Parent Engagement and Community Collaboration are:

Rooted in Defined Processes

• The entry to school process in London Region involves standardized processes and paperwork for the entire region. [London Region Report]
• The Ottawa Region recommends that each school board establish a procedure or similar document, accessible to the public, which outlines its entry into school process for early learners. The development of the procedure would be undertaken in collaboration with appropriate community agencies (e.g., health, social services) and be reviewed on a regular basis by an established board/agency committee. The procedure must align with current Ministry of Education initiatives for the early years and will reflect evidence-informed practices and initiatives by other Ministries (e.g., Ministry of Health, Ministry of Children and Youth Services). The procedure would outline the timelines, tasks and community agency or partner role responsibilities in implementing the entry and transition process. The framework would articulate clear expectations for the exchange of information between agencies, families and school personnel. Forms, guidelines and communication templates would be accessible to appropriate community agencies. Included in the procedure is a requirement for a screening process that would assist the school team in developing an entry learning profile for each learner. For students with special needs, the procedure would identify a protocol involving case conference meetings with key personnel, and address an entry plan related to specific learning needs (e.g., health, physical, behaviour, social, cognitive, etc.) [Ottawa Region Final Report]