The Baked Potato

Name of School:


Our school is considered:


In five words or less, describe your prototype

Communicate, Reflect, Open Minded and Contribute.

Insert an image that showcases your prototype.

How might we?:

Meet all the students needs to be literate and numerate

Be responsive in our programming for students requiring a Studen Support Plan.

Ensure students acquire competencies for today's demands.

Describe the prototype(s) your school will focus on. Get creative. Be sure to describe the various approaches staff will take, what you will keep your eye on and how staff plan to document their results.

Having an inclusive culture is one of the cornerstones of the Dragon Code. We will be respectful, accepting and kind. Through an inclusive educational environment, students will develop an educational path in consultation with parents, teachers and learning support specialists, who are trained to provide the best in educational adaptation and modification. This year, we invited students and their parents to meet with us to develop School Success Plans. Previously, this was done at the school and sent home for signatures. This year, parents completed a pre-planning page, outlining their childs strengths, what strategies were supportive and what they wanted their child to accomplish. Students also thought about these areas as part of the contributions to the process. Teachers invited families in to write goals and record information from the experts- the students and the parents. Once the SSPs were completed, everyone was aware of the intentions for learning, ow to get support and how to communicate when things were going well or needing support. This was well received by the parents. 

The responsiveness of the programming is further evidence of the inclusive nature at Langdon School. Teachers and students are consistently reflecting on how learning needs are being met. In the younger grades, teachers and learning support staff are often engaged on dialogue about progress, and materials: "Is this working?" " I think we need to change this."At the upper levels, our students are starting to say, "I need help with math. " "I don't get this and I feel lost". In response, we meet and change the programming as needed. As a result, we have several students who have individual schedules geared directly for their needs. 

Staff are implementing flexible groupings at certain grades to allow for larger group experiences and outcomes. The grade 7 cross-curricular project involved all of the classes. This gave everyone a common experience and time to think, reflect and analyze together. It also created a shift in the class vs class culture that sometimes grows. The students saw teachers working, planning, talking side by side and learned from this modeling.  We have found these approaches to be both rich in generating project ideas but also in reflecting on best practices moving forward.