Learning Hub 6

Program Description:

The LH 6T program is designed for students that require significant support across multiple domains of development, including communication, personal well-being, social and emotional skills, and functional academics.

This Transition program provides a learning environment with a reduced student-toeducator ratio to enhance personalized instruction and targeted support based on each student's strengths and areas for growth. Ongoing consultation with multidisciplinary clinical teams, guided by the individual student portrait, supports relevant areas of learning (see below). The school team, including clinical staff, partners with families and caregivers to promote long-term student success and independence. Through responsive, asset-based approaches and trauma-informed practices, this program emphasizes: 

• Development of Communication Skills: Personalized support for student communication portraits 

• Skills for Independence: Developing independence skills necessary for students to be successful in the Vocational Level 1 Program

• Curriculum Skill-Building: Individualized support and small group instruction in alternative areas of learning and/or Ontario curriculum, which may include modified goals, supported by a low student-to-staff ratio 

• Environmental Settings: Opportunities for regulated movement, sensory breaks, and emotional regulation, with access to designated spaces 

A transition-focused program model for students that follows a structured 4-period day, working towards credit accumulation. For students who demonstrate they're ready, this will provide an opportunity to work towards integrating into the Vocational Level 1 Program, while receiving more individualized support when needed. Students are eligible for Special Education transportation. Program placement and pathway options will be reviewed annually based on the student's learning portrait. 

Program Criteria:

In conjunction with the family/guardians, sending and receiving schools, and the psychoeducational consultant(s), student portraits are reviewed to determine eligibility. 

Student portraits are informed by assessment data (educational and medical and/or Professional Student Services Personnel) that includes clinical consultation for the following areas of learning, as appropriate to individual students’ strengths & areas for growth: 

1. Communication (receptive skills, expressive skills, and social communication) 

2. Skills for Independence (daily living skills, community use and safety, and self-regulation) 

3. Curriculum (alternative, modified, enhanced) 

4. Environmental Settings (learning spaces considering gross motor, physical/social environment, sensory and regulation) 

Assessment data indicates that the student requires significant support across most to all areas of curricular and skills-based learning with a focus on school readiness, transitions and independence skills. They benefit from individualized programming in a structured environment requiring educator support and access to multiple learning spaces to develop regulation and foundational skills. 

IPRC Placement Process:

Students are offered placement in the program through an Identification Placement and Review Committee (IPRC) meeting held at the Central Board Office. The committee identifies or confirms the student identification and offers placement in the Learning Hub 6 Transition – Secondary (Grade 9 to age 21). An 

Annual Review will take place in the spring to review the exceptionality and current placement of the student, ensuring it is the most appropriate placement for them. The parent/guardian will be included in that process.