System Process/Organization Includes:

Alignment

• Algonquin and Lakeshore Catholic District School Board's draft document, "Response to Intervention", will become the focus for a summer writing project. Board staff from student services and curriculum, as well as special education resource teachers and junior kindergarten-grade one classroom teachers, will participate in the writing project. The intent of the project is to study the board's current Special Education Referral and Consultation Model and to align this model more closely with "Response to Intervention" strategies. The revised model will clarify when schools should refer students for special education services and will provide school teams with strategies to assist students who are struggling while waiting for further assessments to occur. [Algonquin and Lakeshore Catholic District School Board Final Report]
• In the London Region, board-mandated assessment practices—e.g., Developmental Reading Assessment (DRA), Reading Records (RR), and the Web Based Teaching Tool (WBTT)—align with the School Effectiveness Framework and link to School Improvement Plans and Board Improvement Plans. This mandated process supports consistent data collection and board-wide monitoring. [London Region Final Report]
• At Toronto Catholic District School Board, the existing practices and supports for students in kindergarten to grade one were documented in a flow chart/planning document. By documenting and communicating these board-wide processes, it helps to ensure that students and schools across the system are accessing all available supports to help students achieve. [Toronto and Area Region Final Report]
• The London Region promotes communication and collaboration between the boards, Section 68 sites, and Faculties of Education through the Regional Special Education Council (RSEC). [London Region Final Report]
• Representatives from the special education, student services, and student success departments of Ottawa Catholic District School Board and Ottawa Carleton District School Board collaborated to form a team to identify and summarize their assessment and intervention practices for junior kindergarten-grade one. Identified examples include kindergarten assessment procedures; JK speech and language screening; and liaison with the "First Words" preschool speech and language program. The team developed a board kindergarten assessment schedule and ran focus groups in which kindergarten and language class teachers came together to share data and discuss student transitioning to grade one. [Final CODE Report, pp. 18-19]