To provide programs and delivery modes to meet the needs of all students.

o Programs include: Learning Disabled, Gifted & Talented, English as a second language, Early Literacy, Technology.

o To use available resources to support students with special needs.

o Top implement and review annual plans with staff.

o To use C-Team to facilitate programming for students with special needs.

o To encourage staff to actively participate in a variety of professional development activities.

o To encourage staff to provide in-service in their areas of strength and expertise.

o To continue to provide time at each month’s staff meeting for sharing pertinent ideas, experiences, articles, projects, activities, etc.

o To continue the use of LSD #51 Teacher Growth, Supervision & Evaluation Policy.

o To continue optimal integration of special needs students.

o To continue lobbying the Alberta Government for sufficient funds to implement quality educational programs.

o To continue to advocate on behalf of students with special needs.

o We will continue to offer a wide variety of activities in Fine Arts.

o We will continue to include the above subjects on our timetable.

Results and successes from previous years:

o We have offered and continue to offer a wide variety of activities and programs.

o We have provided a well balanced program that addresses the needs of all students.

Performance Measure: Alb	Last Actual	Previous Year’s Result
Teacher, parent, and student satisfaction with the opportunity for students to receive a broad program of studies, including fine arts, career, technology and health and physical education. Participate in PE Variety of subjects available Music Drama Art Computers Health Another Language	2006-07	2005-06
	Teachers
	100%	94%
	Parents
	86%	77.9%
	Students
	NA	NA

Performance Measure: A4	Last Actual	Previous Year’s Result
Teacher, parent, and student satisfaction with the overall quality of education in Alberta. Quality of education at your school Students learning what they need to know Students find work interesting Students find work challenging Students understand what they are expected to learn Quality of teaching at your school	2006-07	2005-06
	Teachers
	100%	100%
	Parents
	83%	*
	Students
	90%	98.6%

§ Strategies:

o To actively encourage and recruit parental participation in each child’s education.

o To continue to promote the importance of volunteers in the schools (parents and community members).

o To encourage participation in jointly sponsored school/school council events.

o To encourage the School Council to actively promote our school (ie. Appoint a person in charge of public relations).

o To continue to pursue school-business partners.

o To continue to promote parental participation in our school council.

Results and successes from previous years:

o We have many volunteers and parents working in our school.

o Our school council is very active in the decisions and activities at our school.

o We participated in the Chamber of Commerce Citizen of the Month program.

Outcome #3 Children at risk have their needs addressed through effective programs and supports.

§ Strategies:

o We will maintain our counselling position.

o We will run Consultative Team Meetings in order to bring in all partners.

o We will provide resource and early literacy programs.

o We will coordinate services with the Alert police and CHR nurses.

o We will continue to staff and consult with FNMI staff.

Results and successes from previous years:

o We held numerous C-Team meetings.

o We maintained our counselling position.

o Resource and Literacy programs were delivered.

o Coordination with outside agencies continued.

Performance Measure: B.2	Last Actual	Previous Year’s Result
Percentage of teacher, parent and student satisfaction with the accessibility, effectiveness, and effiecency of programs and services for students in their comminuty. · Academic counselling · Career counselling · Library services · Support for students with special needs · Student assessment services for students with learning difficulties · Services (beyond regular instruction that help students to read and write	2006-2007	2005-2006
	Teachers
	72.2%	88.6%
	Parents
	39.3%	*%
	Students
	72.2%	86.1%

Goal 2: Excellence in Learner Outcomes

Outcome #1: Students demonstrate high standards.

DISTRICT PRIORITIES: Ensuring success for all students.

Focusing on increasing the number of students achieving the Standard of Excellence on provincial examinations.

Strategies:

o Provide daily Physical activities and PE programs.

o Promote healthy living that includes healthy eating.

o To prepare students for the writing of Provincial Achievement Tests by reviewing results, planning strategies to address outcomes, and adjusting our baseline data as necessary.
o To continue to provide parents with Provincial Achievement Test results and an ensuing plan of action.
o To continue to educate parents with regards to the interpretation of achievement results (ie. PAT’s, report cards, IPP’s diagnostic testing, curriculum standards, etc.
o To implement the provincial learner outcomes in new curricular areas.
o To assist students in completing grade level/divisional expectations and IPP goals and objectives.
o To participate in Gifted Programs such as Science Sizzle, Resource pull out, modified in class assignments.
o Staff will attend SAPDC Mentorship Math Program. o Homework Club with LCI students for Grade 5 class.

Performance Measure:

Percentage of students who achieve the acceptable standard and the percentage who achieve the standard of excellence on Grades 3 Provincial Achievement Tests (writer results).

*Performance Measures*	*Last Actual*	*Previous 3-yr Avg.*	*Evaluation*			Improvement Targets 2008/09^*
*Performance Measures*	*Last Actual*	*Previous 3-yr Avg.*	Achievement	Improvement	Overall	Improvement Targets 2008/09^*
Grade 3 Language Arts Percentage of students who achieved the acceptable standard on the provincial achievement test.	96%	83%				95%
· Percentages of students who achieved the standard of excellence on provincial achievement tests.	8.3%	7.7%				10%
· Grade 3 Mathematics · Percentage of students who achieved the acceptable standard on the provincial achievement tests.	92%	84%				90%
· Percentage of students who achieved the standard of excellence on the provincial achievement tests.	33.3%	15%				15%

Outcome #2: Students model the characteristics of active citizenship.

DISTRICT PRIORITY: Improving communication to the Public: Citizenship

Strategies:

o Members of the Chamber of Commerce Citizen Awards Program.

o Sending School Monthly Newsletters to other schools.

o Positive Nature of our School.

o Food Drive.

o 100^th Day Celebration donation of Pennies.

o Hosting Community and Federal Events.

Results and successes from previous years:

o We have sent regular newsletters and memos home to parents.

o We have participated in Terry Fox runs, Marathons, Chamber of Commerce Events, food bank activities (100^th day ), cleanup projects etc.

Performance Measure: A6	Last Actual	Previous Year’s Result
Teacher, parent and student agreement that students model the characteristics of active citizenship. · Students help each other when they can · Students respect each other · Students are encouraged to be involved in activities that help the community · Students are encouraged to do their best · Students follow rules	2006-07	2005-06
	Teachers
	100%	100%
	Parents
	77%	*
	Students
	81%	88%

Goal 3: Highly Responsive and Responsible Jurisdiction

Outcome #1: The school demonstrates effective working relationships with partners and stakeholders.

DISTRICT PRIORITY: Maintaining effective community partnerships.

School-based decision making.

Strategies:

o Tree Planting.

o Reading Program with The Cheesecake Café, The Lethbridge Herald, CHAPTERS Book store, A & W, Taco Time.

o Running Program; Kids of Steel, Runners’ Soul Marathon, Chamber Of Commerce Citizens of the Month Program.

§ Results and successes from previous years:

o Our school council has been a vital part of our decision-making process.

o We continue to have partnerships with the above community members.

Performance Measure: C1	Last Actual	Previous Year’s Result
Teacher and parent satisfaction with parental involvement in decisions about their child’s education. Involved in decisions about their child’s education Opportunity for involvement in decisions about their child’s education Involved in decisions at the school Opportunity for involvement in decisions at your school Input of parents into decisions at your school is considered.	2006-07	2005-06
	Teachers
	100%	100%
	Parents
	84.3%	100%

Outcome #2: The school demonstrates leadership and continuous improvement.

District Priority: Addressing Facility Concerns

§ Strategies:

o Continue to develop and articulate the site-based decision making process.

o We will continue to analyze our Provincial Achievement Results and develop action plans.

o We will develop individual and school wide professional development plans and goals.

o We will continue to test our students in reading and numeracy.

o We will use our AISI project as a measure and strategy of improvement.

§ Results and successes from previous years.

o Our staff has been attending numerous professional development activities.

o Our staff has organized professional development days.

o Our AISI projects have targeted improvement areas.

o We have developed action plans for provincial achievement tests.

Performance Measure: E2	Last Actual	Previous Year’s Result
Percentage of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.	2006-07	2005-06
	Teachers
	89%	87.5%
	Parents
	71.4%	*%

§ Strategies:

o Continue with District professional development.

o Add strategies related to ensuring relevant PD opportunities for teachers.

o We will establish a Professional Development Committee

o We will establish a Professional Development Plan for the school

o We will utilize the district wide Professional Development Funds

o We will communicate information about upcoming conferences, SAPDC workshops and district PD sessions and events.

§ Results and successes from previous years:

o We had a great PD activity on Autism as one of our students has severe autism. The parent and Behaviour Solutions Inc. provided a workshop.

Performance Measure: D.6	Last Actual	Previous Year’s Result
Percentages of teachers reporting that in the past 3-5 years the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.	2006-2007	2005-2006
	Teachers
	100%	87.5%%

^{SCHOOL ORGANIZATION AND STRUCTURE
– 2007 - 2008}

Student Enrolment Projections:

Grade level		Projected Enrolment	Number of Classes
	ECS	23	1

	GRADE 1	21	1
	GRADE 2	21	1
	GRADE 3	26	1
	GRADE 4	26	1
	GRADE 5	21	1
	Sub Total	138	6

Staffing Plan (All staff assigned to your school):

CATEGORY	TEACHING STAFF (FTE)	OTHER STAFF (FTE)
Administration	.76
Regular Classroom	5.92
Resource Teacher	.5
Counsellor		One am per week
Secretary		1.0
Library Assistant		.42
Kindergarten Assistant
School Based Assistant		.19
Special Needs Assistant		1.5
Grade 1 & 2 Early Literacy Staff		.39
Caretakers		1.0
Other (Please specify)		.42 AISI/ .23 Speech
TOTALS	7.18	4.23

School Calendar:

EVENT	DATE(S)
Report Cards	Nov.16/07, Mar.7/08, June 26/08
Parent Teacher Interviews
Half days	Nov.22/07, , March 13,1/08
Full days	Nov. 23/07, March14/08
Evenings	Nov.22/07, March 13/08
Professional Development
Half days	Oct. 5/07, May 16/08
Full days	Nov.1/07, Jan.28/08, Feb.21,22/08, April 14/08
School Administration
Half days	June 26/08 pm
Full days	Aug. 30,31/07, June 27/08
Other:

Instructional Schedule:

Bell Times

	E.C.S.		GRADE 1		GRADES 2 -12
	Monday - Thurs.	Friday	Monday - Thurs.	Friday	Monday - Thurs.	Friday
First (Warning) Bell	8:25	N/A	8:25	8:25	8:25	8:25
Instruction Begins	8:27		8:27	8:27	8:27	8:27







Lunch Break			11:15-		11:45-
			12:45		12:45






Students Dismissed	11:45		3:30	11:45	3:30	11:45

Instructional Hours:

	NUMBER OF DAYS	NUMBER OF MINUTES	TOTAL INSTRUCTIONAL TIME (HOURS)
ECS
Full	147.5	195	479
Partial
Fridays
Total Hours
GRADE 1
Full	147	310	759
Partial	3	155	8
Fridays	35	185	108
Total Hours			875
GRADES 2-5
Full	147	340	833
Partial	3	185	9
Fridays	35	185	108
Total Hours			950

Text Box: Please note:
ECS – 475 hours minimum
Grade 1 – 875 hours minimum
Grade 2 –9 – 950 hours minimum
Grade 10-12 – 1000 hours minimum

Changes to instructional programs and services

Additions/Deletions to Existing Programs and Services:

Our school based assistant position created to help with our large Language Arts Classes in grade two and three has been eliminated due to budget issues. Our special education base has been eliminated this year due to budget reductions from the central pool.

New Courses:

^{CURRICULUM
IMPLEMENTATION SCHEDULE}

Elementary (K – 5) Curriculum Implementation Schedule

Program	2006-2007	2007-2008	2008-2009
Social Studies	Social Studies 4 Use of New Program of Studies is Mandatory Sept. 2006 Social 5 Field Testing of Program of Studies	Social Studies 5 Use of new Program of Studies is Mandatory Sept. 2007
Mathematics		Grades K, 1,4 Use of New Program of Studies is optional	K, grades 1 and 4 – Use of New Program of Studies is Mandatory Sept. 2008
Fine Arts, Art		Field Testing of Program of Studies (Proposed)	Use of new Program of Studies is Optional
Music		Field Testing of Program of Studies (Proposed)	Use of new Program of Studies is Optional (Proposed)

§ Response:

o Our teachers have been attending district and regional inservices on the new curriculum.

o We have Mr. Harty teaching and facilitating the new curriculum as a consultant for the publishers.

o We have held school based workshops to go over the new curriculum and resources.

o Mrs. Shilliday is a mentor for the Math Program sponsored by the SAPDC.

o We will be opting to use the new program of studies in Mathematics for K, 1 and 4.

^A^{SSOCIATED PROGRAM MODELS}

^{SPECIAL EDUCATION MODEL}

General Stewart School Philosophy

We, the General Stewart staff, recognize and appreciate the uniqueness of each member of our community. We will guide and assist our students to be the best they can be, intellectually, socially, emotionally and physically within an atmosphere of warmth and togetherness, care and concern, respect and trust.

^{Presuppositions That Form the Foundation of the Program}

All children come to the school with special abilities and needs. It is

the role of the school to maximize all students’ growth in their areas

of strength and to assist the students with development in areas of

need. All members of General Stewart’s teaching community (home,

student, classroom teachers, support staff and services, special

education teacher, and administration share in the responsibility of

meeting the individual needs of all at General Stewart School.

§ All children come to the school with special talents and needs.

§ It is the responsibility of the total learning community to assist each student to be the best they can be. The team approach is the most beneficial for the individual learner.

§ The earlier intervention and support, the more beneficial it is.

§ Children are unique and each has individual needs. These needs must be the foundation for the program for each individual child.

§ As a school we must decide the method that we will utilize our resources to meet the needs of the school. We must accept the fact that we will do the best that we can do and that we will not be able to provide everything for everyone.

§ The support for the classroom teacher by the special education contact teacher will be in language arts.

§ The support for the classroom teacher by any classroom assistants will be direct support and work with the children.

§ Parents are equal partners in the education of children and will be actively involved in the educational process their children experience at school.

§ Special education programs should be offered in the most enabling environment for the individual learner, taking into account the needs of the learner, the needs of other students in the school, and the resources with which the school has to operate with.

§ A school consultative team is the best vehicle for identifying and meeting the needs of learners. The team will include all individuals that can assist the school in providing an educational program for the child. It could include the classroom teacher, the special education contact teacher, school administration, the school psychologist, parents, and other individuals that have an impact on the child’s program. The team will meet as needed on an ongoing basis.

§ Outside agencies and professionals can provide the school with valuable assistance and information on specific children. These agencies will be contacted by the School’s consultative team and the information will be used for program development.

^{Identification of Students with Special Needs}

Although referrals may arise from any source, the primary responsibility for identification of students with special needs rests with the classroom teacher. Other possible sources of referral include but are not limited to outside agencies, the parents of the child, members from our central office of our school district, or any staff member at our school.

Referrals are given to the special education contact teacher as coordinator of the school’s special education program. The consultative team consists of the school principal, the classroom teacher, parents when appropriate, school psychologist and other individuals who work with the child. Due to the size of the school, many decisions are made in informal meetings between the various individuals. The consultative team will determine and implement the process they feel is most appropriate to determine the special needs of the individual learner.

^{Individual Program Plan}

An educational program will be developed to meet the individual needs of the students identified. If the child’s program is different than a regular program for a student at a particular grade level, then an Individual Program Plan (IPP) will be developed.

The Individual Program Plan is developed through a consultative process by all or a combination of the classroom teacher, the special education contact teacher, school administration, the school psychologist, and the learner’s parents. Formative assessment and modifications of the IPP provide the individual learner with the best possible program.

The Individual Program Plan will indicate the academic grade level that the student is functioning at. The certified staff member involved in the planning of the educational program for the student will monitor it. This may be the classroom teacher, the special education contact teacher, the school administration, or a cooperative effort. Instruments used to assess and evaluate students will be determined by the classroom teacher and the special education contact teacher.

^Staffing

A Special Education Contact Teacher will be identified. This individual will be either a part time teacher assigned to this position or the principal of the school. The decision will be based upon the needs and resources available for the school year.

This individual will:

*act as a consultant to the school staff

*assist classroom teachers in the implementation of the IPP. This may involve either teaching individual, small groups, working with the entire class to provide time for the classroom teacher to implement the IPP, or assisting the classroom teacher to implement the IPP within a regular classroom environment

*complete administration functions related to the operation of the special education program

*provide coordination functions between regular and special class teachers and between the District and the school

The special education program will have the support of additional human resources if sufficient funds are available to cover their costs. The human resources that will be utilized are

First Priority – A certified teacher time will be used to deliver the program. This person will act as special education contact teacher, providing direct service to children and classroom teachers. This person will also act as coordinator of the school’s special education program.

Second Priority – A classroom assistant, as funding allows, will implement IPP’s that have been planned by a professional staff member. The special education contact teacher will be the immediate supervisor of the assistant.

The school’s base allocation, if provided, will be utilized to meet the educational needs throughout the school. Assignment of Assistant Time will be based upon classroom and individual student needs of the school. The Assistant will be used to provide instructional support under the direction of the classroom teacher or the special education contact teacher.

The Elementary Liaison Counsellor will be an active team member, providing coordination with outside agencies and professionals, and input for those students when appropriate.

The professional staff will determine the format of the special education program as soon as the resources available to the school are determined. The format will be reviewed annually prior to completing the school’s plan.

^{Program
Areas}

Gifted and Talented – Students are identified through district wide screening at the grade 3 level. Other students may be identified at any point in their regular academic program. Differentiated programming will occur within the regular classroom and identified students will have the opportunity to attend the Science Sizzle program at the University of Lethbridge each spring. An IPP will detail the modifications to the regular program.

Learning Disabled – Students may require a special program to be successful in school. These students will normally be identified by the classroom teacher and referred to a member of the school’s consultative team for assessment. The school psychologist, after further assessment, will determine if “Learning Disabled” status is granted to the student, by the District. Following identification, a formal IPP is developed, implemented, and monitored by the classroom and resource teachers.

English As A Second Language - Students are considered for the ESL program when an evident need is determined by the consultative team or when a student enrolls in the school with ESL status granted by the District. An IPP will be developed and implemented for every student with ESL status.

Sensory and Physical Impairments - Students with status granted by the District for their physical impairments will have an IPP developed to meet their special requirements.

Developmentally Delayed - Students with status granted by the District will have an IPP developed to meet their unique needs.

Behaviour Disordered - Students identified with a behavioural disorder will have an IPP developed cooperatively by the school psychologist, the classroom teacher, the parent or guardian, school administration, and outside agencies/professionals that have contact with the student.

Transition Planning - Transitions will be planned for students with special needs when they exit our school program. Certified staff members will meet with the receiving school to discuss the student’s educational program and the IPP that was developed for the student. Parents will be informed of the alternatives that the school would recommend meeting the student’s needs.

Program Evaluation/Revision - This process takes place on an annual basis during the annual plan review by all certified staff. All aspects of the Special Education Program and services are reviewed and revised as necessary to meet Alberta Ed and District #51’s mandates.

This program is viable, depending on funding provided.

Staff Training/Development Priorities - As mentioned earlier, a first priority is to provide a special education specialist who will act as the contact teacher providing direct service to the children of our school.

This person attends all Special Ed. meetings called by central office to relate information back to the classroom teacher. Staff is updated on new happenings and is made aware of the Special Education workshops available through central office. Staff is responsible to select professional development to meet their personal growth plan. The special education contact person is responsible for remaining the school specialist in this area by attending PD as necessary.

TIMELINE

September

§ Special Program Placement Permission Form

§ Field Trip Permission Forms

§ Medication Forms

§ Monitoring Forms

§ Make a parent contact

§ Contact outside agencies providing services

§ Assessment for G & T (grade 3 and new referrals).

October

§ Information gathering for IPPs

§ Testing students new to District

§ Begin identification of possible exemptions/special provisions for Pats

November

§ IPPs prepared, ready for signatures

§ Prepare anecdotal reports

^{TABLE OF CONTENTS}

^APPENDICES

^{School Profile}

General

School Philosophy

Programs and Services

Issues and Trends

^{Three
Year Education Plan 2007/2008-2009/2010}

o We will develop individual and school wide professional development plans and goals.

^{SCHOOL ORGANIZATION AND STRUCTURE
– 2007 - 2008}

Student Enrolment Projections:

School Calendar:

Instructional Schedule:

Bell Times

Instructional Hours:

Changes to instructional programs and services

Additions/Deletions to Existing Programs and Services:

^{CURRICULUM
IMPLEMENTATION SCHEDULE}

^A^{SSOCIATED PROGRAM MODELS}

^{SPECIAL EDUCATION MODEL}

^{Presuppositions That Form the Foundation of the Program}

^{Identification of Students with Special Needs}

^{Individual Program Plan}

^Staffing

^{Program
Areas}

TIMELINE

September

October

November

TABLE OF CONTENTS

APPENDICES

School Profile

General

School Philosophy

Programs and Services

Issues and Trends

Three Year Education Plan 2007/2008-2009/2010

o We will develop individual and school wide professional development plans and goals.

SCHOOL ORGANIZATION AND STRUCTURE – 2007 - 2008

Student Enrolment Projections:

School Calendar:

Instructional Schedule:

Bell Times

Instructional Hours:

Changes to instructional programs and services

Additions/Deletions to Existing Programs and Services:

CURRICULUM IMPLEMENTATION SCHEDULE

ASSOCIATED PROGRAM MODELS

SPECIAL EDUCATION MODEL

Presuppositions That Form the Foundation of the Program

Identification of Students with Special Needs

Individual Program Plan

Staffing

Program Areas

TIMELINE

September

October

November

^{TABLE OF CONTENTS}

^APPENDICES

^{School Profile}

^{Three
Year Education Plan 2007/2008-2009/2010}

^{SCHOOL ORGANIZATION AND STRUCTURE
– 2007 - 2008}

^{CURRICULUM
IMPLEMENTATION SCHEDULE}

^A^{SSOCIATED PROGRAM MODELS}

^{SPECIAL EDUCATION MODEL}

^{Presuppositions That Form the Foundation of the Program}

^{Identification of Students with Special Needs}

^{Individual Program Plan}

^Staffing

^{Program
Areas}