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Rockhaven School presently has three levels of functional academic and life skills programming that include a unit for children with Autism Spectrum Disorder.  Programming is based on guidelines provided by the Ministry of Education.  Guidelines provide for flexibility to account for the special needs of the students and differentiated instruction.  Smaller class sizes and a specially trained staff, enable each student to learn at his/her own rate and to his/her full potential.
Supported Learning I
This class allows for the student to learn the independence necessary for him/her to proceed.  The student is encouraged to look after his/her own needs and develop physical skills necessary for academic work.  The basic life skills program enables the child to develop pride and self-esteem in caring for him/herself.  An adaptive physical education program enables the student to develop the co-ordination and gross motor skills necessary for a future academic program, as well as good general health.  Social activities are interspersed during the day to allow for both socialization and opportunity for age appropriate play.  Studies involve experiences for the student in his/her environment and provide opportunities for the rudiments of basic functional academic life.  Support Services for speech, health, behaviour and social activities are available to extend beyond the school day.
Supported Leaning 2
Autism Spectrum Disorder
The Supported Learning Class 2 increases the amount of time and direction placed on the academic program.  It is here that the student learns the survival life skills necessary to gain independence to cope in the community.
Through direct instruction and experimentation the child learns to cope beyond home and school.  Areas such as functional mathematics deal with real skills, money, time, measurement and their practical applications.  Parents are encouraged at this stage to assist their child to be active in their community.  Adaptive physical education programs are frequently interspersed with game skills.  Life skills programming is extended to assist the students’ further independence in cooking and caring for the things around him/her.  Communication skills become more refined as they extend further into their environment.

Supported Learning 3 

Pre Vocational
In this classroom, the staff focuses on individual strengths necessary for developing skills in the functional academic areas as well as pre vocational training and opportunities to work at local job placements.  A greater emphasis is now placed on life skills as in banking, weekly budgeting, shopping, menu planning and cooking a complete meal each week for the entire class. 
Social activities are encouraged throughout the week including role playing the general social skills commonly required in an adult situation primarily focusing on greetings, introductions, conversations on current events within the community at large.
How Important is Communication?
The necessity to help children adapt has lead into several areas of communication.  Some students with severe communication challenges use a system of symbols called Picture Exchange Communication System (PECS).  PEC’s is a researched based strategy.  These accommodations helped students to be able to communicate their feelings, needs and wants.
At Rockhaven, the Communication programming has touch screen computers, IPADS, Smartboards and other technology, for those who have challenges with their fine motor skills, in operating a mouse.   There are also other computer programs that are designed specifically for exceptional students to transition them smoothly throughout their day.
The primary purpose of student assessment is to improve learning.  Assessment has the greatest potential to improve learning when it is an integral part of classroom activities.  Teachers assess student progress towards achieving the expectations on an ongoing basis by using strategies such as projects, class presentations, assignments, classroom observations portfolios of student work and ABLLS – The Assessment of Basic Language and Learning Skills
Schools use assessment information and information from other sources to make informed decisions for school improvement planning.  Schools identify areas of strength as well as areas that require improvement.  Input is obtained from a variety of sources such as student assessments, teacher feedback and parent feedback.  In this way, schools monitor, celebrate and improve their efforts in providing a supportive and challenging learning environment for all their students.