Parent Eductional Series

GWSS SERT Team 

SERT ALPHA - Student Surname

Michael Crabtree A– F

Nemanja Pjanić Special Ed. Program Lead    G– P

Jeff Morrow Q – S

David Del Monte T - Z

SERT Role

• supports students with unique learning needs for success 

• assists students with academic programming

• updates/manages/reviews all IEPs

• supports students with goal setting, self-advocacy, learning skills

• meets with teachers to ensure students have required accommodations and resources

• completes special education testing, as required

• facilitates/assists transition of students with IEPs to secondary & post-secondary education

What is an Individual Education Plan (IEP) ?

An IEP is a written plan to help support student learning and achievement. It is a working document which describes the strengths and needs of a particular student, as well as the special education program and services the student is receiving within the resources available to the school board.

For more details - click HERE

Our Commitment 

• to using technology to enhance learning and prepare students for success in a digital world. From Chromebooks and iPads to 3D printers, virtual reality, and coding tools, our students have access to a wide range of innovative learning technologies.

• to ensuring equitable access to technology for all students. While students are welcome to bring their own learning devices, such as Chromebooks, laptops, or iPads, to support their work at school and at home, we recognize that not all students may have access to personal devices. In those cases, the school will provide the necessary technology to support student learning.

However, we are also asking students not to use personal mobile phones in the classrooms, unless explicitly permitted by the teacher. If mobile devices are brought to class, each teacher will have clear guidelines in place regarding their use for learning.

Mobile Devices – Guidelines & Expectations 

In line with the Ministry of Education’s updated direction (PPM 128), Garth Webb has developed clear expectations for the appropriate use of personal mobile devices, including cell phones, during the school day.

For more information about mobile device use at GWSS — including guidelines related to:

• During Class & Assessments/Evaluations

• Emergency Situations

• Respect for Others

• Progressive Discipline and Acceptable Use

We encourage parents/guardians to review our full Mobile Device Use Guidelines document.

Together, we can help ensure that technology continues to support, not distract from, student learning and well-being.

Thank you for your ongoing support.

Mobile Device Use Guidelines Document

We encourage parents/guardians to review our full Mobile Device Use Guidelines document.

Together, we can help ensure that technology continues to support, not distract from, student learning and well-being.

Thank you for your ongoing support.

At Garth Webb S.S., we are committed to assessment and evaluation practices that support student learning, reflect fairness and equity, and align with the Ontario Ministry of Education’s Growing Success policy (including the latest 2024 updates). Our goal is to provide meaningful, accurate information about your child’s progress while helping all students reach their full potential.

This week, we’d like to highlight a key element of assessment: Triangulation of Data.

What is Triangulation of Data?

To determine a student’s grade, teachers collect and interpret evidence of learning from three sources:

• Observations (e.g., watching students during group work or hands-on activities)

• Conversations (e.g., class discussions, check-ins, student-teacher conferences)

• Products (e.g., assignments, projects, tests, portfolios, presentations)

Using multiple sources ensures that all students have a variety of opportunities to demonstrate their learning in ways that work best for them. This approach also allows teachers to adjust instruction and provide feedback tailored to student needs.

Examples of this in action include:

• Small group discussions where students explain their thinking

• Projects or demonstrations that allow creativity and depth

• Portfolios or presentations that show learning over time

The Role of Professional Judgement

Teachers also use their professional judgement to make fair and informed decisions about student learning. This means they consider:

• Curriculum expectations

• The context of learning

• Quality and consistency of student work

• Which assessments carry more weight based on their depth and relevance

• Any incomplete or missing assessments

Professional judgement is not subjective guessing: it’s a thoughtful, reflective process based on expertise, training, and ongoing observation of each student’s progress.

By using triangulation of data and applying professional judgement, our teachers strive to ensure that every student is assessed in a way that is accurate, inclusive, and focused on growth.

If you have any questions about how assessment works at GWSS, we encourage you to reach out to your child’s teachers or our school team.

At our school, we are committed to assessment and evaluation practices that support student learning, align with provincial policy Growing Success, and reflect the values of fairness, equity, and transparency.

Assessment and evaluation are guided by the principles set out in the Ontario Ministry of Education’s Growing Success document, as well as the most recent updates (2024). These practices are designed to provide meaningful information about student learning, inform instructional decisions, and help all students achieve success.

A few key points we would like to share with you:

1. Curriculum Expectations vs. Learning Skills
Student achievement is evaluated based on overall curriculum expectations for each course or subject. This includes assessments collected through observations, conversations, and student work (assignments, presentations, projects, tests, etc.).

Learning skills and work habits: such as responsibility, organization, independent work, collaboration, initiative, and self-regulation - are important indicators of a student’s growth and success. However, they are evaluated and reported separately from a student's academic achievement. While they do not factor into the final course mark, they provide valuable insight into how a student approaches their learning.

2. Final Course Grades (Grades 9-12)
In secondary school, final course grades are determined as follows:

• 70% of the final grade is based on assessments completed throughout the course. This reflects the student’s most consistent level of achievement, with more recent evidence given greater weight.

• 30% of the grade comes from a final evaluation (e.g., exam, performance, essay, or project) administered near the end of the course. This allows students to demonstrate their comprehensive understanding of the course expectations.

3. Transparent and Ongoing Communication
Teachers clearly communicate learning goals, success criteria, and evaluation methods to students and families. Assessment is ongoing and varied, allowing students multiple opportunities to show their learning in different ways.

We are committed to ensuring that all students feel supported and confident in their learning journey. If you have any questions about how assessment and evaluation work, or how your child is progressing, please don’t hesitate to reach out to their teacher or the school office.

Thank you for your ongoing support.