We want all of our students to succeed, and understand that sometimes this means adapting programs to better suit their learning needs. The resource program at Gray Academy aims to enhance each student's learning in order to nurture each individual to reach his or her maximum potential.
Method & Approach
Our resource program is run through a teacher referral process. It may be used if a teacher feels that a student could benefit from the supplementary tools provided and that resource support may be the student's best option for achieving success in the classroom learning environment.
Once a teacher makes this observation, he or she will connect with the student's parent(s). If the parents are in agreement, the teacher will refer the parent(s) to the appropriate resource teacher and a model of approach is decided by the resource department so they may inform and support the parent(s) and teacher in assisting with the student's progress.
Role of Resource Staff
Our Resource staff are here to help teachers adapt programs and provide supportive materials and suggestions. In keeping with this team approach, resource staff continue to:
check-in with each resource student's teachers
maintain open communication with teachers and parents
share helpful materials with teachers and parents
For students in Kindergarten to Gr. 4, resource staff follow the student's lead to decide which of the following models from the resource program's approach are best-suited to the needs of that student:
Collaborative Model: Resource staff sit with the student's teacher(s) and plan according to the daily adaptations that have been decided on for that student and his or her personal needs.
Direct Service Model: Individual and small groups of students with similar needs are grouped together. Information is presented to them in different ways than they’ve seen in class
Regardless of the model being chosen, support staff follow a gradual progression to decide on the interventions that are best-suited to each student, going from the most basic intervention (ie: reducing quantity), and continuing slowly adding levels of intervention to examine the amount of work, readability, and content interventions that are necessary for each student.
Support staff and teachers may choose a variety of interventions, depending on what each student finds success with, but these are the criteria that are used to assess interventions and a few examples of interventions that may be used to positively impact a student's learning:
Classroom environment: Evaluates a student's surroundings (ie: seating arrangement).
Instructional Methods: Evaluates the approach used in presenting materials (ie: differentiating teaching methods).
Tools & Materials: Evaluates the mode used to for the student to explore the subject matter (ie: using electronics, revealing same content using a different reading level)
Production: Evaluates the amount of work a student is expected to complete on a given subject (ie: reducing quantity, using programs/applications)
Assessment: Evaluates the ways a student is expected to demonstrate his/her learning (ie: oral assessment)
Organization: Evaluates how a student manages their various classes (ie: assisting them with a dayplanner and managing deadlines)
If a student's interventions reach the point of requiring an Educational Assistant, (s)he will transition into our Special Education Program.