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Student Success
What Is Student Success
Identifying School/Academic Alerts
Identifying Social Alerts
Identifying Familial Alerts
Responding To Risk Alerts
What Schools, Parents and Community Partners Can Do
School Attendance
Roles and Responsibilities in Improving Attendance
Wellness
Resilience
Developmental Assets
Role of Recreation
Importance of Friendship
Healthy Bodies and Minds
Encouraging Self-esteem and Positive Body Image
Mental Health Awareness
Supporting Mental Health
Anxiety - General
Anxiety Obsessive-Compulsive Difficulties
Anxiety - Selective Mutism
Attachement - Insecure/Reactive
Attention/Impulse Control: Attendion Deficit/Hyperactivity
Disruptive Behaviour
Eating/Body Image
Mood - Bipolar
Mood - Depression
Psychosis - Early Onset
Self Injury/Harm
Suicide
Tourette's Syndrome
Trauma
Impact Issues
Dealing with Issues that Impact Students
Abuse
Bullying
Dating Violence
Exposure to Domestic Violence
Grief
Substance Use
Parental Substance Abuse
Teens Who Are Pregnant
Stress
Special Education
What is Special Education?
Autism Spectrum Disorder
Autism - Special Focus on Asperger's Syndrome
Developmental Considerations
Fetal Alcohol Syndrome
Learning Disability
Mild Traumatic Brain Injury
Focused Attention
What are areas of Focused Attention
Homelessness or Transient Living
Poverty
Separation and Divorce
Special Populations
Child in Need of Protection
New Canadians and International Students
Youth Justice
CHECKERED FLAGS
Identifying School/Academic Alerts
Home
Student Success
Identifying School/Academic Alerts
What Is Student Success
Identifying School/Academic Alerts
Identifying Social Alerts
Identifying Familial Alerts
Responding To Risk Alerts
What Schools, Parents and Community Partners Can Do
School Attendance
Roles and Responsibilities in Improving Attendance
Grade 1-6
Attendance concerns: misses 4 or more school days a month
Achieving at Level 1 or 2 on 50% of the report card
The Learning Skills section of the report card shows “Needs Improvement” in more than 2 areas
Little progress in the acquisition of literacy and numeracy skills
Little or no growth shown in reading (i.e., significant discrepancy between oral, written, and reading abilities
Struggling with English as a second language
No understanding of their own learning style and therefore unable to self-advocate
Referrals made to the school’s student success team and/or special education team
Student fails to show progress despite in-school support
Low scores on standardized testing
Out-of-school suspensions
Referrals to the board support teams
Grade 7-12
Attendance concerns: misses 4 or more school days a month
Below grade level in literacy and numeracy
Lack of engagement in classroom activities
Non-participant in school life
Poor oral and written communication
School transience
Underachieving, given abilities
Low scores on standardized testing
Struggling with English as a second language
Secondary credits:
Student does not have 8 credits at the end of Grade 9
Student does not have 16 credits by age 16
Student does not have 24 credits by the end of Grade 11