Achievement and SIP

Measures of Student Achievement and Success

All students of Crystal Bay have been assessed by physicians, psychologists, and other professional support personnel. Crystal Bay students require individual, specialized academic programming. For some, programming also requires the services of trained medical personnel, occupational therapists, physiotherapists and/or speech and language pathologists. Staff members use assessment data, from numerous sources, to inform and to develop an Individual Education Plan (IEP) for each student. IEPs are working documents that outline SMART (Specific, Measurable, Achievable, Realistic and Time-sensitive) goals and learning expectations. A progress report is provided in the fall and then one report card each term is used to provide information on student progress based on achievement and assessment data as outlined in the IEP.

Specialized class programs are also assessed in relation to the Quality Program Indicators developed by Learning Support Services for students with Developmental Disabilities.

School Improvement Plans and Initiatives

Crystal Bay will focus on the following areas for the academic year 2019-20.

School Learning Plan

Researchers in the fields of education and child psychology have amassed significant evidence for the necessity of play. Play develops critical cognitive, emotional, social and physical skills for learning among all children of all ages, and indeed among adolescent and adult learners.

Play supports the following learning:

1. Cognitive skills, including language, problem-solving, creativity, and self-regulation.
2. Socio-emotional growth in terms of interacting with others, negotiating and compromising. 
3. Fine and gross motor skills are developed through many play activities.

Other benefits of play:

1. Play provides a child with an opportunity to have control over their own learning.
2. Play stimulates one curiosity and encourages further exploration.
3. Play provides a learning environment that is safe, anxiety- and risk-free.
4. Children face challenges during play which supports the development of their resiliency.

Our School Learning Plan is focused on math during play. Play provides many opportunities to explore math concepts. Researchers have found evidence of mathematical activity during almost half of their observations of play and these take place during free play (i.e. without the play being guided by an adult). Our educators will recognize math during play and then using play will move students on their own personal math learning trajectories.

Student Well Being Plan

Our focus for student well being is on increasing their engagement in play. Engagement in an activity supports a student with their sense of connectedness to others and their sense of belonging which improves their well being.

Safe and Caring Schools:

Students and staff will participate in celebrating student achievement in a variety of areas, to promote a community of inclusivity. At monthly staff meetings, all staff will engage in in team building, professional development and professional learning communities.

Parental Engagement/Involvement

Encourage further parental involvement in the school through Meet the Teacher/Open House night and a Transition Fair in the spring.


Partnerships in the community provide a rich and academic environment for all students/staff by establishing ties with: community schools for integration and reverse integration opportunities for our students through participation in cultural activities such as dance performance, choir or band and small group involvement; Businesses: Genband who have donated computers to the school and who assist with yard improvement projects.

Educational Training:

Algonquin DSW/SSW program; secondary co-op placements; Loyalist DSW program; and OCRI volunteers.

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