Instructional Leadership Includes:

A Multidisciplinary Approach

• In Limestone District School Board, the Primary Literacy Focus Group includes a special education coordinator, kindergarten teacher, two speech and language pathologists, two clinical consultants, a literacy coach, two program consultants, two educational services representatives, a school effectiveness principal, student support teacher, learning disabilities resource support teacher and an elementary school principal. The focus for the group was on embedding phonological awareness into the comprehensive literacy block in kindergarten-grade one classrooms. The group helped organize a learning opportunity for K-1 teachers in which teachers and speech pathologists explored the scope and sequence of the Phonological Awareness program. Speech pathologists presented practical ways to embed the concepts into a comprehensive literacy program. An intervention model was shared and there was a carousel focussing on the use of the screening tool within the Sound Skills Resource. [Limestone District School Board Final Report]
• In Near North District School Board, some kindergarten and grade one students with speech and language concerns were supported by a speech assessment by a speech-language pathologist and a block of therapy carried out by a Communication Disorder Assistant (CDA). Now the board is moving to a model in which the CDA will conference with the classroom teacher about the needs of students in therapy during each therapy block. In addition, the CDA will support the teacher in the classroom with help in developing resources, lessons and centres that further address the needs of the students in therapy. [Near North District School Board Final Report]
• In Peel District School Board, collaboration between the curriculum department (i.e., coordinators of elementary education, the early years, and English as a Second Language) and special education department (i.e., coordinators of the learning disability, speech and language, and psychology departments) allowed for board goals to be met. Coordinated meetings with team members enabled collaborative discussions to occur and project goals to be actualized. [Toronto and Area Region Final Report]