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Service Delivery Model

Phase I: Planning

Step One:  Assemble profile of learner’s needs

The objective of this step is to create a written description or profile of a student’s learning needs. Where possible, the Centre will use existing information to help assemble this profile. If a child has already been tested, these reports will be used. Additionally testing will only be recommended if there is insufficient information from other sources to create a good profile of learning needs.

Step Two: Create a customized learning plan

Using the learning profile, a plan will be created for a student. These plans will identify the type of support and interventions it is believed that the student needs, along with anticipated outcomes. In addition to considering a student’s challenges, the plan will also take into account their strengths and talents.

Step Three: Match student to teacher

The staff at the Centre have a rich variety of experience, skill sets and personalities. Consideration will be given to matching a student with the best teacher at the Centre to meet their needs both academically and from a personality perspective. We want students to get along with their teachers. ‘Fit’ is a very subjective but important consideration and ‘fit’ matters! We want to create a situation where a student likes their teacher and is highly motivated to work with him or her. Sometimes teacher adjustments will need to be made to meet this goal.

Phase II: Instruction

Step Four: Implement customized learning plan with one on one instruction

Beginning with the very first session, students receive instruction based on a learning plan that has been tailor-made to address their strengths, talents and learning challenges. Instruction is provided one on one, and is normally one hour in length.

Step Five: Continuously assess progress and refine learning plan as needed

At the end of each session, a teacher plans the lesson for a student for the next session. Lesson planning is based on the overall learning plan for a student and on their progress. This means the learning plan is constantly refined and is a live document. At regular intervals, approximately once every ten lessons, the entire approach is considered. If necessary, adjustments may be made to the overall lesson plan to better address a student’s needs or to reflect previously unknown challenges or strengths.

Step Six: Transition to purposeful small group instruction

After a student has made significant progress, it is often helpful for them to work in very small purposeful group environments. This can aid with transition out of the Centre. We think it is also more engaging for a student who is ready to graduate from the Centre to work with other students. Students at this stage will be matched with other students with similar learning needs. Groups will still be kept very small.

Phase III: Long Term Monitoring

Step Seven: Graduation with provisions for return

If a student is doing well and there is limited benefit from continued sessions, a recommendation will be made for regular sessions to end. Students are welcome to return if they experience difficulties for either intense or more periodic support.