7/29/2019 NIST Ele Class Placement Timeline 2013

1/1

NIST Elementary Class Placement Timeline 2013

March 5

Class Placement Team Meets early March - planning class set-up

Information Sent to Staff re Staff Meeting on March 12

Class Placement Team (CPT), VP Pastoral, Counsellors, LS Coordinator, EAL Coordinator, EL Manager

Transdisciplinary Survey Sent to teachers to complete prior to March 12 staff Meeting

March 11

Staff Meeting March 12 - collection of Academic data

Teachers provided with Academic Data to assist in Data collection re student ability levels

Teachers complete the data collection at the staffmeeting in line with data provided, and previously

completed TD Skills survey

April 1

EY-Yr 1: Sociogram collected by class AAs in consulatation with teacher and students. (5 students

selected)

Yr 2-6: Ele VP & Counsellors help classes to complete Sociogram - times booked in lab. (6 studentsselected)

April 8

Teachers to remove 1 student choice from the student selections (Yrs 2-6) - consider

things such as together too long, don't work well together,poor choice etc. Return by

Thursday 11

Email sent to parents from Principal explaining the Class Placement process and providing

the parents with the the opportunity to share information on the school year and theirchild's needs as a learner. Return by April 22.

April 22

Ele Admin reviews feedback and documents specific needs

Coordinators seek feedback from teachers student placement from teams

7.00-7.30 am Drop in to Ele VP with specific placement concerns

April 29

Coordinators to meet with ELE VP to share team suggestions for placement.

Class Placement Process Proceeds - Counsellors and Ele VP place students

May 20

Final Review of classes by staff and by CPT

Classes entered into Veracross (restricted access)

August 2013CP Team meets to place all new students enrolled over the summer (After August 1)

The class placement process is designed to establish learning pods thataccommodate the social, emotional and academic needs of students, whilst

ensuring a diversity of nationality, language and gender balance. To best meet

the individual learning needs of students, a clustering model groups students

with common learning needs.