Steps to Opportunities, Academics and Readiness
Overview
Selkirk College has a diverse offering of programs to meet the learning needs of adult students. There are many options available that lead to certification and develop transferable skills for adult living and employment. Our mission is to nurture interdependence and independence through meaningful learning. Our programs build upon learners’ unique personal strengths, confidence, awareness and skills.
Our Teaching and Learning Philosophy
Transitional training programs include hands-on, experiential education designed to prepare students for success in a variety of workplace, volunteer and community settings. Students are exposed to a blended learning platform that includes foundational academic and life skills that are essential for developing life-long learners.
Get Started Today
We believe in giving learners the chance to flourish in a supportive college setting. It is important we take the time to get to know a prospective student, so an individual plan is developed to foster success and appropriately meet the needs of the student and programming.
Find out more from the instructor in your community and set up an intake interview:
Nelson offers a full or part-time program. Contact Alison Roy.
Castlegar offers a part-time program. Contact Lisa Young.
Grand Forks offers a part-time program. Contact Kim Vander Kooy.
Trail offers a full or part-time program. Contact Tammy Profilli.
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Program Outcomes
Learners participating in the Steps to Opportunities, Academics and Readiness (SOAR) Program at Selkirk College will finish their studies being able to demonstrate the following program outcomes:
1. Build on strengths and interests boosting self confidence
2. Identify, create and achieve personal goals
3. Build self-awareness and participate effectively as part of a team and in society
4. Develop and use effective strategies for handling conflict, change and stress,
and problem solving
5. Develop resource and support networks
6. Demonstrate resilience, creativity and critical thinking in challenging situations
7. Enhance employment readiness and develop useful and transferable workplace skills
8. Identify and practice appropriate health, personal and work safety procedures
9. Increase numeracy, literacy and technology skills
Admission Requirements
The applicant must meet the following SOAR Program requirements to be considered fully qualified.
The program does not have academic prerequisites, however, the instructor will assess the student’s capacity to succeed in the program. All students must:
- Participate in an intake interview with the instructor
- Have the ability to learn and participate in a group setting
- Have had no behavioral or emotional problems that would significantly interfere with the learning or safety of self or others
- Have a commitment to learning
- Have a medical condition affecting cognitive ability
Selection
Instructors will balance the needs of the classroom in regards to the following guidelines that determine capacity.
For a class with maximum enrollment of 12:
a. 1-2 High Needs Students (no more than 20% of total students): severe cognitive disability, or are required to have a support worker with them at all times.
b. 3-4 Moderate Needs Students (no more than 30% of total students): moderate cognitive disability and extra attention to adaptive functioning skills. No support worker required, but extra attention for location of students, activities done independently, and interactions with others.
c. 6 Low Needs Students (50% of total students or higher): mild cognitive disability, higher adaptive functioning level. No support worker required, and minimal attention regarding students’ independent choices.
Before an applicant’s file is considered to be complete, a student must:
- Complete a Selkirk College Application for Admission Form
- Conduct an interview (in person or by telephone) with the SOAR instructor
- Provide at least two of the following (students must provide documentation at their own effort and expense)
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- A psychological assessment
- A copy of an Individual Education Plan (IEP) or transcript from school
- Documentation of disability from a physician or medical specialist
- A referral from Community Living British Columbia (CLBC)
- A recommendation from an instructor in a SOAR Program at Selkirk College, another college or high school
- A referral from a community agency
We believe in giving learners the chance to flourish in a supportive college setting. It is important we take the time to get to know a prospective student, so an individual plan is developed to foster success and appropriately meet the needs of the student and programming.
Selkirk College awards certificates of completion at the Goals, Foundations, Discover, Mastery & Mentorship levels.
PROMOTION
In the SOAR Program, it is not necessary to obtain a level certificate in order to take courses in the next level. However, courses within a certificate level are sequential and must be completed in order.
Courses
CASH20 - Cash flow, Money and Inventory I
CASH 20: Cash flow, Money and Inventory I focuses on the cash flow and movement of inventory within a business. Students will work at the cashier, count money, make change, total sales, create bank deposits, count floats, and monitor inventory flow.
CASH23 - Cash flow, Money and Inventory II
CASH 23: Cash flow, Money and Inventory II builds upon the skills developed in CASH 20. The course will focus more on the inventory organization of a business. Students will maintain the roles and responsibilities of the cashier, such as counting money, making change and totaling sales, but will also be involved with upholding the standards of the workplace, and ensuring task completion so that the business can thrive.
CPRJ20 - Community Project I
CPRJ 20 Community Project I provides students with an experiential learning opportunity. Students will collaborate together to design and execute a community-based project. The project will highlight skill areas in teamwork, communication, community connections, budgeting, project planning and project completion.
CPRJ23 - Community Project II
CUST23 - Customer Service II
CUST 23 Customer Service II builds upon the skills developed in CUST 20. This course will further explore the knowledge and skills associated with customer service. Topics will include: customer service interactions, problem solving, empathy, building rapport, professionalism and workplace confidentiality.
JOBS20 - Job Search II
JOBS 20 Job Search II prepares students for transition outside of the mastery program and into the world of work. Students will create resumes or personal profiles for employment and cover letters, identify job search strategies, connect with local employment support agencies, conduct job searches, and practice common interview questions.
SAFE20 - Safety on the Job Site I
SAFE 20 Safety on the Job Site I introduces students to what makes for a safe and healthy workplace. Students will learn about health and safety principles, rights and responsibilities of the employer and employee, WorkSafe BC, and hazard recognition in the worksite.
GOAL01 - Goal Setting for Transitions in Adult Living 1
GOAL 01 Goal Setting for Transitions in Adult Living 1 offers students the opportunity for individualized learning. Students will be welcome to set learning goals within the scope of skills development in literacy, numeracy, computer technology and/or adaptive functioning.
GOAL02 - Goal Setting for Transitions in Adult Living 2
GOAL 02 Goal Setting for Transitions in Adult Living 2 offers students the opportunity for individualized learning. Students continue to set learning goals within the scope of skills development in literacy, numeracy, computer technology and/or adaptive functioning. Students will be building upon the learning skills mastered in GOAL 01.
GOAL03 - Goal Setting for Transitions in Adult Living 3
GOAL 03 Goal Setting for Transitions for Adult Living 3 continues to offer students the opportunity for individualized learning. Students continue to set learning goals within the scope of skills development in literacy, numeracy, computer technology and/or adaptive functioning. Students will be building upon the learning skills mastered in GOAL 02.
GOAL04 - Goal Setting for Transitions in Adult Living 4
GOAL 04 Goal Setting in Transitions for Adult Living 4 continues to offer students the opportunity for individualized learning. Students continue to set learning goals within the scope of skills development in literacy, numeracy, computer technology and/or adaptive functioning. Students will be building upon the learning skills mastered in GOAL 03.
COMU13 - Communication Skills for Adult Living
COMU 13 Communication Skills for Adult Living provides students with communication tools that are useful in adult life when communicating with employers, family, friends and community members. Students will participate in a variety of experiential learning activities to practice ways in which we communicate and participate in communication with others. Students will learn about elements of communication, effective communication techniques, asking questions, and responding to requests.
DISC13 - Discovery of Self for Adult Living
DISC 13 Discovery of Self for Adult Living provides students with the steps and processes that are helpful for transitioning into a new phase of adult living (e.g. graduating from high school and entering adulthood). As the students learns to participate in personal planning and goal setting, they will be able to share in self-reflection, recognize support resources, and communicate an awareness of community resources.
EMPS13 - Beginner Employment Skills
EMPS 13 Beginner Employment Skills provides students with learning opportunities for developing beginner employability skills. Students will practice valuable workplace skills in a variety of activities that match the student's abilities. Students will gain a better understanding of common employer expectations, communication techniques, and professionalism.
LLIT13 - Beginner Living Literacy Skills
LLIT 13 Beginner Living Literacy Skills helps students develop basic literacy skills that are useful for everyday interactions in the community and at home. Students will learn how to use calendars and planners, compose short written correspondences, understand the impact of first impressions, and identify common signs and symbols used in our community.
LMAT13 - Beginner Living Math
LMAT 13 Beginner Living Math helps students develop basic skills in numeracy. Students will learn to recognize numbers and order numbers, count coins and paper money and use basic number operations to solve basic math problems common in everyday interactions.
WELL13 - Healthy Living Skills for Adult Living
WELL 13 Healthy Living Skills for Adult Living explores basic health and wellness skills to set up a student for a successful balance in adult life. Students will identify positive healthy behaviours, apply general health and wellness knowledge, recognize community resources for healthy living, and set goals for healthy living.
COMU15 - Effective Communication I
COMU 15 Effective Communication I explores the various elements of communication. Students will examine the different ways in which we communicate and participate in communication with others. Topics include: elements of communication, questioning techniques, active listening, and basic technological skill development.
COMU17 - Effective Communication II
COMU 17 Effective Communication II builds upon the skills developed in COMU 15. Students will further examine communication techniques and how we engage with one another. Topics include: barriers to communications, paraphrasing techniques, active listening, responses to feedback and basic digital skill development.
DISC15 - Discovery of Self, Others and Community I
DISC 15 Discovery of Self, Others and Community I provides students with the steps and processes required to assess their skills, abilities, habits, areas of excelled performance, compatibility with others and job roles, and areas for growth and development. Throughout the course, students will have the time to reflect upon self, others and the many opportunities available within their community. Students will research resources for self-advocacy, education, employment and social opportunities that can heighten their lives.
DISC17 - Discovery of Self, Others and Community II
DISC 17 Discovery of Self, Others and Community II builds upon the skills developed in DISC 15. Students will further examine the importance of self-reflection. Students will learn how to match skills and abilities to employment and career planning, determine areas of support in the workplace, identify strategies for coping with change and stress, and develop personal goals around employment. Topics will also include: personal values, human rights, employment standards, workplace attitudes and styles.
EMPS15 - Employability and Workplace Skills I
EMPS 15 Employability and Workplace Skills I provides students with hands-on learning opportunities for developing essential employability skills. Students will practice valuable workplace skills that are transferrable to any work place. Topics include: feedback reception, cooperative work habits, and asking for help.
EMPS17 - Employability and Workplace Skills II
EMPS 17 Employability and Workplace Skills II builds upon the skills developed in EMPS 15. This course continues exploring the hands-on learning opportunities for developing essential employability skills. Students will enhance workplace skills transferable to any work place. Topics include: behavioural expectations, following directions, feedback reception, positive work habits, and organizational skills.
INTS15 - Interpersonal Skills I
INTS 15 Interpersonal Skills I helps students by developing interpersonal skills essential for employment and to succeed in workplace activities. Students will learn about positive attitudes, appropriate behaviours, and strategies for getting along with others.
INTS17 - Interpersonal Skills II
INTS 17 Interpersonal Skills II builds upon the skills developed in INTS 15. Students will continue to build upon their interpersonal skills that are essential for success in the employment setting. Students will learn about positive attitudes, positive communication and feedback, ethical interactions and choices, strategies for getting along with others, accountability and responsibility.
LLIT15 - Living Literacy I
LLIT 15 Living Literacy I helps students improve their literacy skills. Course topics will focus on literacy skills that impact our daily living. Students will gain confidence with reading signs, symbols, and advertisements, as well as writing words, sentences, short paragraphs, and filling out forms.
WELL15 - Health and Wellness I
WELL 15 Health and Wellness I helps students to develop an understanding of health and wellness that will help them meet their personal, educational and employment goals. Students will describe their own mental, emotional, physical and spiritual health; create goals for health management; and research resources for assistance, benefits, and goal achievement.
WELL17 - Health and Wellness II
WELL 17 Health and Wellness II builds upon the skills developed in Health and Wellness I. Students continue to develop an understanding of health and wellness with a focus on healthy balances, goal setting and community networking. Students will refer to the values that support wellness set out by the BC First Nations Perspective of Wellness: respect, responsibility, wisdom and relationships.
FSWS23 - Space Management II
FSWS 23 Space Management II builds upon the skills developed in FSWS 20. In this course, students will continue to understand the layout of the food service area and the management of kitchen activities. Students will work together as a team to set up the buffet table, patron tables, kitchen and food preparation area, and task flow between the kitchen and service areas. Topics will include: clear communication, job roles and responsibilities, problem solving, self-management and initiative.
RETC20 - Retail Sector in the Community
RETC 20 Retail Sector in the Community offers students hands-on experiences in the retail sector. Course topics will expand upon skills developed in RETE 20 and further explore retail service skills in our local community. Students will gain confidence and an understanding of the retail sector through short-term practicum visits to local retail sites. Students will learn about and practice time management, effective workplace communication, positive workplace attitudes and habits, excellent customer service, safe workplace procedures and understanding employer’s expectations.
RETE20 - Exploration of Retail Skills
RETE 20 Exploration of Retail Skills exposes students to a variety of retail sector skills. Course topics will focus on retail service skills that are relevant to our local community. Students will gain confidence and an understanding of the retail sector through various practicum visits to local retail sites. Students will learn about workplace values, professional appearance, acceptable communication skills, positive workplace interactions and common workplace documentation.
RETS20 - Retail Sector Skills
RETS 20 Retail Sector Skills explores more specific retail sector skills. Students will gain confidence and an understanding of a certain retail sector through a long-term practicum based in the community. Students will learn about important aspects of the workplace, such as understanding employer’s expectations, industry standards, evaluation in the workplace, workplace rules, policies and safety considerations.
ARTC20 - Art Appreciation and Community Connections I
ARTC 20 Art Appreciation and Community Connections I provides students the opportunity to conduct research in the local community to learn how their art of choice is relevant and impactful. Students will find out about the local (or provincial or national) art scene and reach out to artists to learn about their lives, their craft, and what it means to be an artist. A focus will be on exploring introductory mentorship connections.
ARTC23 - Art Appreciation and Community Connections II
ARTC 23 Art Appreciation and Community Connections II builds upon the skills and connections that were developed in ARTC 20. In this course, students will continue to research the local community to witness how their art of choice is relevant, and impactful. Students will find out more information about the art genre, skills used in the art form and how to become more attentive to quality craftsmanship. These skills will be developed through more established mentorship exploration and connections.
ARTE20 - Exploring the Arts I
ARTE 20 Exploring the Arts I explores art and the area of art as per the determined theme of the class, or as per discussion with the instructor. Students will have the opportunity to distinguish the unique aspects of the art form, practice and learn skills, and practice evaluation and interpretation skills. The focus of this course is exploration of skills and interests.
ARTE23 - Exploring the Arts II
ARTE 23 Exploring the Arts II builds upon the skills developed in ARTE 20. In this course, students will continue to explore art and the area of art as determined in ARTE 20. Students will discover the unique aspects of the art form by practicing and learning skills, and learn evaluation and interpretation skills. The focus of this course is exploration of skills and interests.
ARTS20 - Creating Art - Skill Building I
ARTS 20 Creating Art – Skill Building I explores a specific type of art so that students learn skills beyond a more basic level, as their abilities allow them to at this time. The intention is that once students have gathered an overall appreciation of art in a general sense within a theme, they can now begin to explore a selected type of art within that theme. The focus of this course is to develop a mastery of skills and ensure quality production.
ARTS23 - Creating Art - Skill Building II
ARTS 23 Creating Art – Skill Building II builds upon the skills developed in ARTS 20. In this course, students will continue to explore a specific type of art and practice and master skills beyond a more basic level, as their abilities allow them to at this time. The intention is that once students have gathered an overall appreciation of art in a general sense within a theme, they can now begin to explore a selected type of art within that theme. The focus of this course is to develop a mastery of skills and ensure quality production.
AGRC20 - Invasive, Native, Local and Imported Plants
AGRC 20 Invasive, Native, Local and Imported Plants in our Community I connects students to the local community to learn about local agriculture, invasive and native plants, and food security. Students will research local agriculture and meet with local community agencies to build upon their knowledge and understanding of food, agriculture and related relevant issues. Students will develop positive communication techniques, build confidence and demonstrate positive behaviours essential for building successful workplace relationships.
AGRC23 - Invasive, Native, Local and Imported Plants II
AGRC 23 Invasive, Native, Local and Imported Plants II in our Community II builds upon the skills and knowledge of AGRC 20. This course will further connect students to the local community to learn about local agriculture, invasive and native plants and food security. Students will research local contacts to build upon their knowledge and understanding of important issues. Students will continue to practice positive communication techniques, build confidence, and demonstrate positive behaviours essential for building successful workplace relationships.
AGRE20 - Exploring Garden Basics
AGRE 20 Exploring Garden Basics I introduces students to basic gardening techniques and gardening knowledge. Students will identify plants, common weeds, garden techniques, types of gardens and learn how to design a basic garden to achieve seasonal sustainability. Furthermore, students will develop skills and habits essential for employment, demonstrate safe work practices, and practice effective workplace communication.
AGRE23 - Exploring Garden Basics II
AGRE 23 Exploring Garden Basics II builds upon skills developed in AGRE 20. This course continues to explore gardening techniques and gardening knowledge. Students will expand upon their abilities to identify plants and common weeds, to plant a garden and to design a basic garden to achieve seasonal sustainability. The framework of the class will enhance their skills and habits essential for employment, safety, and effective workplace communication.
AGRS20 - Planting Gardens
AGRS 20 Planting Gardens - Skill Building I provides students with the opportunity to build garden planters and plant flowers, herbs, and vegetables. The focus will be on gaining the specific skills associated with gardening, safety and tool usage. Students will also learn problem-solving strategies, self-management skills, workplace etiquette for task completion, and awareness of quality workmanship.
AGRS23 - Planting Gardens - Skill Building II
AGRS 23 Planting Gardens - Skill Building II builds upon the skills developed in AGRS 20. This course continues to provide students with the opportunity to build garden planters and plant flowers, herbs, and vegetables. The focus will be on mastering the specific skills associated with gardening, safety and tool usage. Students will also learn problem-solving strategies, self-management skills, workplace etiquette for task completion, and awareness of quality workmanship.
ENTB20 - ENTB 20 My Business Development - Skill Building I
ENTB 20 My Business Development - Skill Building I offers students the opportunity to explore a specific area of business and learn skills beyond a more basic level, as their abilities allow them to at this time. The intention is that once students have gathered an overall appreciation of business, they can now begin to explore the business model and skills associated with that field. The focus of this course is to develop a mastery of skills and to ensure quality production.
ENTB23 - ENTB 23 My Business Development - Skill Building II
ENTB 23 My Business Development - Skill Building II builds upon the skills developed in ENTB 20. Students will be able to explore a specific area of business and learn skills beyond a more basic level as their abilities allow them to at this time. Once students have gathered an overall understanding of the business market, they will continue to practice and perfect their skills more deeply. The focus of this course is to develop a mastery of skills and to ensure quality production.
ENTC20 - ENTC 20 Connecting to Community Members I
ENTC 20: Connecting to Community Members I offers students the opportunity to research how their business idea is relevant and impactful within the local community. Students will find out about the local business scene, and reach out to business leaders to find out what it means to be a business-person. A focus will be on mentorship exploration and connections.
ENTC23 - ENTC 23 Connecting to Community Mentors II
ENTC 23: Connecting to Community Members II builds upon the information gathered and skills developed in ENTC 20. Students will continue to research the local community and how their business is relevant and impactful. Students will find out more information about the business market, skills used in the business field and how to become more attentive to quality craftsmanship. These skills will be developed through more established mentorship exploration and connections.
ENTE20 - ENTE 20 Exploring the Market 1
ENTE 20 Exploring the Market I explores the current market related to the students' business ideas. Students will have the opportunity to distinguish the unique aspects of the market and how it is successful, what skills are associated, and what level of quality expected. The focus of the course is the exploration of skills and interests.
ENTE23 - ENTE 23 Exploring the Market II
ENTE 23 Exploring the Market II builds upon the skills and knowledge gathered in ENTE 20. The students continue to explore the current market related to their business ideas. Students will have the opportunity to self-evaluate skills and abilities as related to the demands of the market place, and practice the processes needed to build upon a successful idea. The focus of the course is the exploration of skills and interests.
MENT30 - Exploring Mentorship Skills 1
MENT 30 Exploring Mentorship Skills I provides students with an opportunity to be a mentee with an instructor-mentor, so they learn and experience the phases of mentorship. Student mentors will be active and important leaders in the classroom as well, further enhancing skills of self and group awareness, initiation of tasks, and recognizing requirements for job completion. Throughout the term, students will meet with their mentor to reflect on learning and review important aspects of constructive feedback, problem solving skills and decision-making skills. Skills developed in this course will prepare the foundation for the following course MENT 33: Exploring Mentorship Skills 2.
MENT33 - Exploring Mentorship Skills 2
MENT 33 Exploring Mentorship Skills 2 builds on the skills and processes achieved in MENT 30. It provides students with an opportunity to be a mentor with a student-mentee, upon agreement, so they can demonstrate their understanding of the phases of mentorship. Throughout the term, students will meet with their mentee to reflect on learning, offer important constructive feedback, develop and utilize problem solving skills and decision-making skills.
PTFO30 - Portfolio Building 1
PTFO 30 Portfolio Building 1 focuses on creating a document to track learning, reflections, and resources for goal-setting, mentorship skills, and life-long learning beyond the college framework. Students will create a visual and written representation of their processes for learning and achieving a personal goal. The portfolio will become a useful toolkit for the following course, PTFO 33.
PTFO33 - Portfolio Building 2
PTFO 33 Portfolio Building 2 builds upon the document established in PRFO 30, with a new focus on a professional or community-based goal, setting the stage for life-long learning after college graduation. Students will focus on goal development, progress strategies, and self-evaluation skills. Students will become more confident as they understand how they learn, build personal success, and learn how to maintain personal and professional growth post-graduation.
COLL12 - College Success - Skills for Transitioning to College Life I
COLL 12 College Success – Skills for Transitioning to College Life I introduces the College experience to prospective students of Accessible Education and Training (AET), such as students transitioning from high school. Students will be able to explore the college course programming. Furthermore, the instructor and student can determine if it is a good fit to continue on with regular AET program options.
COLL13 - College Success - Skills for Transitioning to College Life II
COLL 13 College Success – Skills for Transitioning to College Life II further continues the introduction to College routines for prospective students transitioning to the Accessible Education and Training (AET) Program. This course is for a student who needs more time to develop skills for college and finding strategies for independence and success in the college environment. Students will be identified for taking this course after discussion with the instructor to pinpoint goals for success and transition into the AET Program.
ESSI01 - Expression of Self through Sign 1
ESSI 01 Expression of Self through Sign 1, introduces learners to the basics of Signed English in a group learning environment. The course allows students an opportunity to engage with peers and practice basic communication skills, while learning the beginnings of Signed English.
ESSI02 - Expression of Self through Sign
ESSI 02 Expression of Self through Sign, builds on ESSI 1 to further familiarize learners with Signed English and to develop an increased awareness of self. Students experience aspects of teamwork through interpersonal communication and negotiating a diverse learning environment.
ESSI03 - Expression of Self Through Sign
ESSI 03 Expression of Self through Sign, students practice basic expressive Signed English, particularly by building a range of simple signed vocabulary and making connections between signs and facial expressions. Students practice self-expression through sign thus gaining confidence with presenting their learning, while developing strategies for a positive approach to learning and problem-solving techniques.
ESSI04 - Expression of Self through Sign
ESSI 04 Expression of Self through Sign 4, students practice a wider range of expressive Signed English, particularly more complex vocabulary, while integrating gestures, facial expressions, and accurate sign location. Students can develop critical thinking skills in a group setting and develop effective presentation skills that focus on self-expression.
Policy
Effective Term:
FallEffective Year:
20240801Advanced Standing:
A. ADVANCE OR TRANSFER CREDIT AND PRIOR LEARNING ASSESSMENT
1. A student may obtain credit for a maximum of 75% of program requirements by Transfer Credit, Advanced Placement, Prior Learning Assessment or combination thereof.
2. SOAR Inter-centre transfer
a) Students may transfer from one SOAR centre or campus to another.
b) Ideally, students will complete their current courses before transferring to another centre.
c) Students should plan in advance and apply early for better positioning on the wait list. Normal entry will be by date of application as seats open up.
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Re-Entry Instructions:
Re-entry to the SOAR Program is permitted at any time subject to space admissibility (see above) and limitations due to changes in curriculum.
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Assessment:
Grading will be based on Competency Based Grades Table found in Selkirk College Policy 8612: Grading.
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Grading Table:
Competency-Based
Types of Assessments:
All courses taught in the SOAR program are classified as Adult Special Education (ASE) courses. Progress in ASE courses is obtained by fulfilling the course specific Skills Checklist through use of individual portfolios which may include small group projects (e.g. poster presentations), individual projects (e.g. goal setting using the BC First Nations Perspective on Wellness), written and/or pictorial assignments (e.g. skills and abilities lists), and classroom-based work experiences (e.g. popcorn sales).
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Attendance:
Attendance at all scheduled classes, field trips and other learning experiences is mandatory.
Students may risk losing their placement in a program if attendance of less than 80% and/or there is unsatisfactory progress through course activities and course skills checklists.
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Other Regulations:
APPEAL
Most disagreements should be resolved through informal discussion between the parties involved before beginning the appeal procedures. This would typically involve the Instructor and the School Chair or designate. For more details refer to College Policy 8400: Student Appeals.
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