STUDENT LEARNING SUPPORTING
PURPOSE AND RATIONALE
The Supporting Student Learning at Hillfield Strathallan College document brings together all of the policies, processes and structures that exist across the College to support student learning. It provides both current and prospective students and parents/guardians with explicit details regarding the many efforts that HSC makes to ensure that all of our students are provided with ample support and opportunity to achieve their very best within our learning environment. The document highlights
the areas of support that are consistent across the College and seeks to clarify areas where our support processes are different between the four school divisions that comprise our school community. Finally, the document outlines the learning boundaries that HSC is capable of supporting, detailing what types of learning supports the College is able to provide and identifying those learning supports that we are unable to offer because they extend beyond the scope of HSC’s program.
HSC’S MISSION AND IDEALS
College Mission Statement:
Learn with Joy. Live with Purpose.
The core mission at Hillfield Strathallan College is to develop joyful and engaged students who live life with purpose. The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them. Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond. Their journey at HSC prepares students to live with purpose—to understand their world, inspire, lead, act, and make a difference in their own unique ways.
As defined by the student body at HSC, the following are the ideals that our community believes are essential in developing well-rounded leaders who possess a genuine sense of purpose:
INTEGRITY
• We are honest not only with our peers and colleagues, but with ourselves
• We stand up for what we believe in
• We take responsibility for our actions
• We are true to our word
• We allow actions to speak louder than words
RESPECT
• We understand the importance of being humble
• We think beyond ourselves through empathy and kindness
• We are courteous and compassionate
• We find a sense of worth and value in others and ourselves
• We are conscious and responsible for our own and the College’s environmental sustainability
COMMUNITY
• We build friendships through inclusivity and the celebration of individual differences
• We foster positive relationships at HSC and beyond our gates
• We educate ourselves and each other of issues beyond the College
• We guide and support each other through mentorship
• We create equitable and inclusive spaces for all groups
• We learn alongside each other
DETERMINATION
• We are committed and optimistic
• We encourage individuals to strive for their own excellence
• We persevere when faced with adversity
• We learn from our missteps
INDIVIDUALITY
• We inspire and encourage individuals to express themselves positively in the pursuit of their own unique passions
• We value creativity and innovative thinking
• We are confident in who we are and who we will become
• We celebrate our diverse experiences and their influence on us
HSC’S GUIDING EDUCATIONAL PRINCIPLES
AT HSC, WE BELIEVE THAT THE BEST LEARNING OCCURS:
• With an understanding of ourselves as learners;
• With each other, and from each other;
• With a blend of challenge and support;
• With an expectation, and the encouragement needed, to lead;
• With excellence honoured and demonstrated;
• Through creativity and an entrepreneurial spirit to think critically;
• With resiliency in mind and body; and
• With an awareness of, and engagement in, global, cultural, economic, social and environmental issues.
DUTY TO ACCOMMODATE
Human rights law and policies establish that all educational providers have a duty to accommodate students with disabilities to the point of undue hardship. Hillfield Strathallan College recognizes and understands that, in order to have the opportunity to access education equally, students with documented disability or exceptionalities may require various forms of accommodation to their learning programs. As such, HSC is committed to accommodating the needs of students with disabilities in a way that responds to a student’s unique circumstances. In accordance with the Ontario Human Rights Commission, HSC will accommodate the needs of students with disabilities to allow them access to educational services equally, unless to do so would cause undue hardship for HSC to implement.
While HSC does not have a special education department, through our Student Success and Learning Services programs, the College is able to provide selected accommodations aimed at assisting students with special learning needs to develop their individual potential and experience success within our defined academic programs. These accommodations may include the following: extra support in the classroom; assistive technology; learning materials in alternative formats; extended test times; alternative testing environments; and assistance from specialized professionals, with any associated fees paid for by the family or guardian (namely, psychologists, psychometrists, social workers, counsellors, speech and language pathologists, sign language interpreters, mobility instructors, and other professionals and paraprofessionals trained to work with students with specific needs).
It is important to note that, while HSC is able to enact various accommodations for identified students, the College does not modify or remove academic program requirements based on special needs. At the secondary school level, this may mean that a student is better suited for enrolment in an open or applied level course when, despite their accommodations, they are unable to meet the full course requirements of an academic level course. In these situations, the student and their parents/ guardians will receive additional academic counselling from the Student Success Centre in the Senior School so they can better understand the longer-term academic pathway consequences that arise when students take credit courses below the academic level. For more information on accommodation versus modification, please see the section of this document titled Distinguishing between Accommodations and Modifications on page 24.
IDENTIFICATION
AND DOCUMENTATION FOR STUDENTS WITH DISABILITIES
Students and parents/guardians requesting accommodation for an exceptionality are responsible for providing the appropriate documentation (i.e. a full-scale psychoeducational assessment) to the College during the admission process or immediately following a diagnosis, whichever
happens first. The College may not be able to provide supports to students who do not inform the school of their exceptionality and/ or do not provide the appropriate documentation and assessment information, either at the time of admission to HSC or at any point following their admission to the school.
Documentation of any exceptionality must come from a qualified practitioner who is certified in diagnosing and treating a student’s particular exceptionality. In the vast majority of cases, a standard medical note from a family doctor falls short of providing the detailed information related to a child’s learning needs and lacks the all-important clinical recommendations as to how a child’s learning environment could be accommodated to best meet their needs. In situations where a family has opted to not have a full psycho-educational assessment completed for their child, the College reserves the right to ask the family to complete an HSC Learning Services Medical Documentation Form so that additional information can be gathered to assist the College in putting together a well-informed Individual Learning Plan for the student.
HSC requires a psychological or psychoeducational assessment with an identification of an exceptionality prior to initiating an HSC ILP (Individual Learning Plan) for that student.
The assessment report must be completed and signed by a registered psychologist or registered psychological associate. The assessment report may include an assessment of the following:
» Cognitive functioning;
» Academic functioning;
» An assessment and identification of specific information processing deficits that are present to constitute a learning disorder
» Social-emotional functioning.
Associated test scores must be included in the report, along with the entire Summary and Recommendations sections that the trained professional conducting the assessment would encourage HSC to consider when determining the appropriate accommodations and supports for the student’s learning.
HSC recommends that psychoeducational assessments be no more than three years old. In cases where an assessment is more than three years old, the College may request that parents/guardians have their child reassessed, which will lead to the sharing of new information and recommendations that will enable the school to be better informed and equipped to manage the student’s current learning needs. Families are encouraged to contact their school’s
LS Specialist for additional information.
In cases where parents/ guardians refuse to have their child reassessed and/or opt not to share relevant information regarding a student’s learning abilities with the College, HSC’s ability to best meet the student’s specific and current learning needs is subsequently compromised and, as such, the student may not be able to receive any or all of the appropriate accommodations. For parents/guardians and students who wish to have academic accommodations continue into their years of post-secondary study, it is imperative that the student has a valid educational assessment completed prior to their entry into a post-secondary institution. Parents are asked to check with the LS Specialist in the Senior School and/ or communicate directly with the post-secondary institution regarding the documentation requirements and timelines for students seeking accommodation after they leave high school.
Documentation of medical or physical exceptionalities must be provided by the student’s doctor or practitioner outlining the nature of the exceptionality or illness; a summary of the symptoms, including severity, duration and intensity; a description of expected progress or stability of the exceptionality; and a summary of how the exceptionality might impact the student’s ability to
take part in the HSC program. If the diagnosis is addresses the student’s mental illness, it is not necessary to share the specific type of diagnosis in order to provide accommodations; however, there will be some cases where it is necessary for HSC to require a diagnosis to appropriately accommodate a student, as guided by the Ontario Human Rights Commission, such as the diagnosis of a neurodiverse condition (such as a learning disability, ADHD, or Autism). The Ontario Human Rights Commission guidelines for Confidentiality and Disclosure of Information can be reviewed here.
For mental illness conditions, documentation must include the following: a statement of the nature of the condition; a summary of symptoms, including severity, duration and intensity; a description of expected progress or stability of the impact of the condition; and how the condition might affect the student’s ability to take part in the HSC program. To best support the students, including the DSM-V diagnosis is encouraged.
In order for a student in need of temporary therapeutic support to receive reasonable accommodations, they must be under the care of a qualified medical practitioner and be receiving treatment to address their challenges. Documentation should explain the condition or illness, including the presenting
symptoms, their severity, and the expected duration of the condition or illness. A statement regarding how the condition or illness will impact the student’s ability to participate in the HSC program is also required. Based on the circumstances, temporary supports may be provided, at the discretion of HSC, while the student is receiving treatment. Such supports will be reassessed on a regular basis and may be modified or discontinued, depending on individual circumstances.
All documentation should be sent directly to the appropriate school division’s LS Specialist and/or the appropriate School Principal. The documentation will be reviewed by the administration and selected trained designates (e.g., College Nurse, College Counsellor, LS Specialist) for interpretation and in preparation for the creation of an HSC Individual Learning Plan (ILP) or temporary Student Success Plan (SSP), which will outline the accommodations and learning supports that HSC is able to provide for the student.
In all situations where sensitive and private information regarding a student is being shared, HSC will abide by its privacy policies and the relevant privacy legislation to protect this entrusted information. As such, any information shared with the College related to the private medical, physical, socialemotional, mental health or cognitive abilities of a student will
be held in the strictest confidence. Only the necessary details will be shared with the educators who need to be aware of a student’s situation in order to provide that student with the necessary supports and accommodations.
IMPORTANCE OF PARENT/ GUARDIAN PARTNERSHIP AND COMMUNICATION
HSC is committed to working collaboratively with parents/ guardians. Developing respectful relationships between home and school aids in ensuring that open, honest, two-way communication remains the norm at HSC. The College believes strongly that students are best supported when the student, parents/guardians, teacher, Student Success Team, and school administration are all working together. Clearly defined and transparent learning outcomes can only be realized when all parties are operating with the same set of facts and information is being mutually shared. As such, HSC expects that parents/guardians will make every effort to share important information with the school. In return, the College is committed to ensuring that our students and parents/guardians are kept well informed and that they are included in all of the key decisions related to the student’s learning at HSC.
UNIVERSAL DESIGN FOR LEARNING @ HSC
Universal Design for Learning (UDL) is a research-based framework that addresses learner diversity at the beginning of the curricular design and planning effort. Using UDL to design both academic goals and curriculum opens the potential to dramatically change how we teach, how students engage in learning, and how we measure what students learn.
UDL helps HSC teachers to meet the challenge of teaching a diverse group of individual learners by promoting flexible instructional materials, differentiated pedagogical techniques, and varied assessment strategies. The goal of UDL is to present school subjects in a manner that allows all learners to access the curricular information, while also allowing learners different ways to demonstrate their knowledge. By applying the following principles of UDL, HSC teachers are able to be more innovative in their practice and create genuine learning outcomes that are more aligned with a student’s individual interests and passions.
INTERVENTION TEAM APPROACHES FOR SUPPORTING LEARNERS
When students encounter challenges and/or require specific supports and accommodations for their learning, a number of different professionals within a school division and across the College come together in a team-like fashion to discuss the student’s situation, brainstorm support mechanisms, and determine an action plan aimed at supporting the individual needs of the learner.
While each school division at HSC has its own system for facilitating its Intervention Team’s work, all of the Intervention Teams across the College operate under the premise of meeting individual student needs. Those needs may come to the attention of the Intervention Team based on a student’s performance, or via a concern expressed by a parent/guardian, or from a classroom teacher who brings the concerns forward to the Intervention Team. The group then meets to discuss the student and
share insights as to how best to support the individual.
In each of the four HSC school divisions, the Intervention Team is composed of the LS Specialist, selected members of the Student Success Team, various members of the school’s administrative leadership team (Vice-Principals and/or the Principal), and any teachers who are central to the student’s learning program (home form teacher or tutorial leader). In addition, the College Counsellor, the College Social Worker, and the College Nurse(s) are also members of a school’s Intervention Team. In the case of an international student, the International Student Specialist would also join the intervention discussions. Finally, in the event that a student has suffered a concussion and is under HSC’s “return to learn” protocols, the individual responsible for coordinating return to learn in the respective school division may also attend Intervention Team meetings.
ROLES AND RESPONSIBILITIES IN SUPPORTING STUDENT LEARNING AT HSC
To provide parents/guardians with a better understanding of the various roles and responsibilities that come into play at HSC when we support student learning, the following information details the individuals who are involved in the process: THE HSC STUDENT (age and stage dependent)
THE HSC STUDENT
(age and stage dependent)
• Understands the academic accommodations that are being provided and uses these accommodations in support of their learning needs
• Demonstrates an understanding of their Individual Learning Plan (ILP) and works actively to achieve the stated goals and expectations within that plan;
THE HSC PARENT/GUARDIAN
• WELLBEING SUPPORTS AT HSC
• Provide up-to-date information about their child as it relates to the child’s learning (e.g., recent assessment reports and/or medical documentation);
• Provide important information that will assist in the development and implementation of their child’s educational program (e.g., the talents and skills their child demonstrates in the home and community; their child’s likes, dislikes, learning styles, interests, and reactions to various situations);
• Reinforce and extend the educational efforts of the teachers, Learning Services Specialist, College Counselor/Social Worker and the school by providing opportunities for their child to practise and maintain skills in the home;
• Provide feedback to the Learning Services Specialist on the child’s transfer of skills from school to the home and the broader community setting; and
• Maintain open communication with the school and support the homeschool partnership.
• Connects with the Learning Services Specialist for academic needs and the College Counsellor or Social Worker for their social-emotional needs;
• Monitors their own progress towards goals and maintains awareness of how grades and/or marks will be generated for report cards (as age appropriate);
• Considers the information in the ILP when developing and reviewing their annual education plan (in Grades 9–12).
THE TUTORIAL LEADER/HOME FORM TEACHER
Beyond all of the responsibilities included for classroom teachers, the home form teacher (M2/PK2 through Grade 8) or tutorial leader (Grades 8 through 12) is also responsible for providing additional pastoral care for any students who may be struggling. That may involve additional communications and meetings with parents/guardians, coordinating work schedules for the student across multiple subject areas, or attending Intervention Team meetings to provide insight into a student’s progress.
THE CLASSROOM TEACHER
• Ensures that they are knowledgeable about, and supportive of, the Learning Services programs within their respective schools and across the College;
• Knows which of the students they teach require Learning Service supports and applies the required accommodations, strategies and provisions (as per ILP mandates);
• Acts as an advocate for their students’ academic and learning needs, calling upon additional supports from tutorial leaders/home form teachers and School Leadership Teams as required;
• Provides additional out-of-class academic support as a standard of practice, ensuring that additional help schedules are clearly communicated to students and parents/guardians;
• Follows the “noticing a student” process (as identified by their respective school) when they identify that a student is struggling with their academic program;
• Collaborates with Learning Services faculty and School Leadership Teams for parent/guardian communications regarding potential student learning challenges, assessment and evaluation;
• Attends professional development sessions geared to enhancing their practice when it comes to supporting identified learners; and
• Applies best practices in terms of Universal Design for Learning (UDL), differentiated learning, personalized learning, assessment and evaluation as outlined by HSC’s Guiding Educational Principles and instructive professional documents such as Growing Success, 2010.
THE LEARNING SERVICES SPECIALIST
• Is a key member of the intervention and/or Student Success Team in their school;
• In coordination with the School Leadership Team, establishes, monitors and supports best practices for providing learning accommodations to students with ILPs;
• Develops Individual Learning Plans (ILPs) for those students who have a medically identified learning exceptionality based on official documentation (i.e., psychoeducational assessment);
• In coordination with school administration and school Intervention Team, develops, monitors and supports Student Success Plans (SSPs) for non-identified students who require academic support due to various temporary external reasons (e.g., acute or chronic medical issues, short-term social-emotional challenges, extended school absence, etc.);
• Collaborates with and supports other HSC Learning Services faculty to ensure best practice is in action at HSC to support students across the whole College;
• Provides consultation and in-service and training/support for classrooms teachers to ensure effective implementation of the required academic accommodations and support strategies for students (e.g., examples of Universal Design best practices);
• Provides learning support for students individually, in small groups and in the regular classroom settings to enable students to address obstacles to their learning;
• In consultation with the School Leadership Team, facilitates meetings
with teachers and parents/ guardians to enhance the shared understanding of a student’s learning needs and further strengthen the home-school partnership;
• Acts as liaison in consultation with school administration with external professionals for assessments and debriefing;
• In coordination with the School Leadership Teams, plans, coordinates, and facilitates the transition meetings for students moving from Grade 4/M9 into Grade 5 and from Grade 8 into Grade 9, including classroom teachers and school administration in these meetings;
• Ensures that ongoing, timely communication with parents/ guardians occurs regarding students who are identified, on a Student Success Plan, or who have been flagged regarding a student’s progress.
INDIVIDUAL SCHOOL INTERVENTION TEAMS AND STUDENT SUCCESS FACULTY
• Provides ongoing review and monitoring of student progress within their respective schools with the aim of identifying Student Success Plans (SSPs) for non-identified learners and providing feedback regarding the progress of identified learners who have official HSC ILPs.
THE HSC COLLEGE COUNSELLOR AND COLLEGE SOCIAL WORKER
• The College Counsellor is an essential member of the Intervention Team in all four divisions of the College. The Counsellor and Social Worker attend school-specific Intervention Team meetings and provides detailed information regarding the socialemotional wellbeing of students as required.
SCHOOL PRINCIPALS AND SCHOOL LEADERSHIP TEAMS
• Ensure the implementation of the Learning Services policies and protocols within their schools, adhering to Collegewide expectations while also managing any school-specific aspects of their Learning Services programs;
• Encourage classroom teachers to be the first line of support and advocacy for their students;
• Educate and support classroom teachers in understanding the role they play in supporting students;
• Assist the Learning Services faculty in monitoring the number of students who access Student Success services;
• Monitor the completion of the HSC ILPs within the agreed timelines, signing each ILP to establish a binding agreement between the College and the family;
• Support the Learning Services faculty to ensure that all students receive the supports that are outlined in the ILP;
• Ensure Student Success strategies are included as an important part of staff learning and professional development;
• Engage parents directly in those situations where a student continues to struggle academically, socially and/ or emotionally despite the College’s best efforts to provide support and accommodations.
CHAIR OF STUDENT WELLBEING
• Collaborates with the HSC Learning Services Team (Learning Services Specialists and College Counsellor) and the Academic Team to develop the statement of philosophy for Learning Services at HSC;
• Collaborates with the HSC Learning Services Team and the Academic Team to develop policies and protocols for Learning Services at HSC;
• Ensures consistency in all aspects of the Learning Services program at the College level, allowing for age/stage differences that may exist between the four schools;
• Collaborates with the HSC Learning Services Team to establish a “recommended list” of psychologists and service providers;
• Supports PD and training facilitated by the HSC Learning Services Team;
• Leads intervention discussions with Learning Services faculty and School Principals when there are students who are encountering significant learning challenges that require exceptional supports extending beyond the standard ILP at HSC.
LEARNING SERVICES AT HSC
HSC takes great pride in its Learning Services programs and recognizes that these programs play a central role in ensuring that all of the students at HSC have a rich source of support to draw on when they encounter challenges with their learning.
Each of the four school divisions across the College has a Learning Services Specialist who coordinates the Learning
Services programs within their respective school. While there may be minor differences between the four programs due to age and stage reasons, the following core tenets related to Learning Services remain consistent across the College:
• There will be cohesion in approach, policy and services across the College, so that faculty, parents/guardians and students will know what to expect from Learning Services within their own school and between grade/school transitions.
• Learning Services should aspire to build equity rather than equality (i.e., within policy limits, HSC aims to provide each student with what they need, rather than aiming to treat all students equally or the same).
• Support provided to students by teachers, Learning Services faculty, College Counsellor/Social Worker, and administration will occur through a highly collaborative, team-based approach.
• All support services at HSC function much more effectively when there is a strong home-school partnership founded in clear, honest, two-way communication.
• Over the course of a student’s HSC educational journey, academic supports will evolve in an age and stage-appropriate fashion.
• Learning Services will be delivered in a positive, proactive, individualized, empathetic and transparent fashion.
• In an age and stage supported fashion, Learning Services strives to develop self-advocacy skills within all students, helping them to acquire the most effective strategies to manage their own unique learning needs and better understand their own learning style/preference.
WELLBEING
At HSC, we believe in educating the whole child, and a major component of that task requires the College to pay close attention to the wellness dimension of a student’s life and school experiences.
Wellbeing is a term that speaks to an individual’s positive sense of self, spirit and belonging that is achieved when their cognitive, emotional, social and physical needs are being met. A student’s level of wellbeing depends on many factors, from the nature of their social and family interactions to their emotional, spiritual, physical and mental health. At HSC, we know that positive childhood experiences, physical and emotional safety, and the support of caring adults not only help to shape the dayto-day morale of students, but these factors also help students to develop a positive sense of self and resiliency. As such, HSC actively incorporates a wide variety of opportunities into its school life programs that are geared towards developing and promoting student wellbeing. For further information regarding additional wellbeing programs and supports for students across the College, please speak directly to the appropriate school personnel, such as your school-specific VicePrincipal and LS Specialist.
COLLEGE COUNSELLOR AND COLLEGE SOCIAL WORKER
The social and emotional wellbeing of students is central to their abilities to successfully perform in an academic learning environment and to be fully engaged in the schooling experience. At HSC, students and their parents/guardians are able to access our on site College Counsellor and College Social Worker for consultation on issues related to a student’s social and emotional functioning at school.
PSYCHOEDUCATIONAL COUNSELLING
Psychoeducational counselling between students and the HSC College Counsellor/Social Worker involves the explicit teaching of the social and emotional skills required for students to develop resiliency and optimal wellbeing. Some examples of areas that can be supported through psychoeducational counselling include managing test-taking anxiety, resolving social conflicts, self-regulation, and the effective management of one’s emotional state. These skills and strategies are developed via role play, repetition, and various targeted activities geared towards meeting the student’s particular needs.
During the psychoeducational counselling process, the College Counsellor/Social Worker monitors the growth and development of the specific
target skills and works alongside teachers and other administrators who are actively involved in the promotion of the student’s specific social and emotional needs. This inclusive approach to counselling provides a highly effective “wraparound” model of support.
COUNSELLING SERVICES
During school hours, students and parents at the College, whether attending in-person or participating in remote learning, have access to our College Counsellor/Social Worker for consultation and referral services to support mental health and socio-emotional wellbeing. The College provides social and emotional learning skills to all students to build resiliency and foster wellbeing. As an added level of support, the majority of our faculty and staff participated in Psychological First Aid - Caring for Others.
If your child is experiencing extreme stress, please do not hesitate to reach out to a member of our wellbeing team and we will be happy to support you.
Process for Accessing College Counselling Services
Students and families inquiring about the need to access the services of the HSC College Counsellor and Social Worker should make direct contact with the College Counsellor/Social Worker via e-mail, telephone
or a pre-arranged face-to-face meeting. The College Counsellor/ Social Worker will gather all of the relevant information related to the student’s needs and identify an initial plan of action to support the student. That plan may or may not involve other school personnel, family members or outside professionals. In situations where other parties are actively involved in the action plan, the student must consent to the involvement of these additional individuals.
HSC INDIVIDUAL LEARNING PLANS (ILP)
For an Individual Learning Plan (ILP) to be created at HSC, a student must have undergone a formal psychoeducational assessment performed by a registered psychologist, or have been diagnosed by a qualified medical professional and be under that individual’s care. The full report from that assessment must be shared with the LS Specialist and/or the appropriate School Principal so that an ILP can be generated that is based on the diagnostic information and recommendations contained in the assessment.
Drawing on the information contained in the formal psychoeducational or medical assessment, a draft ILP is created by the Learning Services Specialist in the appropriate school division at HSC. The draft ILP is then shared with the School Principal and, once approved by
the Principal, the LS Specialist then reviews the document with the student (if age appropriate) and parents/guardians.
An ILP takes on official status at HSC once the student (if age appropriate), parents/guardians, LS Specialist, and School Principal have reviewed, agreed upon and signed the document. When all parties have signed the document, the ILP becomes a binding agreement between the family and the College, stipulating the specific learning strategies and academic accommodations that must be in place to support the student’s learning at HSC.
In order to ensure an ILP is current and remains relevant to a student’s learning needs, HSC encourages all families to communicate with their school’s LS Specialist to discuss the appropriate time for a reassessment. For students in their final two years of secondary school who are planning to pursue post-secondary study, an updated psychoeducational assessment
needs to occur in either their Grade 11 or Grade 12 year, and with adult measures, for postsecondary institutions to be able to continue learning supports beyond HSC.
Under the direction of the LS Specialist, an annual review of the ILP will be conducted with the student (if age appropriate) and parents/guardians within the first six weeks of the new academic year. Should updates be required to an existing ILP based on an updated psychoeducational assessment, the LS Specialist will create a new ILP for the student, which will then undergo the same approval process that took place with the original ILP (i.e., parents/ guardians review and Principal signs off). If both the parents/ guardians and the school agree that there are no changes or updates required to the existing plan, then the current version of the ILP will remain in place as the binding agreement until the next review cycle.
STUDENT SUCCESS PLANS (SSP)
Situations can arise where students need a temporary support plan outside of an identification. When this occurs, the College is unable to put together a formal ILP (Individualized Learning Plan) that binds the school to an agreed-upon documented set of academic accommodations. That said, the College does recognize that students who have not met the criteria for an identified learning disability may still require supports above and beyond the best practices of teaching that emerge from the Universal Design for Learning principles. In such cases, the Learning Services Specialist, in conjunction with the Intervention Team, student and parents/guardians, will assess the student’s needs and pathway, and, if appropriate, put together a Student Success Plan (SSP) to assist the student with their academic progress. This plan is not as detailed as an ILP, but it does speak to the strategies that the student and the teachers should employ to support learning. Student Success Plans are nonbinding and are temporary in nature, and may be developed in the interest of students at the discretion of the Learning Services Specialist and Intervention Team. They are not renewed on an annual basis.
IDENTIFIED LEARNING CHALLENGES AND AVAILABLE ACCOMMODATIONS
When a student has undergone a formal psychoeducational assessment conducted by a registered psychologist, or has been assessed by a trained medical professional who specializes in the diagnosis, care and treatment of students whose learning abilities have been compromised due to a medical condition, that professional will provide the family with a written report detailing the student’s learning abilities, deficits and recommended accommodations to support that student’s learning.
It is then the responsibility of the parents/guardians to share that assessment report in its entirety with the Learning Services Specialist and/or School Principal. A key component of the report is a list of recommended accommodations made by the psychologist or medical professional that, in their opinion, will be beneficial to the student and their learning needs. The HSC Learning Services Specialist and School Principal will review that list of recommendations and make a determination as to which suggested accommodations fall within the College’s range of serviceable abilities.
While the College will strive to implement as many of the recommended accommodations related to the student’s identified
learning challenge(s) as possible, there may be certain accommodations and specific learning challenges that fall outside of the College’s scope of service and/or are not possible to offer in an academic learning environment that does not allow for the curricular modification of its programs.
As such, the specific types of accommodations that a student can expect to have access to at HSC may vary based on the nature of the student’s diagnosed learning challenges and the individual needs of that student. In consultation with the student, their parents/guardians and any
external medical professionals or paraprofessionals, the College reserves the right to deny access to any recommended accommodation that falls outside the scope of HSC’s announced academic program and/or any accommodations that would present undue hardship to the College to implement.
The range of student learning challenges or exceptionalities that can be appropriately supported at HSC fall within the following categories: identified learning disabilities, ADHD, mental disorders, and physical challenges.
A learning disability exists when there is a significant discrepancy between a student’s academic achievement and their assessed intellectual ability, with clinically diagnosed deficits existing in one or more of the following areas: i) receptive language (listening and reading); ii) language processing (thinking conceptualizing, integrating); iii) expressive language (talking, spelling, writing); iv) mathematical disabilities; v) executive functioning disorder; and vi) memory and processing challenges (Diagnostic and Statistical Manual of Mental Disorders, 5th Edition). As a diagnostic statement, this will often be written as A Specific Learning Disability in Reading, Written Expression, Mathematics.
The degree of access to the accommodations listed above will depend on the student’s psychoeducational assessment and the College’s input as to which of these accommodations are best suited to support that student’s specific and individual learning needs. All accommodations that HSC determines to be appropriate will be listed in the student’s Individual Learning Plan (ILP).
It is important for parents/ guardians and students to understand and accept that it is beyond the scope and expertise of any member of faculty or staff at HSC to diagnose a learning
disability of any kind. In cases where a family suspects the presence of a learning disability in their child, it is the sole responsibility of the family to seek the appropriate professional services to obtain a diagnosis and subsequent treatment plan.
ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD)
According to the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5), ADHD is characterized by a “persistent pattern of inattention and/or hyperactivity or impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.” It is a condition characterized by a group of symptoms centred around a person’s inability to sustain focused attention on a task, avoiding such tasks, and/ or being easily distracted. It may also include impulsivity and hyperactivity components in certain cases.
It is important for parents/ guardians and students to understand and accept that it is beyond the scope and expertise of any member of faculty or staff at HSC to diagnose attentional deficits of any kind. In cases where a family suspects the presence of an attention deficit in their child, it is the sole responsibility of the family to seek the appropriate professional services to obtain a diagnosis and subsequent treatment plan.
MENTAL DISORDERS
A mental disorder is broadly defined in the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders (DSM-5) as a behavioural or psychological syndrome or pattern that occurs in an individual, the consequences of which result in clinically significant distress or disability for that individual. Mental disorders reflect an underlying psychobiological dysfunction that has diagnostic validity using one or more sets of diagnostic validators, and they do not occur as a result of an expected response to common life stressors or losses.
The range of mental disorders identified in DSM-V covers a significant spectrum of disorders, with each disorder having its own set of symptoms, responses, and treatments. As such, it is beyond the scope and ability of HSC to reasonably provide care, support
and programming for the full range of possible mental disorders. Instead, HSC strives to provide support and accommodations for most individuals who have received a clinical diagnosis under one of the following six categories of mental disorder:
» Anxiety Disorders
» Mood Disorders
» Personality Disorders
» Eating Disorders
» Obsessive-Compulsive and Related Disorders
» Trauma and Stress-related Disorders.
It is important for parents/ guardians and students to understand, and accept, that it is beyond the scope and expertise of any member of faculty or staff at HSC to diagnose a mental disorder of any kind. In cases where a family suspects the presence of a mental disorder in their child, it is the sole responsibility of the family to seek the appropriate professional services to obtain a diagnosis and subsequent treatment plan.
A mental disorder is one aspect of mental health and a disorder may affect learning. Such disorders must be diagnosed by a mental health professional. Once a mental disorder has been clinically diagnosed by a qualified outside paraprofessional, the family can then share the diagnosis and treatment plan with the school, providing the College
Counsellor and Intervention Team with information related to how HSC can best offer support to the student in an attempt to accommodate their learning needs. Ideally, a shared-care situation will be established in these cases so that the College Counsellor has full permission to advocate and care for the student’s needs during the school day, remaining in regular two-way communication with the student, their parent/guardians, and the outside paraprofessional.
At HSC, when looking to identify the appropriate academic accommodations to support a student with a mental disorder, we use the support guidelines that are typically considered by postsecondary institutions. Due to the unique and individual needs that are associated with mental disorders, HSC considers every set of accommodations on a case-bycase basis.
PHYSICAL CHALLENGES
Physical challenges that impact the learning abilities of students can take several different forms, ranging from various physical mobility issues to sensory deficit issues (vision, hearing) or speech challenges that make standard communication difficult. At HSC, every effort is made to implement special supports within the learning environment to provide students with a physical challenge the same opportunity
for educational achievement that other same-aged pupils without exceptionalities have.
When students are presented with a physical challenge, the College meets with the student, parents/ guardians and appropriate external paraprofessionals to consider the types of supports and accommodations that could be implemented into HSC’s program to aid the student with their learning. These types of supports are considered on a case-bycase basis and, as such, HSC cannot delineate a predetermined set of specific supports prior to reviewing each separate case. It is important for parents/ guardians and students to understand and accept that it is beyond the scope and expertise of any member of faculty or staff at HSC to diagnose a physical exceptionality of any kind. In cases where a family suspects the presence of a physical exceptionality in their child, it is the sole responsibility of the family to seek the appropriate paraprofessional services to obtain a diagnosis and subsequent treatment plan.
STUDENT BEHAVIOUR AND HSC CODE OF CONDUCT
While there can be a direct correlation between the presence of a learning challenge or disability and a student’s behaviour, it is important for students and parents/guardians to understand
and accept that HSC has a clearly articulated Code of Conduct that all members of the HSC community must abide by at all times.
This means that if a student behaves in a fashion that is outside of HSC’s Code of Conduct, due to the fact that they are frustrated or experiencing challenges related to an exceptionality their learning disability, the student is still responsible and accountable for their behaviours.
While HSC will take into account the student’s challenges and the various circumstances surrounding the negative behaviour, the College cannot overlook the actions and behaviours of any student, especially if those actions and behaviours impact the safety of the student, the safety of other students, or adversely affect the positive climate and culture of the school.
For further information on the HSC Code of Conduct, which all families have agreed to abide by annually as part of their admissions status with the College, please refer to the HSC Policies and Procedures resource board on myHSC. If students or parents/guardians have any questions about the Code of Conduct or how it is applied to behavioural situations at the College, please connect with your
School Principal or the Deputy Head of College
DISTINGUISHING BETWEEN ACCOMMODATIONS AND MODIFICATIONS
It is important for students and parents/guardians to understand the differences between academic accommodations and modifications, and to recognize and accept that HSC does not modify its announced academic program. This means that the College is only able to support the identified learning needs of a student through the range of academic accommodations available at HSC. In situations where a student’s identified learning needs require a program or course to be modified, HSC may no longer be able to meet that student’s learning needs.
The term accommodation refers to the planned adjustment of selected teaching strategies, assessment and evaluation practices, and other supports that provide a student with an identified learning disorder the opportunity to demonstrate their ability to meet grade-level expectations in a particular academic course. Accommodations set up equity by putting into place academic supports that help to circumvent the student’s learning disabilities and allow them to access curricular information and demonstrate their learning
in ways that are better aligned with their specific learning needs. Accommodations do not alter any of the provincial learning expectations for the grade level or course designation and, when offered to a student, these accommodations must be documented and monitored via the student’s Individualized Learning Plan (ILP).
The term modification refers to when changes are made to the content of the learning expectations that are different from the age and/or grade-level placement of a student. As such, modifications alter the grade-level expectations of the provincial curriculum. The reason that HSC is unable to offer modifications to students is that the College’s academic programs are all geared towards post-secondary preparation and, once a student reaches secondary school, if the learning expectations are significantly altered (modified) in a credit course, the integrity of that course is compromised. In other words, to modify a course means that we are effectively offering a different course that is no longer equivalent to the initial credit course.
ASSISTIVE LEARNING TECHNOLOGIES AT HSC
The use of assistive technologies, both as part of Universal Design for Learning (UDL) for all students and as a way to provide targeted accommodations for identified learners, is fully embraced at HSC. Through myHSC, our online learning management system, and the College’s BYOD (Bring Your Own Device) program from Grades 5 through 12, the College actively promotes the use of technology in the learning process. Teachers and IT personnel provide students and parents/guardians with training on how to take advantage of these technologies to better organize, coordinate and leverage information related to HSC’s curricular and co-curricular programs.
The use of specialized assistive technologies may also be one of the accommodations listed in an identified student’s ILP. When this is the case, it is the responsibility of the student and their family to ensure that the student has the appropriate hardware and software required to operate the assistive technology. The costs for any special hardware or specific software programs are not covered by the College; rather, the family is responsible for purchasing, installing and maintaining any specialized assistive technologies.
ACADEMIC SUPPORT PROGRAMS
Above and beyond the regular academic program and standard classroom experiences, HSC offers a number of different academic support programs to assist students in their learning (i.e.; SMASH, Academic Flex, small group workshops etc.). While many of these programs are optional in nature, where students can elect to join in as a way to augment or reinforce their learning, some of the academic support programs at HSC are school-mandated for selected students. In these situations, the school has recognized that the student is struggling with their learning or is lacking in the necessary skills for success and, as a result, places the student in a specific academic support program in an effort to bolster their skills and bring them up to par with their learning.
The nature of the academic support programs varies across the four school divisions at HSC, so it is important that students and parents/guardians wishing to access these programs speak directly with the appropriate Learning Services Specialist and/ or School Principal to learn more about the program expectations, how they operate, and how students become a part of the program.
EXTERNAL PARAPROFESSIONAL SUPPORTS
While HSC is very fortunate to have highly trained and professional faculty and staff who can offer a broad range of supports and services to our student body, there are times when the needs of a student may exceed the capacity of the in-house faculty and staff at the College. In such cases, HSC is open to
considering the temporary use of outside paraprofessionals in support of the student. Examples of outside paraprofessional services that HSC has called upon in the past are occupational therapy, speech and language pathology, behavioural coaching, and psychotherapy counselling.
The process for including an external paraprofessional in an HSC student’s academic support plan begins with the student (age appropriate), parents/guardians, Learning Services Specialist, College Counsellor, and School Principal meeting to discuss what specific aspects of the student’s support plan require outside intervention. If it is determined that an external paraprofessional might be of assistance, then the College will make a determination as to whether that paraprofessional will be included in the support plan and to what degree that paraprofessional’s services will be used.
Typically, when external paraprofessional services are included as part of HSC’s support plan for a student, the services are of a temporary nature, may involve student withdrawal from the standard classroom, and occur under the shared-care approach. Any costs associated with hiring an external paraprofessional must be covered by the family. If at any time the College feels that the services of the external paraprofessional are no longer in the student’s best interests
or that having the external paraprofessional on campus during the school day is disruptive to programming, HSC reserves the right to conclude its working relationship with that external paraprofessional.
SUPPORTING ENGLISH LANGUAGE LEARNERS AT HSC
In all four school divisions at HSC, defined programs of support are available for English Language Learners (ELL). In the two Early Education Schools (Junior and Montessori), the bulk of the English language support is provided by the classroom teacher and/or the Learning Services Specialist. The acquisition of language by children in early education tends to occur in a more natural and innate fashion, meaning that specific ESL (English as a Second Language) programs are not typically required. Typically, English Language Learners below the age of seven or eight are best served by remaining fully integrated in the regular classroom learning environment, interacting normally with their peers, and engaging with the normal curriculum expectations.
In both the Middle and Senior Schools, English Language Learners are tested for their English language proficiency as part of the HSC admissions process. In situations where a student’s level of language proficiency falls below HSC’s requirements, the students will
be required to take part in the Comprehensive English Program (CEP).
While the nature of the CEP programs varies between Middle and Senior Schools, HSC’s CEP programs all typically involve the student being placed in small groups according to their level of English language proficiency, and a trained ESL teacher works with these students to deliver a planned curriculum that is aimed at bringing the student’s oral, written and reading comprehension skills up to the academic level in English.
At the high school level, the goal is to have all international students functioning at a level of English language proficiency that allows them to be enrolled in the Academic level English course for Grades 9 through 12 (Grade 9 – ENG1D; Grade 10 – ENG2D; Grade 11 – ENG3U; and Grade 12 ENG4U). International students will be placed in their own section of these academic courses and will have a teacher assigned to their section who is specially trained in working with ELL students.
For further information regarding English Language Support programs at HSC, please refer to the Comprehensive English Program document that is linked to the College’s main website and/ or contact the appropriate School Principal.
ENRICHED LEARNING OPPORTUNITIES AT HSC
While HSC does not currently offer a gifted education program, each of the four school divisions offers a number of activities aimed at providing targeted extension opportunities for students who have been identified by their teachers and the administration as ready for more advanced learning opportunities.
HSC POLICY ON EXTERNAL TUTORS
HSC has created a policy document related to the use of external tutors. This policy document details the College’s view on how and when tutors serve a role within the intervention process, and it provides specific guidelines as to how external tutors should be coordinating their efforts and liaising with classroom teachers and the school’s administration.
Any student or parent/guardian who is considering hiring an external tutor to provide additional academic support above and beyond the supports already offered at HSC should consult the appropriate Learning Services Specialist prior to engaging in an agreement with the external tutor. In the Senior School, this is a coordinated approach between the Learning Services Specialist and the Director of Student Success.
TRANSITIONING BETWEEN HSC SCHOOL DIVISIONS
One of the greatest benefits of attending HSC is that our students have the ability to participate in a seamless academic journey that begins as a toddler and culminates 16 years later when they graduate as a Grade 12 student. When one institution is charged with overseeing the care and development of a child over this extended period of time, the degree to which the school and its teachers become familiar with the individual needs, skills and passions of a student is remarkable.
Over time, the College is able to develop deep and meaningful relationships with students and their families as we work together to support the overall development of the student. As students move from grade to grade, or make the transition from one school division to the next, the knowledge and understanding about a child’s individual learning needs and preferences are able to move forward with them and be managed by teachers who are already attuned to the individual student.
As part of the intervention support process in each school, the Learning Services Specialist, Student Success faculty, and school administrators are constantly reviewing and monitoring the progress of students and determining in a
proactive fashion where future hurdles and challenges may lie as the student moves forward through the grade levels. When concerns come to light through the Intervention Team process, students and parents/guardians are consulted and brought into discussions as to how best to support the student. These discussions often play a major role in instigating an update to a student’s existing ILP (Individual Learning Plan) or SSP (Student Support Plan) as the school strives to remain current with its specific student support strategies.
At those times when a student is transitioning from one school division to the next (e.g., Montessori 9/Grade 4 into Grade 5, or Grade 8 into Grade 9), the College requires Intervention Team members from both school divisions to meet and discuss student transitions, ensuring that existing support plans are adjusted or maintained to assist the student as they move onto the next stage of their HSC educational journey. These cross-school intervention meetings begin in November of the year prior to a student making the transition to the next HSC school division, and they typically wrap up in mid-January, so that the School Principals and/ or their designates can reach out to families and update them regarding any concerns prior to HSC offering continued enrolment with the College.
It is important for students and parents/guardians who are making the transition from Middle School (Grade 8) into Senior School (Grade 9) to recognize that there are some key differences in the academic program requirements at the secondary school level. These differences are due to the fact that, as a Ministryinspected independent school, HSC must follow the Ministrymandated regulations related to the granting of credits. For those students with existing ILPs who are transitioning from Grade 8 into Grade 9 at HSC, it is especially important that the parents/guardians and the student are fully aware of the differing supports that are in place related to what the student may have been receiving in the Middle School versus the learning supports that are available in the Senior School. For families in this situation, the College will make contact in late November or early December of the student’s Grade 8 year and arrange for a special transition meeting to review and discuss the range of Learning Services and accommodations that exist in HSC’s Senior School. This meeting may include the following: i) the student (as appropriate); ii) the parents/ guardians; iii) the Learning Service Specialists from both the Middle and Senior Schools; and iv) administrators from either, or both, the Middle and Senior School Leadership Teams. Should a parent/guardian wish to include a Middle School teacher who
has extensive knowledge about their child’s learning needs and has worked successfully with that student in their classroom, the parent/guardian may request that that teacher join in on the transition meeting.
To ensure that students and parents/guardians are fully aware of the program requirements in HSC’s Senior School, the College annually updates and publishes the HSC Senior School Academic Calendar and links it to the school’s website for all current and prospective families to review (hsc.on.ca/sscoursecalendar).
If, after reviewing this document, students and/or parents/ guardians still have questions or wish to discuss any element of the Senior School’s academic program, they should get in touch with either the Director of Student Success in the Senior School or the Senior School Principal.
COMMUNICATION PROTOCOLS WHEN QUESTIONS ARISE
While HSC has done its best to ensure that we have provided our families with a rich source of information, whether that be through the Resource Board in myHSC, parent/guardian information nights, the school’s website, or via documents such as Supporting Student Learning at Hillfield Strathallan College, we appreciate that further questions and/or concerns may still arise over the course of the school year. When this happens, it is essential
that the parent/guardian does not “sit on” their question or concern; rather, they are encouraged to reach out to the appropriate school personnel to seek clarification and/or share their concern in a respectful fashion.
Typically, it is best to direct your question or concern to the individual with whom it is most closely related. In other words, if the question is curricular or deals with a daily classroom practice, the parent/guardian would reach out to the individual subject teacher. In cases where
the question is more general and applies across several classes, the parent/guardian would reach out to their child’s home form teacher or tutorial leader for clarification. If the concern or question is related to a school-wide issue, contacting either the Vice-Principal or Principal would be appropriate. In the event that a parent/guardian is unsure as to where to initiate the conversation, the parent/ guardian should contact the school’s administrative assistant for clarification and redirection.
CONTACT INFORMATION
Below is the contact information for the faculty and staff who play key roles in supporting learning in each of the four school divisions at HSC. Parents/guardians and students should feel comfortable reaching out to them when they have questions or concerns related to the College’s student support efforts.
905-389-1367
hsc.on.ca
MONTESSORI SCHOOL
Learning Services Specialist
Sophie Laverty sophie.laverty@hsc.on.ca Ext. 139
Vice Principal
Fiona Sawyer
fiona.sawyer@hsc.on.ca Ext. 136
Principal
Danielle Hourigan
danielle.houigan@hsc.on.ca Ext. 138
JUNIOR SCHOOL
Learning Services Specialist
Allison Wall allison.wall@hsc.on.ca Ext. 272 Vice Principal
Lisa Mitchell lisa.mitchell@hsc.on.ca Ext. 168
Principal
Shailau Spivak
shailau.spivak@hsc.on.ca
Ext. 172
MIDDLE SCHOOL
Learning Services Specialist (Grade 5-6)
Tracy Espinola tracy.espinola@hsc.on.ca Ext. 127
Learning Services Specialist (Grade 7-8)
Sarah Piron sarah.piron@hsc.on.ca Ext. 238
Vice Principal of Student Success
Martin Birthelmer
martin.birthelmer@hsc.on.ca Ext. 208
Principal
Kim Kniaz kim.kniaz@hsc.on.ca Ext. 146
SENIOR SCHOOL
Learning Services Specialist
Nina Lee nina.lee@hsc.on.ca Ext. 184
Learning Services Specialist
Tracy Noon
tracy.noon@hsc.on.ca Ext. 283
Director of Student Success
Linda Kemp
linda.kemp@hsc.on.ca
Ext. 180
Vice Principal Grades 9 & 10
Kristy Faggion kristy.faggion@hsc.on.ca
Ext. 142
Vice Principal Grades 11 & 12
Michele Sacchetti
michele.sacchetti@hsc.on.ca
Ext. 152
Principal
Ms. Taya Cicchetti
taya.cicchetti@hsc.on.ca
Ext. 229
COLLEGE-WIDE
College Nurse
healthservices@hsc.on.ca
Ext. 197
College Counsellor
Gina Ranger
gina.ranger@hsc.on.ca
Ext. 187
College Social Worker
healthservices@hsc.on.ca
Ext. 212
Chair of Student Wellbeing
Erica Otaguro
erica.otaguro@hsc.on.ca Ext. 306
Deputy Head of College
Jason Caruana jason.caruana@hsc.on.ca Ext. 167
SUPPORTING STUDENT LEARNING
Hillfield Strathallan College
299 Fennell Avenue West Hamilton, ON L9C 1G3
905-389-1367
www.hsc.on.ca advancement@hsc.on.ca
Charitable registration number: BN 11895 7810 RR0001
Our core mission is to develop joyful and engaged students who live life with purpose.
The best learning happens when students are happy to come to school, have opportunities to follow their passions, and participate in deep learning experiences that challenge them.
Joyful, engaged students develop strong relationships with their peers and with the caring adults who spark and support their learning both inside the classroom and beyond.
Their journey at HSC prepares students to live with purpose— to understand their world, inspire, lead, act, and make a difference in their own unique ways.
