What it is
In response to a student’s need, individualized alternative programming is developed and taught for the acquisition of knowledge and skills that are not specifically part of the Ontario curriculum. Examples of alternative programs may include: speech remediation, social skills, self-help/personal skills and/or personal care programs. Alternative programming is individualized and documented on a student’s IEP. Alternative programming goals are assessed, communicated at reporting periods and regularly revised.
• Assess student to determine current level of achievement and report anecdotally on the IEP.
• Utilize non-teacher professional reports and suggestions.
• With a team of teachers, educational workers, parents/guardians and student, develop an Annual Goal.
• Develop the specific learning expectations per term and consider using the SMART goal setting framework. SMART is an acronym often used in the development of modified and alternative learning expectations to ensure they are Specific, Measurable, Attainable, Reasonable and Time limited.
• Determine the specific teaching strategies for each alternative expectation considering the student’s strengths and needs.
• Determine the assessment strategies for each learning expectation.
• Limit the learning expectations to a few specific goals that will be targeted. The learning expectations do not reflect the students entire program, but instead the focus for the term.
• Develop and implement a timetable of when instruction will occur.
• Develop a chart with the learning expectations to track progress.
• Communicate regularly with parents/guardians.
• Goals are typically formally assessed at reporting periods and new goals are set, but learning expectation goals can be adjusted up or down as needed throughout the term.
• Consider the development of a safety/emergency response/crisis response plan for extreme behaviours.