Assessment and Intervention/Use of Data Strategies are:

Multi-Disciplinary

• Speech-language pathologists in York Region District School Board model oral language strategies for teachers in their junior kindergarten-grade one classrooms. The SLPs provide embedded professional learning for teachers regarding phonological awareness and oral language. They model a tiered approach for teachers, demonstrating how to move from whole class to small groupings, using the same text. The SLPs developed a chart to address any level of the hierarchy of oral language learning. This chart supports teachers in choosing appropriate texts and tasks for that level. [Evaluation Report, p. 20v]
• Lambton Kent District School Board evaluated the impact on student oral language development of explicitly teaching vocabulary categorization using experiential learning activities. The special education and program departments worked collaboratively on the project. The speech and language department administered pre-assessments. Speech-language pathologists worked closely with classroom teachers in selected schools targeted as a result of the data obtained. The speech-language pathologists guided teachers in planning instruction around three key concepts: associations, comparing/contrasting, and categorization. Post assessments were completed following the learning activities, three to four months after the start of the project. The assessment data demonstrated that explicit teaching of vocabulary through language organization resulted in "significant improvement with all participating students". [Lambton Kent District School Board Final Report]
• Nipissing-Parry Sound Catholic District School Board provides phonological screening of all junior kindergarten-grade one students and conducts eight-week intervention sessions throughout the school year (fall, winter and spring) to improve phonological awareness and skills in rhyme, syllables and phonemes. The sessions involve the collaboration of speech-language pathologists, classroom teachers, literacy partners, and special education resource teachers. Positive results for students include: improved ability to attend and listen, improved working memory, engagement of all learners, and progression toward reading benchmarks. Teachers were trained to model strategies and to expand children's responses and understanding. The project improves teachers' awareness and understanding of possible reading difficulties; increases the early identification of significant reading difficulties; and raises teacher expectations for oral language. [North Bay/Sudbury Region Final Report]
• In the London Region, Child and Youth Workers provide direct social/emotional/behavioural support in schools. [London Region Final Report]