Early Identification and Interventions
Dufferin-Peel's committment to the benefits of early identification and interventions on student achievement are demonstrated in a variety of ways including:
Dufferin-Peel currently collaborates on early intervention initiatives including The Early Development Instrument (EDI), Success by Six, Peel Children's Charter of Rights, Best Start Child Care Centres, Understanding the Early Years: Malton, St. John Fisher Neighbourhood Learning Place, Roots of Empathy, Family Literacy, Welcome to Kindergarten, and Journey into Learning.
Dufferin-Peel has policies and procedures in place beginning with linkages to Pre-school Program for Deaf & Hard of Hearing Children in Peel which is operated by the board. Transitions exist for pre-school to school for students with needs in the areas of physical/medical, intellectual, vision, communication and deaf/ hard of hearing and/or multiple needs.
In addition, there are guidelines for the transition of students with speech and language needs from Halton-Peel Preschool Speech and Languages Services and Wee-Talk Preschool Speech and Language Services for Dufferin County.
Connections are made to facilities such as Erinoak and Bloorview McMillan Children’s Centre through Community Care Access Centre (CCAC) and designated board staff.
In Dufferin-Peel, parents may be made aware of the entry transition process for students with special needs into either Junior Kindergarten, Senior Kindergarten, or Grade One through a variety of avenues; either through community agency support personnel or the Board-level Parent Information Night for Students entering JK, SK or Gr 1 with High Needs. The purpose of the transition process is to formulate and initiate a successful school entry plan for children with special needs. Dufferin-Peel transition practices are reflective of those articulated in the Ministry document Planning Entry to School: A Resource Guide.
The form, Information Regarding Special Needs of Incoming Students, is distributed to daycare/nursery schools through community agency support personnel which may generate a home/daycare visit by Board personnel. Alternatively parents may complete the Information Regarding Special Needs of Incoming Students form during the registration process at their home school.
Staggered entry allows for both an initial visit and completion of a Partners in Learning Questionnaire. Program differentiation is initiated if needed. A continuum of assessment begins which includes on-going observation and record keeping with both the administration and consistent collection of literacy assessments. From Junior Kindergarten to Grade 2, the board wide assessment continuum cycle may include Concepts of Print; Letter Identification; Phonemic Awareness; Oral Language ; PM Benchmarks and Scored Writing Samples.
Early identification and interventions are inherent in a number of board projects including the Council of Ontario Directors of Education (CODE): Supporting Catholic Learning Communities project and the EDU Ontario Psychological Association (OPA) Student Assessment for Learning Project. The Assessment Capacity Building Plan developed through these projects will align with the Board Plan to Improve Student Achievement. Dufferin-Peel will build on these initiatives to systematically support the Continuous Assessment Process, described in the Ministry’s Education for All Expert Panel Report. As the assessment continuum cycle becomes part of practice at the school, teachers and support staff will develop a solid foundational process that will guide early intervention and improve student achievement.
