If the rationale is based on the child's academic, social, or emotional needs the school-based team will engage in a dialogue around:
What evidence do we have to support the rationale?
What other information do we need to obtain?
What supports are available to the child currently?
What other supports or strategies for intervention can we put into place?
The school-based team will make a draft intervention plan and go to step three.
If the rationale is otherwise, go to step five.
The time of year; moving a student two weeks before Christmas Break or during the last week of school, for example, is not a good idea. Natural breaks are often most suitable, with the optimal time being the beginning of a new school year.
If a child has been receiving learning assistance at the current French Immersion school, consideration will be spent on continuing that learning assistance with a focus on English before the transition actually occurs.
Note: When leaving the French Immersion program, the student must apply to the neighbourhood catchment school. approval will be based on the availability of space and facilities, or program and staffing resources appropriate for that applicant.
A conversation between the sending and receiving school will take place before the move occurs to ensure that the new school is ready of the student; supports are in place, etc.
Both the student and parent(s) complete an exit survey.