Building relationships and creating a safe, caring, and welcoming school environment for our students from grades 3 - 12 is foundational to being successful with our students. We understand that many of the students entering Edmonton Academy have struggled, so school and learning may be synonymous with frustration and failure. Our staff is committed to building a school community using our school-wide positive behaviour support model of respect, responsibility, and relationships to support all students to experience success academically, socially, and emotionally.
Through our staff and student engagement and participation, we encourage an inclusive and positive school culture and community. Building these relationships are very important and therefore Edmonton Academy staff and students take part in whole school activities, such as assemblies, special events (Terry Fox Run, Halloween, Christmas Extravaganza, Spring Break Trips), volunteering in the community, a staff and student retreat, and physical education or other field trips.
Edmonton Academy classrooms are built on the universal design for learning educational framework founded on research that guides the development of flexible learning and learning environments. Using the Alberta Education curriculum, our student programming is designed following these evidence-based instructional practices and specialized interventions proven effective for students with specific learning disorders/disabilities:
Reduced instructional group size
Low teacher-to-student ratios.
Embedded support of cognitive processes
Integrating the development of executive functioning and self-regulation into the classroom and into academic teaching for struggling students.
Intensified instructional delivery
Use of explicit instruction.
Systematic instruction (differentiated based on student needs).
Opportunities for students’ response and feedback (development of self-regulated learners).
Intensifying instructional delivery for struggling students.
Increased learning time
Daily learning strategies block, additional tutoring, processes to closely follow student’s programming and success, including review/study skills and homework.
These intervention recommendations are based on a publication by the Center on Instruction which includes recommendations and data collected from multiple educational research organizations.
(Vaughn, S., Wanzek, J., Murray, C.S., Roberts, G. (2012) Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Education)
Educational and instructional technology- used to enhance teaching (SMART boards, document cameras, FM system, Bring Your Own Devices (BYOD) initiative, technology programs).
Multisensory/multi-modality instructional delivery
Assistive technology supports and strategies – chrome books/laptop computers for word processing, limiting note-taking (access to digital notes/powerpoints), using Google Classroom, Read and Write program for Google which will provide voice to text, text to speech, research support, study support + many more strategies).
Digital/audio materials - textbooks, novels, and exams.
Extended time - for any exams, tests, or assignments (as needed).
Regulation supportive classrooms - with furniture, supports, and strategies available as needed.
Access to handouts/notes - either in digital and/or in paper format to reduce notetaking (in alternative colour if needed).