The action plan: My son’s academic compass

We’re at the end of stage one of my son Laurent’s action plan, and already, my wife and I need to make some changes. This is the third time we’ve had to review his plan—proof that it’s important for us to be flexible!

In some ways, the action plan is Laurent’s academic compass.
I like to think of it as the most effective way to guide him from point A to point B without too many hiccups. Right now, point B is finishing Secondary I.

The Ministère de l’Éducation et de l’Enseignement supérieur (MEES) describes the action plan as a way to guarantee a student’s academic success and allow them to follow their dreams. Reading between the lines, it’s a way to prevent students from dropping out altogether.

In a document published in 1979 titled “Schools of Québec: Policy Statement and Plan of Action,” the MEES advocated for a quality education adapted to every student’s needs. In 1988, the Education Act stated that all school boards and principals must provide services to handicapped students or to students with social maladjustments or learning disabilities. In other words, the law requires that schools develop action plans in collaboration with parents and specialists.

I’m writing this in November 2017.
My wife and I just met with my son’s action plan director, classroom teacher, special education teacher, and another specialist.

They summed up our current situation, and unfortunately, the news wasn’t good. We need to make some adjustments to Laurent’s action plan.

What does the action plan include?
The first part of the action plan focuses on learning, functioning, and navigating. It aims to highlight the student’s needs to ensure their success. For example, Laurent needs help staying focused. When he’s left to his own devices, his mind wanders, and he misses important instructions from his teacher.

He also needs to be reassured that he’s safe. At the beginning of the year, school renovations forced him to change his route to class. It may sound ridiculous, but Laurent’s routine is so carefully calibrated that the smallest change can upset him for weeks!

The action plan also focuses on the student’s abilities—that is, how their strengths can help them move forward.

The second part of the action plan outlines the student’s goals.
Laurent’s plan lists three goals—and many, many tools and strategies that he can use to fulfill them.

Once the action plan is established, it’s time to ask questions and sign the paperwork.

I don’t know what it’s like for other families, but we’re never made to believe that putting our son’s action plan into practice will be easy. Meetings with my son’s teachers and action plan director are no walk in the park. However, I have no doubt that Laurent’s future depends on this plan.

Is the student’s potential considered when an action plan is developed? I’m sure it is. At least, it had better be! I’ll come back to that point in my next article.