As we approach the end of another school year, preparations have slowly begun to ensure that our class structures are in place for September. Preparing class lists is a process that involves hours of work, on behalf of all staff, to ensure that the needs of all our students are met. Lists are fluid documents that may be changed and revised several times from now until the beginning of school in September. A great deal of thought and reflection goes into the placement of each child. Many factors are considered in student placement including: academic abilities, social groupings, and gender ratio. In addition, we consult Board and Ministry of Education guidelines including those for combined classes.

Each new school year is a tremendous opportunity for students to meet new friends and expand their circle of acquaintances. Our goal is to place a child where they will achieve the most success academically while trying to balance their social development. A balanced class reflects the diversity and needs of our school community and all our students.
Through collaboration and communication with support staff, classroom teachers and the special education teachers, our goal is to create classes that:
 
- Are balanced with all types of learners across all classes taking into consideration academics, social factors and gender.
- Create a positive learning and social environment for all students considering learning needs and past experiences with peers.
- Review all students with IEPS to plan for special needs and accommodations.
- Plan for a positive and productive transition for all students.

Communication is essential to this process. We are seeking specific input from parents that focuses on unique needs and situations. For parents who feel their concerns are significant enough that it may impact classroom placement, we have implemented the parent input process where parents may fill out an online google form to share concerns or issues that may impact placement or transition planning. The information provided will be kept confidential and reviewed by the principal and vice principal. However, considerations for placement may need to be shared appropriately with staff assisting in class placements.

Please be clear that parents are not required to fill in this form. This form is only intended for parents who feel they need to communicate a specific concern to the school team for consideration.

When parent input in the format below is received, the principal and vice principal will sort parent input based on special considerations.
 
Special Considerations: A Special Consideration is a unique need or issue regarding a child that the principal, vice principal and school staff determine will significantly affect his/her placement. Special Considerations are intended to avoid unfavorable groupings with other children or to repeat an issue that has happened in previous years. Special Considerations may be based on the following:

- Significant and uncommon social, emotional or physical challenges.
- Past personal history with individuals that may impact your child.

Special Considerations should take the form of one or more of the following:

- Identifying the accommodation needed that may affect class placement
- Identifying the peer that is requested as a positive support to directly address the special need
- Identifying a past experience that should not be repeated


Our goal through our placement process is to work to address concerns and to identify any additional supports needed during the transition from one grade to the next. So, if you have a significant concern about your child’s placement, please follow the directions below:

The parent input process is not intended to provide the opportunity to request a specific teacher. Any request to be placed with a specific teacher will be disregarded and consideration will focus on the student need identified.

If you submit more than one consideration, please be clear which is the most important as it is not always possible to accommodate more than one consideration.