ࡱ> #` 9bjbj 9<ORRRRRRRfjgjgjg8ghf^lhr"(r(r(rs t t^hX9Rs@sRR(r(r{___NR(rR(r___%DRR(rl *6jg>i&.0^&ELRDtx`_1|~tttAttt^fffajgfffjgfffRRRRRR School BoardsMident #SuperintendentContact InformationProject TitleBrief Description - Project OutlineAlgoma DSBB28010Kime Collver705-945-7297  HYPERLINK "mailto:collvek@adsb.on.ca" collvek@adsb.on.ca Special Education Numeracy Support (SENS)The focus of this project is to provide diverse teaching strategies for mathematic instruction for at risk students and students presenting with a learning disability. Students in Grade 7, 8 and 9 will be the focus group. The beliefs and recommendations from Education for All will be the framework delivery of the project. Families of schools will develop professional learning communities to promote and support the learning. Based upon Education for All, principals, grade level teachers and the Special Education Resource Teachers will work together to develop student profiles that will identify appropriate instructional strategies for differentiated instruction.Algonquin & Lakeshore CDSBB67202Maryanne Bullock613-354-2255 x 478  HYPERLINK "mailto:bullock@alcdsb.on.ca" bullock@alcdsb.on.ca Building Capacity for Differentiating, Remediating and Assisting To Ensure Student Success.The overall goal of the ALCDSB CODE Project 2006/2007 is to improve student achievement in the primary division. This project will address the recommendations made in the 'Education for All ' and has three main focus areas. These are to build capacity with technology, to build remediation strategies and to use Professional Learning Communities effectively to build capacity and resources for school learning teams. The focus of our project is to develop a complete cycle of intervention for students. The cycle involves knowing the students, creating the intervention, changing instructional practice, and remediation and assessing for learning.Avon Maitland DSBB66010Marie Parsons519-527-0111 X 113  HYPERLINK "mailto:mparsons@fc.amdsb.ca" mparsons@fc.amdsb.ca From Knowing To Doing: Improving Student Achievement for Students With Special Education NeedsThe Project is built on the school-based coaching model with direct links to the Secretariat Coaching Projects and the Student Success Coaching Projects. The Project will focus on implementation of effective high-yield instructional strategies targeted at classroom teachers, and will use a school-based, job-embedded staff development model. The Project will be sustainable and will continue to build capacity because it is site-based and job-embedded includes an emphasis on professional development, assistive technology, program planning and implementation and teacher education. Bluewater DSBB66001Lori Wilder519-363-2014 X 237  HYPERLINK "mailto:lori_wilder@bwdsb.on.ca" lori_wilder@bwdsb.on.ca Education for All In every elementary school in the District, the school leadership team will examine the schools classs literacy profiles to select the class with the greatest need of support. The Learning Resource Teacher (LRT) and classroom teacher (CRT) will work in pairs to examine student assessment and use this assessment to inform literacy instruction and co-plan and co-teach a differentiated unit of study. School teams will receive in-service, resources and models in analyzing literacy data to make class literacy plans and develop class profiles, co-teaching, differentiated instruction, computer assistive technology and evidence-based instructional strategies. Brant Haldimand Norfolk CDSBB67164Bill Chopp  HYPERLINK "mailto:bchopp@bhncdsb.edu.on.ca" bchopp@bhncdsb.edu.on.ca Kurzweil-Moving Beyond Remediation with Assistive TechnologyReading scores will be raised for Learning Disabled students in Grade 6 classrooms through the introduction of Kurzweil 3000-software which serves as a compensatory tool to promote student engagement, performance and independence.Bruce-Grey CDSBB67008Bruce MacPherson  HYPERLINK "mailto:bruce_macpherson@ bgcdsb.org" bruce_macpherson@ bgcdsb.org Hear Us Learn The Project will install and provide training for the use of sound-field systems in primary division classrooms throughout the Board. At the early stages of formal schooling childrens language skills are not fully developed and these young students frequently experience fluctuating hearing loss, which can have significant impact on their ability to hear and learn in a typical classroom environment. In addition reports indicates that some school board have experienced a 50 % decrease in Special Education referrals as a result of the use of sound-field systems. The Project will measure increases in student achievement as well as documenting staff responses.CDSB of Eastern OntarioB67172Donaleen Hawes613-283-5007 X 234  HYPERLINK "mailto:donaleen.hawes@cdsbeo.on.ca" donaleen.hawes@cdsbeo.on.ca S.T.O.M.P. Success through Optimizing My Potential (student) & Strategies That Optimize Modality Processing (teacher)The project utilizes coaches to support a new vision, framework and PLC structure of support to enable teachers to deliver a program that engages, and empowers grade 7 and 8 students to close the gap between student potential and their performance. The model will teach critical thinking skills, utilizing multiple intelligences (M.I.Lead), technology enhanced learning, and multi modality processing within a systematic framework for curriculum instruction and assessment for learning.CECLF du Centre-EstB67334Sylvie Tremblay613-746-3660  HYPERLINK "mailto:trembs@ceclf.edu.on.ca" trembs@ceclf.edu.on.ca Enseignement efficace des mathmatiques au cycle intermdiaire Encadr par les principes de l'enseignement efficace et les concepts retrouvs dans L'ducation pour tous, ce projet veut outiller le personnel enseignant en mathmatiques du cycle intermdiaire (7-8-9) dans le but d'amliorer le rendement des lves aux rsultats de l'OQRE de la 9e anne . partir d'outils diagnostic et du profil-classe des lves, la personne en affectation spciale pourra offrir un coaching et appuyer le personnel enseignant dans leur enseignement des mathmatiques. Nous cherchons offrir aux lves ayant des besoins particuliers, une approche pdagogique (enseignement et valuation) conforme aux stratgies d'enseignement explicite de la lecture. CEP de l'Est de l'Ontario (CEPEO)B66311Rejean Sirois613-742-8960 X 3803  HYPERLINK "mailto:rejean.sirois@cepeo.on.ca" rejean.sirois@cepeo.on.ca Lapplication de la pdagogie de la sollicitudeAppuy par une chercheuse de lUniversit du Qubec Trois-Rivires, ce projet permettra de mettre en place la pdagogie de la sollicitude dans 3 coles lmentaires et 2 secondaires. Cette pdagogie, caractrise par le dveloppement dune comprhension empathique du vcu scolaire des lves en difficult et par le dveloppement de la connaissance de soi, favorisera la participation scolaire et sociale de tous les lves, dont ceux ayant des difficults dapprentissage. Les formations et laccompagnement offerts au personnel impliqu susciteront la mise en place de stratgies compensatoires denseignement et dvaluation par le biais dun enseignement diffrenci.CSC du Nouvel-OntarioB29122Lise Chretien-Gardner705-673-5626 X 297  HYPERLINK "mailto:lise.chretiengardner@ nouvelon.ca" lise.chretiengardner@ nouvelon.ca Collaborer pour assurer la russite des lves ayant des besoins particuliers Dans le but d'offrir une pdagogie qui rponde aux besoins particuliers de certains lves et qui assure leur russite, le secteur EED, en troite collaboration avec l'agent d'accompagnement et les conseillers pdagogiques, met en place un projet d'accompagnement intensif au personnel de 4 coles lmentaires. Les interventions auprs de la direction, des titulaires de classe, des personnes-ressources et des ducateurs viseront l'amlioration des stratgies d'enseignement et d'valuation afin de rehausser le niveau de rendement en littratie des lves ayant des besoins particuliers et des lves risque.CSDEC Sud-OuestB66303Paul Levac519673-1035  HYPERLINK "mailto:levapaul@csdecso.on.ca" levapaul@csdecso.on.ca Application de la pdagogie diffrencie au niveau des communauts d'apprentissage Dans le but d'accrotre la capacit des quipes-coles appliquer la pdagogie diffrencie, des liens troits seront crs entre les initiatives de littratie et numratie au niveau primaire, l'approfondissement des pratiques russies de la diffrenciation au niveau moyen (suivi du projet 05-06) et le pilotage de la pdagogie diffrencie au niveau intermdiaire dans une rgion afin d'appuyer les initiatives du ministre de l'ducation dans la transition au palier secondaire. Les lves ayant un PEI, dvelopperont un sens d'appartenance leur groupe classe, une meilleure confiance dans leurs habilets et une meilleure russite selon les objectifs viss dans le PEI.CSD du Grand Nord de l'OntarioB28118Pierre Riopel705-671-1533 X 2211  HYPERLINK "mailto:riopelp@cspgno.ca" riopelp@cspgno.ca Outiller pour russir  SEQ CHAPTER \h \r 1Selon lapproche former les formateurs, nos enseignantes et enseignants-ressources sapproprieront des principes de la conception universelle de lapprentissage et la pdagogie diffrencie afin de devenir des agents de changement dans la transformation de lducation de lenfance en difficult dans leur cole. En communaut dapprentissage, la direction dcole, laccompagnatrice en littratie et les enseignantes et enseignants du cycle moyen, pourront accrotre la capacit B fournir des programmes efficaces, en salle de classe, ainsi amliorer le rendement des lves ayant des besoins particuliers.CSD du Nord-Est de l'OntarioB28100Carmen Turcot888-591-5656 X 233  HYPERLINK "mailto:turcotc@csdne.edu.on.ca" turcotc@csdne.edu.on.ca La mise en uvre du PED - programme d'enseignement diffrenci Ce projet vise assurer que tous les lves y compris les lves risque et en difficult profitent des avantages de lenseignement diffrenci. Le profil de la clientle estudiantine, bross en dbut danne, et lanalyse des donnes provenant de diverses sources, serviront llaboration des plans denseignement diffrencis (PED). partir des forces des lves, des recommandations provenant des valuations, des stratgies prouves, mesurables et observables seront mises en place afin dadresser leurs points faibles, et par consquent, amliorer leur rendement. Les enseignantes et enseignants seront accompagns dans la mise en uvre des PED qui sont revus lors de rencontres avec lquipe-cole. CSDC Centre-SudB67318Michel St. Amant416-397-6564 x 3160  HYPERLINK "mailto:mst-amant@csdccs.edu.on.ca" mst-amant@csdccs.edu.on.ca Conscience phonologique et fondements de la lecture et de lorthographe Le projet en conscience phonologique et les fondements de la lecture et de lorthographe sinscrivent dans la continuit du projet de lan dernier sur la conscience phonologique. Le projet sadresse 24 coles qui ntaient pas en projet lan dernier et sinspire du projet 2004-2005 o 16 coles ont fait la mise lessai. Ainsi donc, les enseignantes et enseignants des lves de 1re et de 2e anne auront tous reu la formation et auront fait la mise en uvre de la conscience phonologique dans lenseignement de la lecture et de lorthographe. Cette approche assure aux lves une meilleure performance langagire et des rsultats augments aux tests provinciaux de la 3e anne.CSDC de l'Est ontarienB67326Celine Cadieux800-204-4098 x 206  HYPERLINK "mailto:caddice@csdceo.on.ca" caddice@csdceo.on.ca Lenseignement explicite: L'enseignement explicite dans l'amlioration de l'apprentissage et de la russite scolaire des lves ayant des besoins particuliers. Le projet a pour but de mesurer limpact de lenseignement explicite dans le cadre de la rducation intensive de la lecture sur le rendement des lves moins performants et des lves en difficult du cycle primaire. Lenseignement explicite de la lecture vise tablir des liens, entre la rducation intensive offerte par le service denseignement ressource et la salle de classe ordinaire, dans le but damliorer le rendement en lecture des lves moins performants et des lves en difficult et, notamment, de rduire lcart le plus rapidement possible tout en favorisant lusage des mmes stratgies de lenseignement explicite. Pour ce faire, laccent est mis sur lefficacit des pratiques et des programmes.CSDC des Aurores boralesB29130Thrse Dechne807-343-4073  HYPERLINK "mailto:tdechene@csdcab.on.ca" tdechene@csdcab.on.ca Intgration russie de la technologie daide en milieu scolaireLe projet vise outiller et habilet les titulaires de classes et autres membres du personnel des coles dans lutilisation de la technologie daide en vue de raffiner lapplication de stratgies efficaces permettant damliorer la littratie chez les lves ayant des difficults dapprentissage. Le personnel travaillant avec les lves de 4e anne la 12e anne des huit coles du conseil pourra utiliser diverses technologies daide en tant que stratgies denseignement, dapprentissage et dvaluation. La capacit du personnel intervenir de faon efficace sera accrue et le rendement des lves en littratie sera amlior, ainsi les lves connatront plus de succs acadmique. CSDC des Grandes RiviresB29106Nicole Gaudet705-647-7304  HYPERLINK "mailto:gaudetn@cscdgr.on.ca" gaudetn@cscdgr.on.ca De la pense l'crit Le projet vise amliorer le rendement en criture des lves de la 4e anne ayant des besoins particuliers. Lenseignante ou lenseignant de salle de classe, lenseignant ou lenseignante en EED et la direction dcole seront outills faire des choix de stratgies denseignement spcifiques en lien direct avec les rsultats de llve. Afin dassurer une mise en uvre efficace, llaboration de profils dlve, les CAP, la conception universelle de lapprentissage, lenseignement diffrenci, des outils technologiques et lcriture partage seront des stratgies privilgies.CSC Franco-NordB29114Cynthia Roveda705-472-1701 X 235  HYPERLINK "mailto:rovedac@franco-nord.ca" rovedac@franco-nord.ca Vivre l'inclusion au cycle moyen Notre projet permettra aux lves du cycle moyen identifis en difficults dapprentissage de recevoir un appui direct en salle de classe plutt quen retrait lors de lapprentissage en littratie. Le cartable des tches modifies, la pdagogie diffrencie et une planification conjointe entre la titulaire et la personne-ressource en EED sont des moyens qui permettront la possibilit de cette approche. Ce dialogue professionnel et pdagogique se tiendra lors des rencontres rgulires en communauts dapprentissage professionnelles. CSD du Centre-Sud-OuestB67300Brigitte Bergeron915-637-0394  HYPERLINK "mailto:bergeronb@csdcso.on.ca" bergeronb@csdcso.on.ca Formation en diffrenciation pdagogique dans un modle de pratique rflexive auprs des lves ayant des problmes de comportement et des difficults dapprentissage.Ce projet cible le dveloppement des comptences en littratie et en numratie chez des lves de la maternelle la 6e anne, qui prsentent des problmes de comportement et des difficults dapprentissage. De plus, il sagit de fournir une formation lquipe-cole afin de dterminer leur capacit mettre en uvre la diffrenciation pdagogique, dans un contexte dinclusion, et de rpondre aux besoins des lves prsentant ces difficults. Les quipes-coles et les intervenants spcialiss du conseil scolaire travaillent en collaboration, dresser le profil de llve, appuyer des parents, identifier ses besoins et des stratgies dintervention appropries.DSB of NiagaraB66150Marilyn Hyatt905-641-2929 X 4120  HYPERLINK "mailto:marilyn.hyatt@dsbn.edu.on.ca" marilyn.hyatt@dsbn.edu.on.ca From Congregated to InclusionThe project by the District School Board of Niagara supports the placement of students from a congregated class setting to a home school, home room setting. The Intensive Support Program enables the teacher with special education responsibilities to: provide intensive support in numeracy and literacy for students with learning disabilities and support the homeroom teachers in facilitating learning through differentiated instruction in other subject areas.DSB Ontario North EastB28002Asima Vezina  HYPERLINK "mailto:asima.vezina@dsb1.edu.on.ca" asima.vezina@dsb1.edu.on.caPHASE 2 Primary Literacy Intervention FrameworkThis project will continue the work started last year on Tiered Intervention at the Primary level in Reading. The Board has narrowed the focus to 4 areas: Providing Good Quality Assessment, Tools to Guide Instruction, Differentiated Instruction that directly correlate to ongoing assessment, and Tier 1, Tier 2 and Tier 3 Intervention. The Board will bring 10 new schools into the project for intense support. All schools in the board will have access and training to the Primary Learning Assessment Battery as well as the Tier 1 Intervention Worksheets. All schools will continue to be supported in job-embedded learning and professional learning communities.Dufferin Peel CDSBB67083Sheila McWatters905-890-1221 X 24228  HYPERLINK "mailto:sheila.mcwatters@dpcdsb.org" sheila.mcwatters@dpcdsb.org Supporting Catholic Learning Communities: Each one called by name to grow, to be nourished, to be sustainedThis project seeks to link Dufferin-Peels Board Plan to Improve Student Achievement, 2006-2009, founded on Breakthrough, the work of Fullan, Hill and Crvola, with and the 7 Belief Statements inherent in the Education for All document. In particular, it incorporates: assessment for learning; improving instructional practices through professional learning and inquiry leading to precise and personalized teaching; and, collecting, tracking, and analyzing student achievement and other data, especially for students receiving special education support. It includes, as a specific focus, work with classroom and special education teachers, as well as support services personnel, in the areas of literacy and mathematical literacy, where it stresses the importance of assessment to inform and guide instructional practices.Durham CDSBB67105Suzanne Roche905-576-6707  HYPERLINK "mailto:suzanne.roche@dcdsb.ca" suzanne.roche@dcdsb.ca Research to Practice in an Inclusive Environment: Improving Student Achievement We will involve eight schools from across the board in the implementation of evidence-based instructional strategies from Education for All to improve the achievement of, and foster the growth of, all students (focusing on students with special education needs). Using an action research model, each school team will review their school primary literacy or numeracy goal, EQAO results, board mandated assessment tools and other assessment results, and choose a strategy (or strategies) that they feel would meet the needs of students with special needs. The seven schools from last years project will also receive more professional development, mentor a new school (pairing one original school with one new school), and provide information on their implementation and effective use of their SMART Board. Durham DSBB66060Martyn Beckett  HYPERLINK "mailto:beckett_martyn@ durham.edu.on.ca" beckett_martyn@ durham.edu.on.ca Early Literacy Intervention using the WBTT and the Observation Survey: A Collaborative Research Project of the Special Education and Program Departments The Purpose of the project is to extend and deepen the system's capacity for improving early literacy achievement by: assessing the extent to which the WBTT facilitates the ability of Grade 1 Teachers and SERTs to effectively apply the principles of differentiated instruction; aligning use of the WBTT with the Program Department's plan to implement the Observation Survey; determining the relationship between use of the WBTT by SK and Grade 1 teachers and sustained improvement of students' literacy achievement; expanding the existing Professional Learning Teams to include Literacy Coaches and Grade 1 teachers; and, strengthening the capacity of Area Supervisory Officers and Principals as instructional leaders through targeted professional development.Grand Erie DSBB66168Mary-Lou Mackie519-756-6301 X 144  HYPERLINK "mailto:mackiema@fc.gedsb.net" mackiema@fc.gedsb.net Knowledge into Action: Implementing Best PracticesOne hundred and thirty five (135) elementary and secondary teachers from targeted schools will be trained in Schools Attuned or Tribes, professional development programs grounded in evidence based practice and designed to develop teachers ability to respond to specific student learning profiles (www.schoolsattuned.org; www.tribes.com). Impact of these professional development programs on students at risk or flagged as failing to make progress will be measured using report card data, DRA/CASI results, pre-/post- instructional decision making surveys and descriptive evidence of improving student learning by changing teacher behaviour.Greater Essex County DSBB66028Heather Liffiton  HYPERLINK "mailto:heather.liffiton@gecdsb.on.ca" heather.liffiton@gecdsb.on.ca Education for All -Triple P ProjectThe project will focus on improved literacy outcomes for all students, including identified special needs students, in JK through Grade 3 at two elementary inner city schools.The project will embrace the beliefs of the Education for All document and utilize the Triple P (Personalization, Precision, Professional Learning) components as described by Fullan, Crevola, Hill. Enhanced teacher capacity will be tied to assessment analysis, embedded learning in the classroom, PLCs and improved instructional practices to meet the needs of all learners.Halton CDSBB67113Gary Mahoney905-632-6314 X 125  HYPERLINK "mailto:mahoneyg@hcdsb.org" mahoneyg@hcdsb.org Learning Disability Learning Centre Based on the information gathered as a result of the 2005-2006 pilot project, two LD Learning Centers have been established to provide an intensive, assistive technology based program in which screened and identified learning disabled students receive direct instruction to improve literacy, numeracy, assistive technology and self advocacy skills. The LD classroom serves as a model classroom for demonstrating universal design and differentiated instruction through the employment of high yield, cross-curricular teaching-learning approaches. Ongoing assessment forms an integral part of the teaching-learning process and will be embedded directly in daily instruction/activities so that feedback is immediate and effective and guides instruction.Halton DSBB66133Al Greyson905-335-3663  HYPERLINK "mailto:greysona@hdsb.ca" greysona@hdsb.ca Education for All by Working Together Education for All recognizes that many Ontario students have not been formally identified as exceptional but still exhibit abilities that indicate that they are in need of special education services. To close the achievement gap for such students in Halton, 15 Learning Resource Teachers (LRT) have been hired to work with students and staff. The focus of the direct student work is to develop reading fluency to improve overall skills in literacy of students in Grades 2 and 5. In working with staff, the LRTs will coach teachers in using evidence-based practices to increase reading fluency as outlined in Education for All. Hamilton-Wentworth CDSBB67121Jackie Bajus905-525-2930  HYPERLINK "mailto:bajusj@hwcdsb.ca" bajusj@hwcdsb.ca Differentiated Instruction + Assistive Technology = Student SuccessOur 2006-07 project will expand the use of assistive technology among students from Grades 4-12 with unique learning styles so as to enhance literacy and numeracy skills. The early identification of the learning skills development of JK/SK students will be monitored through the use of a web-based teaching tool. School-based professional learning teams will be further coached to improve student achievement through in-depth training on differentiated instruction techniques. The overall goal is to enhance student achievement of students with different learning styles through the use of technology and differentiated instruction.Hamilton-Wentworth DSBB66141Janice Tomlinson905-527-5092 X 2368  HYPERLINK "mailto:janice.tomlinson@ hwdsb.on.ca" janice.tomlinson@ hwdsb.on.ca Differentiated Instruction in ActionThe Hamilton-Wentworth District School Boards Differentiated Instruction in Action! project will focus on building and deepening teacher, administrator and support staff capacity in the area of differentiated instruction. Through job-embedded staff development and professional learning communities, HWDSB staff will be exposed to new strategies, resources, and have the opportunity to meet and work with colleagues to enhance their knowledge and skills of differentiated instruction, resulting in increased instructional effectiveness and increased student achievement. Hastings and Prince Edward DSBB66222Jan Montgomery613-966-1170 X 2413  HYPERLINK "mailto:jmontgomery@hpedsb.on.ca" jmontgomery@hpedsb.on.ca Improving Literacy Skills for At-Risk Readers in Early Primary Through the Use of Specific Instructional Strategies and Literacy CoachingClassroom teachers will work together with literacy coaches, administrators and in-school resource teachers to identify at-risk readers in early primary grades, to develop student profiles, and to design and implement differentiated instruction to improve the phonological awareness and decoding skills of those students. Web-based software will be expanded and refined to support teachers to analyze literacy achievement data for at-risk readers, to develop student profiles, and then to link the profiles to the differentiated instructional strategies.Huron-Perth CDSBB67016Martha Dutrizac  HYPERLINK "mailto:martha_dutrizac@ hpcdsb.edu.on.ca" martha_dutrizac@ hpcdsb.edu.on.ca The Precision Teaching Project: Improving learning for all students through focused differentiated instructionThe goals of this project is embedded in the Education for All document and will continue to enhance and support teacher growth and development in meeting the needs of all students especially those with special needs. The project embeds all eight elements of the Crvola Design Model as well as recognizes the direction of the Board Strategic Plan so as to ensure alignment and coherence in all planning.Huron-Superior CDSB B29025Maria Esposito705-945-5602  HYPERLINK "mailto:mesposito@hscdsb.on.ca" mesposito@hscdsb.on.ca Building Capacity to Improve Literacy and Numeracy Achievement for Students with Special Education NeedsThis project is designed to support teachers in the regular classroom as they work with students with special education needs move to increased achievement levels. Job-embedded training in the areas of universal design, differentiated instruction, use of assistive technology and development of individual and classroom learning profiles will improve literacy and numeracy achievement for students with special education needs. A Catholic Professional Learning Community (CPLC) at each of the targeted schools will be established to sustain improvement.Kawartha Pine Ridge DSBB66079Beverley Moore877-741-4577 X 2031  HYPERLINK "mailto:bev_moore@kprdsb.ca" bev_moore@kprdsb.ca  ISM - Instructional Support Model: Intermediate Schools LDCC Professional Learning Communities In the Intermediate schools: 1. Using Student/Class Profiles and EQAO assessment data in combination with a school diagnostic visit, teachers will improve instruction yielding increased student literacy achievement. Professional Learning Committees will be facilitated by the principal, SERT and half time instructional coach. 2. We will deepen the work of LDCC Learning Communities through regular embedded sessions focusing on instructional techniques in the Expert Panel Report yielding increased student achievement in literacy.Keewatin-Patricia DSBB28045Larry Hope(807) 468-5571, ext. 225  HYPERLINK "mailto:larry.hope@kpdsb.on.ca" larry.hope@kpdsb.on.ca Improving Student Achievement in Writing Through Oral language, Differentiated Instruction (DI) and Universal Design (UDL) We will continue to provide a balanced literacy program (K-12) with an emphasis on writing, UDL and DI. Professional Learning Communities (PLCs) will be established in all elementary schools with a focus on student writing profiles from K-8 and using assessment to inform practice. Secondary school PLCs will focus on balanced literacy, DI and UDL. Oral Language Special Assignment Teachers will provide at-the-elbow support for classroom teachers. The System Oral Language Principal will be responsible for meeting the professional development needs of school administrators as well as monitoring implementation of oral language teaching strategies.Kenora CDSBB29050Phyllis Eikre807-468-9851  HYPERLINK "mailto:peikre@kcdsb.on.ca" peikre@kcdsb.on.ca Increased Achievement Through Capacity Building Teachers will increase their capacity, knowledge and skills in the use of differentiated instruction, universal design, inclusionary practice and best practice in literacy/numeracy to enhance student learning. Staff will be provided with professional development/resources to increase teacher capacity. Talk and practice around student achievement will increase at the system and school level professional learning community meetings. This project will develop a culture of collecting and using achievement data and will increase our system repertoire of assessment instruments at the junior level. Assistive technology will be provided to support student achievement at all levels.Lakehead DSBB28061Cathi Siemieniuk  HYPERLINK "mailto:csiemieniuk@ lakeheadschools.ca" csiemieniuk@ lakeheadschools.ca Differentiating Instruction for Reading Success Teachers will work in learning teams to analyze student achievement data, plan instruction, and review student progress and next steps using Student Profiles, with the guidance of a literacy expert and school-based coaches. Students will have the reading resources they require to learn to read successfully at grade level with fluency and comprehension. Principals will serve as instructional leaders by using data to align budget, personnel, and resources to ensure reading success for all students. Lambton Kent DSBB6036Jim Costello519-336-1500 X 495  HYPERLINK "mailto:costelji@lkdsb.net" costelji@lkdsb.net Success Through Early InterventionThis project will focus on utilizing a tiered approach to assessment and intervention in order to determine the benefits of early intervention for students at risk. Tier 1 will allow for a comprehensive analysis of two assessment tools in order to determine which tool provides the best information to inform instruction. Tier 2 will focus on intensive differentiated instruction to a targeted group of at-risk students. Tier 3 will focus on determining how to best facilitate ongoing support for students who have shown limited growth.Limestone DSBB66206Pat Warren-Chaplin  HYPERLINK "mailto:warrenp@limestone.on.ca" warrenp@limestone.on.ca Building Effective Literacy Practices in 11 Behaviour Centres and Bridging Practices with Regular Classrooms to ensure Success for All Students The project is designed to build on the effective work undertaken in 3 behaviour resource centres during 2005-06. These centres moved from classrooms that focused on Behavioural Intervention to classes focused on improved Literacy Development. The project is established to develop effective Balanced Literacy instruction in 11 additional centres for students with behavioural exceptionalities at the elementary level Grades 4 - 8 and to link these exemplary literacy practices with focused attention to Shared and Guided Reading and to the regular classroom programs. London DCSBB67032Terry Grand519-663-2088  HYPERLINK "mailto:t.grand@ldcsb.on.ca" t.grand@ldcsb.on.ca Planning for Inclusion Through Differentiated Instruction and Collaborative Inquiry For LearningBuild school level capacity to improve student learning and achievement with a focus on students who are identified as exceptional in literacy/numeracy in alignment with the improvement plans of priority schools: St Francis, St David, Sir Arthur Carty and Holy Rosary Catholic Elementary Schools and Regina Mundi Catholic College Secondary School.Near North DSBB28037Colin Vickers705-472-8170 X 5004  HYPERLINK "mailto:vickersc@nearnorthschools.ca" vickersc@nearnorthschools.ca Enhance Performance of Students with Special Needs through the use of Assistive TechnologyThis project will focus on the capacity building of the classroom teacher to enhance the performance of identified students through the use of assistive technology and mentorship (Astute) in the junior division. This project will support the beliefs contained in the Education for All document that classroom teachers are the key for a students literacy and numeracy development and that the classroom teacher needs the support of the larger community to create a learning environment that supports students with special education needs. Niagara CDSBB67156Lee Ann Forsyth-Sells905-735-0240 X 229  HYPERLINK "mailto:leeann.forsythsells@ ncdsb.com" leeann.forsythsells@ ncdsb.com Transforming Secondary Special Education programs, services, and structures to improve student achievement for students with special needs.This project will build capacity for classroom/ subject teachers using the guiding principles from Education For All by transforming programs, services, structures and practices in Special Education in eight (8) secondary schools to improve student achievement for students with special needs. It will focus on Curriculum- Based Assessments, Differentiated Instruction, Individual Education Plans (IEPs), and Assistive Technology within the context of Professional Catholic Learning Communities at the school and system levels. The collection and analysis of student performance based data, curriculum based assessments, Individual Education Plans will be tracked and charted to measure student achievement.Nipissing-Parry Sound CDSBB29017Joanne Bnard705-472-1560 X 240  HYPERLINK "mailto:benardj@npsc.edu.on.ca" benardj@npsc.edu.on.ca Effective Communication for AllThe CODE 06-07 project will focus on Junior/Intermediate students with Learning Disabilities and their use of assistive technology. The project will extend to the intermediate division in 06/07 and will include two new schools. Maintenance and sustainability of teacher commitment and student achievement throughout the lead schools will be instrumental as we enhance the mentorship role. Modeling for the 06-07 expansion schools will be completed by the 05-06 project schools. Mentorship/leadership roles will be encouraged and implemented, principal to principal, teacher to teacher and student to student through professional learning communities.Northeastern CDSBB29009Paul Toffanello705-268-7443 X 3209  HYPERLINK "mailto:paul.toffanello@ncdsb.on.ca" paul.toffanello@ncdsb.on.ca The DELTA Project Dedicated to Enhancing Learning, Teaching & AchievementThe DELTA Project is designed to meet the needs of students and to support primary division teachers in select schools to improve instructional practice and student achievement. It has three key areas of focus which are interconnected: Assistive Technology; Instructional Strategies; and School-Based Teams. Teachers and principals are equipped with the tools, resources, skills, and professional knowledge necessary to effectively meet the needs of students with diverse strengths and abilities in the regular classroom setting.Northwest CDSB B29041Alvin Cesiunas807-223-4663 X 33  HYPERLINK "mailto:acesiunas@tncdsb.on.ca" acesiunas@tncdsb.on.ca Building Teacher Vertical and Lateral Capacity Through the Web Elementary Report Card and IEP Companion With this years project focus on technology, we will: install and implement the Trillium IEP Companion and Web EA Provincial Report Card software; update or replace sound field systems in schools; train Site Administrators and SERTs in the use of Dragon Naturally Speaking voice-to-text software and purchase school sets of microphone headsets; consolidate/extend SERT, principal, and JK-Gr.1 teacher knowledge through Web Based Teacher Tool training; expand this training to Gr. 2 teachers this year; and purchase Differentiated Instruction resources for each teacher, and a video kit for each school, to further build and enhance knowledge and skills.Ottawa-Carleton CDSBB67180Michael Baine613-224-4455 X 2351  HYPERLINK "mailto:michael_baine@occdsb.on.ca" michael_baine@occdsb.on.ca R.E.T.E.L.L.S. Building Comprehension Through Retelling of TextOttawa Carleton CDSB R.E.T.E.L.L.S. will examine the impact of oral language on student achievement in the development of literacy skills. The purpose of this project is to build reading comprehension skills through oral retelling of text.Ottawa-Carleton DSBB66184Dawn Paxton613-596-8211 X 8254  HYPERLINK "mailto:dawn.paxton@ocdsb.ca" dawn.paxton@ocdsb.ca  HYPERLINK "mailto:judith.kingsbury@ocdsb.ca" judith.kingsbury@ocdsb.ca Increasing the Capacity of Regular Classroom Teachers in Effective Literacy Instruction of Students with Special Education NeedsThe OCDSB CODE Project involves increasing the capacity of regular classroom teachers in effective literacy instruction of students with special education needs, including differentiated instruction practices and a universal design for learning. We will extend the successful teaching practices and supports we presently have in place in our 3 existing CODE schools to include the elementary divisions in 2 new schools within our Board.Peel DSBB66125Shirley-Ann Teal905-890-1010 X 2346  HYPERLINK "mailto:shirleyann.teal@peelsb.com" shirleyann.teal@peelsb.com Literacy Partnership for Special Needs Students Five junior elementary schools will receive targeted support from an instructional team of teachers and administrators. These teams will apply knowledge of assessment and differentiated instruction, targeting selected students with special education needs. Assessment data will be used to develop a student profile and management plan, consisting of evidence based intervention strategies. This plan will be carried out and assessed at regular intervals by all members of the professional learning team.Peterb. Vic. North.& Clarington CDSBB67067Deirdre Thomas705-748-4861 X 223  HYPERLINK "mailto:dthomas@pvnccdsb.on.ca" dthomas@pvnccdsb.on.ca Deal or No Deal : Differentiated Education, Assessment and LeadershipThis project has three focus areas: Education Capacity Building for Junior Division teachers, SERTs, Principals/Vice Principals about Differentiated Instruction in the classroom; Capacity building for Secondary teachers about differentiated instruction. Assessment Capacity Building for Intermediate Division and Secondary teachers about differentiated assessment in partnership with Learning Support Services and Student Success. Leadership Principal Peer Coaching for the school-based implementation of Differentiated Instruction and Assessment.Rainbow DSBB28029Norm Blaseg705-674-3171 X 229  HYPERLINK "mailto:blasegn@rainbowschools.ca" blasegn@rainbowschools.ca Building Essential Learning through Literacy Resource TeachersRainbow District School Board recognizes the most effective way for impacting staff development is through the literacy coaching model. As demonstrated by Joyce and Showers, 1995, the literacy coaching model achieves an 80% success rate, the most successful intervention for impacting staff development. RDSB has identified eight schools to implement the literacy coaching model. These schools demonstrate rich diversity and are well matched for comparison purposes. All eight schools have a high percentage of special needs students, are rural, and in most instances have split grades in the primary division. All schools will be granted a .5 Literacy Resource Teacher.Rainy River DSBB28053Heather Campbell  HYPERLINK "mailto:hcampbell@mail.rrdsb.com" hcampbell@mail.rrdsb.com Making A Difference by Making it Different! Our goal is to create cultures of precision, personalization and professional learning aimed at ensuring that every child will succeed. We will put structures in place to support data gathering, goal-setting, implementation strategies and monitoring/adjusting activities. Through alignment of system/school improvement plans and building on successes, we continue to extend and deepen our capacity. We believe that student achievement for all is a priority; teachers must work together and share responsibility for all students; quality instruction and assessment for learning directly impacts student achievement; and an emphasis on shared leadership will result in sustained improvement.Renfrew County CDSBB67199Michele Arbour  HYPERLINK "mailto:marbour@rccdsb.edu.on.ca" marbour@rccdsb.edu.on.ca Sharpening our Focus for Student Success1. Early Primary Years Intervention Lighthouse Literacy Program: That a school, having developed and practiced successful early intervention strategies and assessment techniques provide cascade training to Special Education Teachers in order to replicate this program in other schools. 2. Junior Assistive Technology: That Special Education teachers train grade 5 teachers in Assistive Technology in order to provide all grade 5 students an opportunity to utilize the parts of the software programs suited to their individual written literacy needs. 3. Junior Numeracy: That the Knowing Math Intervention program involves EQAO Level 2 grade 5 students and upon completion of this program increases their basic math skills to EQAO level 3.Renfrew County DSBB66214Steve Sliwa613-735-0151 X 291  HYPERLINK "mailto:sliwas@renfrew.edu.on.ca" sliwas@renfrew.edu.on.ca CODE Plus 12 ProjectThis Project is inspired by the Education for All expert panel report focusing on extending and deepening our capacity to support students with special needs in the areas in literacy and numeracy. The action of extension will be realized by introducing 12 schools to collaborative inquiry approach for addressing differentiated instruction for students with IEP accommodations in the areas of reading writing and/or math. The action of deepening the capacity of schools will be realized through an emphasis on differentiated instruction and school-based coaching in 5 additional schools (that had participated in the CODE Pilot Project last year).Simcoe County DSBB66109Lindy Zaretsky 705-734-6363 X 11343  HYPERLINK "mailto:lzaretsky@scdsb.on.ca" lzaretsky@scdsb.on.ca The Incredible Years: Integrating Dinosaur Social Literacy Intervention into Primary Literacy Programs This project uses an evidenced-based intervention program to support teachers in fostering social and emotional growth with their K-3 students. The proactive nature of this program seeks to teach the necessary strategies for coping and social interaction before behavioural problems begin to interfere with student learning. Data regarding increases in student achievement and staff capacity will be collected, analyzed and shared. Research shows that the early incidence of conduct problems is an indicator of much more serious social problems later in adolescence, making the need for early intervention crucial (Webster-Stratton, 2002). Simcoe Muskoka CDSBB67091Brian Beal705-722-3559 X 247  HYPERLINK "mailto:bbeal@smcdsb.on.ca" bbeal@smcdsb.on.ca Many Faces, One Focus: Junior Strategy - FDT (Focused Differentiated Teaching) The focus of this project is to build teacher capacity in Differentiated Instruction and Universal Design at the Grade four, five, and six level. Through professional dialogue in Junior learning teams at the school level, staff (including the Classroom Teacher, Junior Lead, Principal, and Special Education teacher) at selected schools will deepen their understanding of assessment practices and selected reading/writing strategies (including integration of assistive technology). This focus will realize improved literacy results for all students, including students with special education needs.St. Clair CDSBB67040Frank Leddy519-627-6762 X 388  HYPERLINK "mailto:frank.leddy@st-clair.net" frank.leddy@st-clair.net Growing a Professional Learning Team through CoachingThe 2005-2006 Education for All project focused on building a professional collaboration between a primary classroom teacher and a program resource teacher. From these 12 teams, we will select 2 coaching teams who will work across our district to grow professional teams of classroom teachers and program resource teachers in the remaining 18 schools. The coaches will work in the classrooms with the school-based team to model and scaffold the exemplary practices and key learnings of our 2005-2006 project. These 18 school teams will participate in professional learning sessions on topics like balanced instruction, differentiated instruction, small group instruction, effective literacy and numeracy instruction. Sudbury CDSBB29033Rossella Bagnato705-673-5620  HYPERLINK "mailto:bagnatr@scdsb.edu.on.ca" bagnatr@scdsb.edu.on.ca Students With Diverse Strengths and Needs Will Improve Literacy and Numeracy Skills through the Implementation of Differentiated Instruction with Regular Access to Assistive Technology NeedsRegular monthly release in four high needs schools will allow staff to participate in professional learning community activities. The project will provide a full time Literacy/Numeracy Special Education Resource Teacher who will provide specific professional development in universal design and differentiation. Also provided will be an Assistive Technology Support Teacher to assist teachers and students to use the assistive technology (CoWriter, Write Out Loud and Dragon Naturally Speaking). Additional assessment tools will be purchased and teacher training will occur. This project incorporates the belief of the key learnings from the 2005-06 projects.Superior North CDSBB29076Ann Blake807-825-3207 X 34  HYPERLINK "mailto:ablake@sncdsb.on.ca" ablake@sncdsb.on.ca Improving Achievement with Assistive Technology 2006-2007 continues growth in teachers instructional skills using AT that allows students with special needs, and all students, to access curricula. It focuses on receptive and expressive language, improving writing, reading and math strategies in order to meet Ontarios goal of 75% at levels 3 & 4 by 2008. Focus on 3 schools: St. Edward, HAS, Our Lady Of Lourdes (3 out of 9 schools) Additional Professional Learning will come from coaching at the elbow, AT workshops and text resources. Professional Learning Communities will focus principals as instructional leaders and teachers as precision instructors making decisions based on data.Superior-Greenstone DSBB28070Colleen Kappel807-229-0436  HYPERLINK "mailto:ckappel@sgdsb.on.ca" ckappel@sgdsb.on.ca Reaching AllTeaching All We are going to enhance the use of the critical coaches to implement our Professional Learning Communities and to assist all partners in the analysis of our boards data. Our elementary focus will be on increasing student achievement in our 4 low achieving schools and our secondary focus will be on developing an intervention model for grade 9 students who are being unsuccessful. The project will also focus on extended support, training and implementation for assistive technology to ensure that it is embedded in teacher practice.Thames Valley DSBB66044Don Blair519-452-2330  HYPERLINK "mailto:d.blair@tvdsb.on.ca" d.blair@tvdsb.on.ca Education for All Best Practice in Assessment and Teaching StrategiesTraining will be provided to the following groups on specific assessment strategies and tools, i.e. DRA, shared reading, differentiated instruction and shared math: Congregated special education classroom teachers (elementary), learning support teachers and principals and vice- principals. Half a day/ congregated Sp. Ed. Teacher will be observing/coaching with the Lead literacy teacher. DRA kits and Prime Math Assessment kits will be purchased and we will provide big books. An additional project supporting the use of FM Sound Systems in classrooms will examine the impact on student learning in literacy and math. Thunder Bay CDSBB29068Rob Kruse807-625-1590  HYPERLINK "mailto:rkruse@tbcdsb.on.ca" rkruse@tbcdsb.on.ca Differentiating for Success Extend and build upon the successful practices established in last years project by: Building the capacity of new teachers to understand universal design for learning and to differentiate instruction through the use of assistive technology; Extending and sustaining the skills of teachers in last years project; Focus on technology that supports inclusion and universal design i.e., tools that enhance student achievement of literacy skills i.e., reading and writing across the curriculum; Focus on universal design and differentiating instruction for students with diverse learning needs in Grades 7 and 8.Toronto CDSB B67059Jim Saraco416-222-8282 X 2486  HYPERLINK "mailto:jim.saraco@tcdsb.org" jim.saraco@tcdsb.org Enhancing Classroom Instruction and Assessment to Ensure Educational Success for All Students with special education needs. The CODE project will involve four schools across the system and they will link with existing professional learning networks. In all three schools the focus will be academic improvement of special needs students. This will be accomplished by building teacher capacity through professional development, coaching and networking. The project design will include assistive technology, early identification and intervention, universal design and differentiated instruction, within the framework of evidence based decision making and continual monitoring for maximum success.Toronto DSB B66052Karen Gravitis  HYPERLINK "mailto:karen.gravitis@tdsb.on.ca" karen.gravitis@tdsb.on.ca Success for All: Stretching and Deepening Instruction The TDSB project proposed here is comprised of 10 components which collectively demonstrate the Boards commitment to the Belief Statements of Education for All and to providing exemplary programming for all students in the system. They represent, in some cases, an extension and deepening of projects that were funded last year as part of the CODE Special Education Project, and in other cases, Board support for school-based, evidence-based innovation and experimentation in the interest of better serving our students.Trillium Lakelands DSBB66087Shelley Mierle  HYPERLINK "mailto:shelley.mierle@tldsb.on.ca" shelley.mierle@tldsb.on.ca All Students Can Succeed: Increasing Student Achievement Through Assistive Technology, Universal Design for Learning, Differentiated Instruction, and Professional Learning Communities This project will focus on Assistive Technology, Universal Design for Learning, and Differentiated Instruction for students in grades five to ten. School teams will learn how to work effectively in professional learning communities using these strategies with the goal of raising student achievement. The project will target the issue of accessibility to assistive technology. School teams will also work together to design and implement differentiated instruction lessons and assessments so that all students can succeed including a focus on instructional strategies and student materials to capitalize on gender preferences, particularly for boys with special needs who have significant achievement gaps. Upper Canada DSBB66192Ian Carswell613-342-0371 X 1397  HYPERLINK "mailto:ian.carswell@ucdsb.on.ca" ian.carswell@ucdsb.on.ca Going Deeper. Building the Capacity of Teachers to Instruct Students with Special Education Needs in Inclusive and Flexible Learning EnvironmentsOur goal is to improve the outcomes for student literacy for students with special education needs within regular classroom settings through job embedded capacity building and inclusive technology (assistive technology). With this years funds we will continue capacity building with Learning Resource Coaches along with the continued inclusion of training for principals and supervisory officers. In addition this year we are going deeper by focusing on several demonstration sites where we will be supporting a model of job embedded professional development entitled PLC 123. The funds will also be used to develop an implementation plan for the use of inclusive technology through the use of an implementation focus group, a demonstration site and subsequent training for Learning Resource Coaches and other stakeholders.Upper Grand DSBB66117Heather Boswell519-941-6191 X 240  HYPERLINK "mailto:heather.boswell@ugdsb.on.ca" heather.boswell@ugdsb.on.ca Achieve: Programming by Profiling and Targeting (APPT) This project is designed to improve the achievement of exceptional students in grades 7-10 in the area of literacy. Students with mild intellectual disabilities, learning disabilities and giftedness who are placed in regular class setting with resource support or partially integrated classes will be included in this initiative. The focus will be on five key literacy skills with specific outcome targets. These specific outcomes will be supported by technology and student resources; applies to students' IEPs; and tracked through the use of data walls.Waterloo CDSBB67148Bernie Kowalczyk519-578-3660 X 2250  HYPERLINK "mailto:bernie.kowalczyk@ wcdsb.edu.on.ca" bernie.kowalczyk@ wcdsb.edu.on.ca Differentiated Intervention Strategies for Students with Significant Reading and Writing DifficultiesBy improving access to assistive technology, training and enhancing school-based coaching teams the project strives to increase teacher capacity to improve student learning. Differentiated instructional strategies combined with assistive technology will be used by teachers in their work with 40 grade 4 students experiencing pronounced reading and writing difficulties. Using a pre-post data review model, the project will examine the impact on student learning. The findings of this project will permit extensions to other teachers, classrooms, and schools. Waterloo Region DSBB66176Mark Harper519-570-0003 X 4233  HYPERLINK "mailto:mark_harper@wrdsb.on.ca" mark_harper@wrdsb.on.ca Focused instruction for students with significant reading difficulties.The project builds upon the success of last year in delivering a group-based remedial reading program to junior students and it extends the partnership with the Hospital for Sick Kids in four ways. First, the project will explore the efficacy of this program with senior students and with a whole class of Grade 1 students. Second, the project will pilot an extension of this program in a few schools. Third, the project will train and coach SERTs in a specific part of this group-based program. Fourth, the project will involve the school principal and classroom teachers in the process and in training. Wellington CDSBB67130Dom DiBartolomeo519-821-4640 X 243 ddibartolomeo@ wellingtoncssb.edu.on.ca For All The Write Reasons! The project is intended to support enhanced student achievement in the writing strand through an universal designed classroom for writing development to support students with special needs in the junior grades. The specific project components shall include the writing process, assessment for learning and differentiated instruction through the writing exemplars and tiered support of assistive technology. The focus will be on the classroom teacher and the individual student on placing the learner at the centre and on improved student writing achievement. The model of delivery has as its foundation, the seven beliefs found in Education For All. The system team will provide ongoing direction, support and resources to build capacity with teachers, school administrators and supervisory officers in addition to assisting with the development, implementation and evaluation of this project throughout the upcoming year.Windsor-Essex CDSBB67024Cathy Geml519-253-2481 X 202  HYPERLINK "mailto:cathy_geml@wecdsb.on.ca" cathy_geml@wecdsb.on.ca Improving Literacy Achievement for Junior Grade Students with Learning DisabilitiesThis years project has two phases. Phase 1: Improved use of differentiated instruction by teachers of split grades by division (Primary, Junior, Intermediate). Phase 2: will focus on intervention strategies targeting Junior level LD students. The goal is to work with existing initiatives and focus on the improvement of student achievement in literacy for students with special needs. The following criteria will be used to identify the schools/classes to be involved in this initiative: i) high incidence of learning disabilities at the junior level ii) declining or static writing scores according to the EQAO results. The purpose of the project is to improve student achievement, increase the students meta cognition and long-term gains in literacy and will result in improvement in the Grade 6 EQAO and ultimately the secondary school OSSLT results.York CDSBB67075Lee WilsonX 1631  HYPERLINK "mailto:lee.wilson@ycdsb.ca" lee.wilson@ycdsb.ca Planning For InclusionThe project outline is designed to improve literacy and numeracy skills (primarily literacy skills) of students with special education needs in 34 elementary schools and 6 secondary schools by implementing a literacy strategy accessible through the use of assistive technology in grades 6 and 10. Phase One of the project will continue to build capacity and train 4 additional staff members from each school in the Board in the use of Kurzweil, Inspiration, Word Q, and Dragon Naturally Speaking. Phase Two of the project will provide intensive training, follow up, and ongoing review of the use of assistive technology in the 40 pilot schools.York Region DSBB66095Louise MoreauX 3236  HYPERLINK "mailto:louise.moreau@ yrdsb.edu.on.ca" louise.moreau@ yrdsb.edu.on.ca Assessment for Learning and Differentiated Instruction in the Kindergarten The focus of our work is on: assessing learning needs early in the Kindergarten year in order to identify starting points for instruction for children requiring extra support to develop literacy skills; providing a baseline for assessing learning gains; developing teacher capacity to think about and match instruction to address the personal learning needs of each child based on the collected data; and informing a system decision about choosing assessment tools that will have the greatest impact on enabling teachers to identify the kindergarten students who are at risk for literacy development, focusing instruction and ultimately improving achievement.  Provincial Schools Branch English  Nancy Sanders  905-878-2851  HYPERLINK "mailto:Nancy.Sanders@ontario.ca" Nancy.Sanders@ontario.ca  Effective Classroom Practice for Deaf Students with Autism  The purpose of this study is to examine optimal learning approaches for Deaf students with autism including physical environments (classroom and residential considerations), teaching strategies and assessment practices. This project involves an extensive literature in both educational approaches to teaching Deaf students as well as students with autism, to inform effective practice. Student achievement, including establishing appropriate communication strategies, will be monitored through internal and external research measures. Classroom teaching will be supported through a multidisciplinary team approach, with ongoing teacher coaching and mentoring. Student Portfolios will be developed to capture and monitor student progress (assessment and evaluation data, IEPs, student and teaching video, transition information)NW School Authorities Fred Porter 807-475-6989  HYPERLINK "mailto:fporter@resourcenorth.com" fporter@resourcenorth.com Teaching and Learning for All The project will focus on improving the reading skills of junior level learners by enhancing their oral language skills. Resources and strategies used in the project will be selected to address the needs students with learning challenges from Aboriginal backgrounds. A demonstration classroom will be established in one of the 10 participating schools; teachers in this school will model the effective resources and exemplary practices. The demonstration classroom will become a central professional learning community for junior level teachers, school principals, special education teachers and education assistants from the schools participating in the project. NE School Authorities (NEOSA)Jim White705-386-2350  HYPERLINK "mailto:jewhite@onlink.net" jewhite@onlink.netComputer-Based Assistive Technology Implementation ProjectThis project will assist schools with the purchase of necessary computer-based assistive technology hardware, peripherals and software. Teachers and Junior/Intermediate students will be provided with training on effective use of assistive technology. Students will become more indepenent in their learning. Assessment data will be collected to measure the impact of assistive teechnology on student achievement.Administration scolaire francophone du nord de lOntario CASNODiane L. Lozier705-897-3732  HYPERLINK "mailto:dianel@lozier.anikast.ca" dianel@lozier.anikast.ca Conscience phonologiqueDans un premier temps, le projet vise lamlioration de la russite scolaire des lves des cycles prparatoire et primaire ayant des besoins particuliers par lentremise de la formation des e %&9:GHklwx~       . / 0 1 ҷҥҷҋ"jhv#sB*CJUphhv#s0JCJ"jThv#sB*CJUphjhv#sB*CJUphhv#sB*CJPJphhv#sB*CJphhv#s5B*CJPJphhv#s5B*CJph hv#sPJhv#s6&:Hl $$Ifa$$If$If199lm kd$$Ifֈ82 iI)&7F&7  c072 22 22 22 22 22 24amx $If] $$Ifa$$If kd;$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a 0 1  $$Ifa$$If kdr$$If\ ֈ82 iI)&7F7  c072 22 22 22 22 22 24a'(./<=PQz{|?@NOUVabwxlmͺٲ"j4 hv#sB*CJUph"jhv#sB*CJUphjhv#sB*CJUphhv#s0JCJ%jhv#s>*B*CJUphhv#s>*B*CJphjhv#s>*B*CJUphhv#sB*CJPJphhv#sB*CJph2(/=P@ $$Ifa$$If @A kd$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24aAOVbm $$Ifa$$Ifmn kd$$Ifvֈ82 iI)&7F7  c072 22 22 22 22 22 24an&  $ & F$Ifa$ $$Ifa$$If%&  $%5678ijk34LMSTbctxyAB()=>DETUbcӷߥߓ"jhv#sB*CJUph"jhv#sB*CJUphhCUB*CJph"j{ hv#sB*CJUphhv#sB*CJPJphhv#sB*CJphjhv#sB*CJUphhv#s0JCJ:  kd3 $$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a%674 $ & F$Ifa$ $$Ifa$$If 45 kdv $$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a5MTcB) $$Ifa$$If)* kd$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a*>EUb $$Ifa$$If >S !!!(!)!*!+!Z![!###$$$$1$2$G$H$[$ŷ߅ӷvlh| eB*CJphjh| eB*CJUph"jPhv#sB*CJUphhv#s6B*CJmH phsH hv#sB*CJPJmH phsH hv#sB*CJmH phsH hv#sB*CJmH phsH hv#sB*CJPJphhv#sB*CJphjhv#sB*CJUphhv#s0JCJ( kd$$IfLֈ82 iI)&7F7  c072 22 22 22 22 22 24a *!+![!# $$Ifa$$If## kdS$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a#$$2$$$$$Y' $$Ifa$$If[$|$~$$$$$$$$$X'Y'Z'i'j'p'q'{'|'''''''''')(*(******Ĺįvdv\vhv#s0JCJ"j hv#sB*CJUphjhv#sB*CJUphhv#sB*CJPJmH phsH hv#sB*CJmH phsH hv#sB*CJPJphhv#sB*CJphhLevh| e0JCJjh| eB*CJUph(jhLevh| eB*CJUphh| eB*CJphh| eh| eB*CJph$Y'Z' kd$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24aZ'j'q'|'''''''''')(*(* $$Ifa$$If** kd$$Ifcֈ82 iI)&7F7  c072 22 22 22 22 22 24a***++T+U+V+W+X+Y+Z+p+q+/ $$Ifa$$If*++++?+@+A+R+S+Y+Z+o+q+r+++F,G,./:/>>,>->3>4>A>B>O>P>y>z>{>>>>>>>>>@@@׼ת׼׀"j0+hv#sB*CJUphhv#sB*CJH*mH phsH hv#s0JCJ"j%hv#sB*CJUphjhv#sB*CJUphhv#sB*CJPJphhv#sB*CJphhv#sB*CJmH phsH hv#sB*CJPJmH phsH 2:: kd$$$IfPֈ82 iI)&7F7  c072 22 22 22 22 22 24a:::::;;\;>>->4>B>O>>>>>@Ff( $$Ifa$$If@@ kd,$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a@AA A AAA7A8AcAdAeA{A|A}A~AAACCCCCCCCCCC&D'D(DάណxxiWi"j/hv#sB*CJUphjhv#sB*CJUphhv#sB*CJPJphhv#sB*CJphhv#sB*CJPJmH phsH hv#sB*CJmH phsH hv#s0JCJmH sH *jg-hv#sB*CJUmH phsH $jhv#sB*CJUmH phsH hv#sB*CJPJmH phsH hv#sB*CJmH phsH @A AA7A}A~AAAC $$Ifa$$If CC kd^.$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24aCCCCC@DADDG $$Ifa$$If(D>D?D@DADDD_E`EGGGGGGGGGGGGGGHHHH4H5HJJJJ"J#J/J0J1J2JbJcJdJJJJJJMMNMaMbMŵťŵߓ߁"j<4hv#sB*CJUph"j1hv#sB*CJUphhv#sB*CJH*mH phsH hv#sB*CJPJmH phsH hv#sB*CJmH phsH hv#sB*CJPJphhv#sB*CJphjhv#sB*CJUphhv#s0JCJ2GG kd0$$Ifh ֈ82 iI)&7F7  c072 22 22 22 22 22 24aGGGGHH5HJ $$Ifa$$IfJJ kd2$$IfPֈ82 iI)&7F7  c072 22 22 22 22 22 24aJJ#J0J1JJJNM $ & F$Ifa$ $$Ifa$$IfNMOM kdG5$$Ifgֈ82 iI)&7F7  c072 22 22 22 22 22 24aOMbMiMzMMMPNQ $$Ifa$$IfbMhMiMyMzMMMMMMMMMMONPNQQQQQQQQQQQQQQQQQORxUUUUUUUUUUUUUUUUVVYYYYYYYYY"j!;hv#sB*CJUph"j8hv#sB*CJUphhv#s0JCJ"j6hv#sB*CJUphjhv#sB*CJUphhv#sB*CJPJphhv#sB*CJph$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a\\\\\L]M]s]_ $ & F$Ifa$ $$Ifa$$If__ kd@$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a_____``4`5`$c $$Ifa$$If $c%c kdB$$Ifvֈ82 iI)&7F7  &c072 22 22 22 22 22 24a%c0c7cBcOccccc*f $$Ifa$$If /c0c6c7cAcBcOcPcucvcwccccccc)f*fBfCfIfJfVfWfdfeffffffffff^i_iviwi}i~iiiiiiiiiiiijj_l`llllll"jHhv#sB*CJUph"jlFhv#sB*CJUphhv#s0JCJ"j?Dhv#sB*CJUphjhv#sB*CJUphhv#sB*CJphhv#sB*CJPJph=*f+f kdE$$Ifvֈ82 iI)&7F7  &c072 22 22 22 22 22 24a+fCfJfWfdffff_i $$Ifa$$If_i`i kdKG$$Ifgֈ82 iI)&7F7  c072 22 22 22 22 22 24a`iwi~iiiij`l $$Ifa$$If`lal kdI$$Ifgֈ82 iI)&7F7  c072 22 22 22 22 22 24aallllllmo $$Ifa$$Iflllllllllllmmooooooooooppp1p2p3p4ppp;r|?|@|R|S|T|U|||01>?E|"j)Yhv#sB*CJUphhv#s0JCJPJ&jVhv#sB*CJPJUph jhv#sB*CJPJUphhv#shv#sB*CJPJphhv#sB*CJphhv#s0JCJjhv#sB*CJUph"jThv#sB*CJUph0VxWx kdU$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24aWxmxtxxxxTyZy[y{ $$Ifa$$If {{ kdW$$If ֈ82 iI)&7F7  c072 22 22 22 22 22 24a{{{ ||T|U|||1 $$Ifa$$If 12 kdZ$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24a2?FWXف $ & F$Ifa$ $$Ifa$$If EFVWXYׁف9:;MNOPrs݇އ'"j_hv#sB*CJUph"j]hv#sB*CJUphhv#s0JCJ"jX[hv#sB*CJUphjhv#sB*CJUphhv#sB*CJphhv#sB*CJPJph=فځ kd_\$$Ifֈ82 iI)&7F7  c072 22 22 22 22 22 24aځOPs $$Ifa$$If kd^$$Ifgֈ82 iI)&7F7  c072 22 22 22 22 22 24a9Oч$If $ & F$Ifa$ $$Ifa$$If ч҇ kd`$$Ifvֈ82 iI)&7F7  c072 22 22 22 22 22 24a҇އ>? 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Dans un deuxime temps, le projet prvoit fournir un accompagnement et des suivis en salle de classe. Ce projet se veut une collaboration troite avec les quipes du CEPEO, de FARE et de CASNO.     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P075F5575 5c2 22 22 22 22 22 24  DyK asima.vezina@dsb1.edu.on.cayK ^mailto:asima.vezina@dsb1.edu.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24  DyK sheila.mcwatters@dpcdsb.orgyK ^mailto:sheila.mcwatters@dpcdsb.orgyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  075F5575 5c2 22 22 22 22 22 24 DyK suzanne.roche@dcdsb.cayK Tmailto:suzanne.roche@dcdsb.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V v075F5575 5c2 22 22 22 22 22 24  DyK !beckett_martyn@ durham.edu.on.cayK Tmailto:beckett_martyn@%20durham.edu.on.caF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK mackiema@fc.gedsb.netyK Rmailto:mackiema@fc.gedsb.netyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK heather.liffiton@gecdsb.on.cayK bmailto:heather.liffiton@gecdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK mahoneyg@hcdsb.orgyK Lmailto:mahoneyg@hcdsb.orgyX;H,]ą'cL$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V v075F5575 5c92 22 22 22 22 22 24 DyK greysona@hdsb.cayK Hmailto:greysona@hdsb.cayX;H,]ą'cL$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V v075F5575 5c92 22 22 22 22 22 24 DyK bajusj@hwcdsb.cayK Hmailto:bajusj@hwcdsb.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 DyK janice.tomlinson@ hwdsb.on.cayK Nmailto:janice.tomlinson@%20hwdsb.on.caF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 DyK jmontgomery@hpedsb.on.cayK Xmailto:jmontgomery@hpedsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V J075F5575 5c2 22 22 22 22 22 24 DyK "martha_dutrizac@ hpcdsb.edu.on.cayK Vmailto:martha_dutrizac@%20hpcdsb.edu.on.caF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK mesposito@hscdsb.on.cayK Tmailto:mesposito@hscdsb.on.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkdoP$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK bev_moore@kprdsb.cayK Nmailto:bev_moore@kprdsb.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK larry.hope@kpdsb.on.cayK Tmailto:larry.hope@kpdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  075F5575 5c2 22 22 22 22 22 24 DyK peikre@kcdsb.on.cayK Lmailto:peikre@kcdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK  csiemieniuk@ lakeheadschools.cayK Rmailto:csiemieniuk@%20lakeheadschools.caF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK costelji@lkdsb.netyK Lmailto:costelji@lkdsb.netyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 DyK warrenp@limestone.on.cayK Vmailto:warrenp@limestone.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V v075F5575 5c2 22 22 22 22 22 24 DyK t.grand@ldcsb.on.cayK Nmailto:t.grand@ldcsb.on.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkdc$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK vickersc@nearnorthschools.cayK Hmailto:vickersc@nearnorthschools.caF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V H075F5575 5c2 22 22 22 22 22 24 DyK leeann.forsythsells@ ncdsb.comyK Pmailto:leeann.forsythsells@%20ncdsb.comF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 DyK benardj@npsc.edu.on.cayK Tmailto:benardj@npsc.edu.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24  DyK paul.toffanello@ncdsb.on.cayK ^mailto:paul.toffanello@ncdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK acesiunas@tncdsb.on.cayK Tmailto:acesiunas@tncdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK michael_baine@occdsb.on.cayK \mailto:michael_baine@occdsb.on.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkds$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK dawn.paxton@ocdsb.cayK Pmailto:dawn.paxton@ocdsb.cayX;H,]ą'cDyK judith.kingsbury@ocdsb.cayK Zmailto:judith.kingsbury@ocdsb.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g <075F5575 5c2 22 22 22 22 22 24 p<qkdy$$Ifgֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK shirleyann.teal@peelsb.comyK \mailto:shirleyann.teal@peelsb.comyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V J075F5575 5c2 22 22 22 22 22 24 DyK dthomas@pvnccdsb.on.cayK Tmailto:dthomas@pvnccdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V # 075F5575 5c2 22 22 22 22 22 24 DyK blasegn@rainbowschools.cayK Zmailto:blasegn@rainbowschools.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK hcampbell@mail.rrdsb.comyK Xmailto:hcampbell@mail.rrdsb.comyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V k075F5575 5c2 22 22 22 22 22 24 DyK marbour@rccdsb.edu.on.cayK Xmailto:marbour@rccdsb.edu.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK sliwas@renfrew.edu.on.cayK Xmailto:sliwas@renfrew.edu.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK lzaretsky@scdsb.on.cayK Rmailto:lzaretsky@scdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V H075F5575 5c2 22 22 22 22 22 24 DyK bbeal@smcdsb.on.cayK Lmailto:bbeal@smcdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK frank.leddy@st-clair.netyK Xmailto:frank.leddy@st-clair.netyX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK bagnatr@scdsb.edu.on.cayK Vmailto:bagnatr@scdsb.edu.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V H075F5575 5c2 22 22 22 22 22 24 DyK ablake@sncdsb.on.cayK Nmailto:ablake@sncdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK ckappel@sgdsb.on.cayK Nmailto:ckappel@sgdsb.on.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkd$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK d.blair@tvdsb.on.cayK 6mailto:d.blair@tvdsb.on.ca$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkd $$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK rkruse@tbcdsb.on.cayK Nmailto:rkruse@tbcdsb.on.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V H <075F5575 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mark_harper@wrdsb.on.cayK Vmailto:mark_harper@wrdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 F$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V g075F5575 5c2 22 22 22 22 22 24 DyK cathy_geml@wecdsb.on.cayK Vmailto:cathy_geml@wecdsb.on.cayX;H,]ą'cF$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V 075F5575 5c2 22 22 22 22 22 24 DyK lee.wilson@ycdsb.cayK Nmailto:lee.wilson@ycdsb.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V J <075F5575 5c2 22 22 22 22 22 24 p<qkd$$IfJֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK louise.moreau@ yrdsb.edu.on.cayK Pmailto:louise.moreau@%20yrdsb.edu.on.ca$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkdL$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK Nancy.Sanders@ontario.cayK Xmailto:Nancy.Sanders@ontario.cayX;H,]ą'c$$If!vh5F5575 5 5c#vF#v#v7#v #vc:V  <075F5575 5c2 22 22 22 22 22 24 p<qkd$$Ifֈ82 iI)&7F7  c <072 22 22 22 22 22 24ap<DyK fporter@resourcenorth.comyK Zmailto:fporter@resourcenorth.comyX;H,]ą'c$$If!vh5F5575 5 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