ࡱ>  L@\pJF Ba==LxKx-8X@"1Arial1Arial1Arial1Arial1 Arial1$Arial1.Times New Roman1.Times New Roman1. Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman1.Times New Roman"$"#,##0_);\("$"#,##0\)!"$"#,##0_);[Red]\("$"#,##0\)""$"#,##0.00_);\("$"#,##0.00\)'""$"#,##0.00_);[Red]\("$"#,##0.00\)7*2_("$"* #,##0_);_("$"* \(#,##0\);_("$"* "-"_);_(@_).))_(* #,##0_);_(* \(#,##0\);_(* "-"_);_(@_)?,:_("$"* #,##0.00_);_("$"* \(#,##0.00\);_("$"* "-"??_);_(@_)6+1_(* #,##0.00_);_(* \(#,##0.00\);_(* "-"??_);_(@_)"Yes";"Yes";"No""True";"True";"False""On";"On";"Off"],[$ -2]\ #,##0.00_);[Red]\([$ -2]\ #,##0.00\)                + ) , *    x@ @ @ @ x@ @ x@ @ |@ @  x@ @  |@ @  x@ @  x@ @  x@ @ 8@ @ x@ @  8@ @ x@ @  <@ @  8@ @ |@ @   x@ @ 8@ @ 8@ @ 8@ @  x@ @  `Sheet1aSheet2xSheet3  ;I  ;`i Le projet compos de deux volet sont comme thmes la pdagogie diffrencie et l'enseignement explicite de la lecture. Le volet A a pour but d'analyser l'impact de la prestation de la pdagogie diffrencie sur le rendement des lves du cycle intermdiaire ayant des besoins particuliers en littratie. Le volet B est de mesurer l'impact de l'enseignement 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.nLe projet sera realis avec les fonds recus selon le formulaire 1. Aucune demande faite selon le formulaire 2.-Le succs de l'lve, c'est l'affaire de tousSelon les principes d'une communaut d'apprentissage professionnelle, le personnel dveloppera sa capacit communiquer et s'entraider dans la poursuite de l'acquisition de stratgie selon une approche diffrencie. Il dveloppera des profils d'apprentissage individuels et de classe afin d'orienter ses choix d'approches et de stratgies pdagogiques et ainsi rpondre aux lves ayant des besoins particuliers en littratie et en numratie.Le conseil a cibl des coles dans lesquelles le cycle moyen profitera d'une approche diffrencie, d'appui de la technologie d'aide et d'une CAP. L'autorgulation sera une stratgie privilgie afin de responsabiliser davantage l'lve face son apprentissage dans le but de l'amener devenir plus autonome.Par la suite, ces coles serviront de modles pour les autres afin d'assurer la russite pour tous.Les chances de russite scolaire d'un lve ayant des difficults d'apprentissage sont associes la connaissance qu'il a des difficults. Le prsent projet a donc pour but d'offrir un support thorique et pratique aux enseignants. Ceci est fait en vue de susciter une utilisation de stratgies d'intervention optimales et une application d'une pdagogie de la sollicitude de la part du personnel enseignant pour ainsi faciliter le processus d'apprentissage de l'lve.Building on the successful experience of a Behaviour Learning Centre that participated in the literacy rich program in the Rideau Heights Turnaround Project, the new project is designed to extend the Literacy Based Program to two other Learning Centres. Students attend the Learning Centres for half a day and then return to their regular classrooms for the other half. The project will support these students in both their Learning Centres and in 12 regular classrooms by bridging the Literacy Techniques. The introduction of the web-based teaching tool will be part of the project to assist teachers with planning and orgainzation to enhance the literacy of their students.Built on the belief that all students can succeed and that educators are seeking a continuum of program options for all learners, the project will include technology programs for secondary at risk learners, and training and support in universal design and differentiated learning. The Waterloo Catholic DSB project, "Focus on Program", highlights differentiated instruction and the use of effective and explicit strategies through leadership development and professional learning communities.Literacy Success For All-705-945-7297 boded@adsb.on.ca(The relationship between oral language ability and academic achievment is well documented. This project will help classroom teachers to understand the stages of oral language development and its impact on the development of oral and written literacy skills for primary students in grades 1 to 3.0705-472-1701 X 235 rovedac@franco-nord.caUtilisation de stratgies d intervention optimales et application d une pdagogie de la sollicitude de la part du personnel enseignant en vue de faciliter le processus d apprentissage de l'elveCSDC des Aurores BorealesCapacity Building for Classroom and Special Education Teachers for Differentiated Instruction to better support students with IEP'sTier Two- Using Technology to support Differentiated Instruction and Universal Design in the Classroom Tier Three- Establishing Partnerships to Provide Appropriate Education for All The CODE (Council of Ontario Directors of Education) special education project will foster greater collaboration between the board s special education resource teachers, literacy/numeracy support teachers and the classroom teachers. Through the utilization of a coaching model, particularly in project schools, the Northeastern Catholic District School Board will achieve the overall goal of its special education board plan and board improvement plan of enhancing student achievement for mainstream and special needs pupils.MR>E>A>C>H> Reaching Exceptionalities Academically Through a Community of HopeFocus on literacy instruction with the use of assistive technology, and differentiated instruction at a school-based level of professional development.%Literacy and Numeracy Success for AllThe project will support staff and assist them in gaining increased knowledge and skills in the areas of Differentiated Learning and Universal Design. Our inclusive programming model--Intensive Support Program--will be expanded and the teachers within the schools involved will receive the in-service. Our goal is to increase the capacity of our staff to deliver instruction to the diversity of learners in their schools and programs.Planning for SuccessThis project emphasizes that all students can succeed. School-based teams (classroom teachers,special education resource teacher, educational assistant and principal) will be trained in universal design and differentiated instruction to provide quality instruction to all students including those with exceptionalities. Particular focus and training will be geared toward improving reading skills of all grade 4 students.The Literacy Success For All project has as its foundation, three key beliefs from the " Education For All " expert panel report. Specifically, all students can succeed and demonstrate competence in literacy. Differentiated instruction is effective and an interconnected means of meeting the learning needs of any group of students The classroom teacher needs the support of the larger community to create a learning environment that supports students with special needs.The Literacy Success For All project staffed with four Student Success Resource Teachers and one Student Success Lead Resource Teacher is focused to support students and staff at the grade five level. Through direct and daily team interventions within the classroom, students shall be supported in meeting provincial standards in the area of Literacy. The Student Success Teachers shall also provide ongoing direction, support and resources to build " Education For All " instructional capacity for teachers, administrators and supervisory officers. This project will be used to launch the new and innovative ideas outlined in Education for All and provide a cohesive network to our already existing Literacy and Student Success Initiatives. Through the use of Critical Coaches and teacher mentors we will be able to model instructional strategies, best practices, provide DIBEL training, assistive technology training and promote professional dialogue for classroom teachers and educational assistants. A variety of measures will be used to assess literacy development in kindergarten and grade one students. Class and student profiles generated from these< measures will form the basis for differentiated instruction to provide supports and interventions for students experiencing difficulty. A technological tool will be developed to assist teachers in selecting interventions that are targeted at areas of need.B29130B67326B67318B66303B29122B28100B28118B66150B28002B67083B67105B66060B66168B66028B67113B66133B67121B66141B66222B67199B66214B66109B67091B67040B29033B29076B28070B66044B29068B67059B66052B66087B66192B66117B67148B66176B67130B67024B67075B66095P The TDSB project proposed here is comprised of 5 components. Collectively, the design of these components is guided by all of the beliefs and recommendations of Education for All. In addition, the component programs will further the implementation of several of the Board s literacy and numeracy initiatives, notably the Early Years Literacy Project, the TDSB Literacy Action Plan (2005-2008), the Early Years Numeracy Project and the Special Education Plan. It should also be noted that these programs have all been thoroughly researched and most have been piloted and reviewed in the TDSB. %519-948-9227 picajose@csdecso.on.ca2905-641-2929 X 4120 marilyn.hyatt@dsbn.edu.on.ca*705-647-0202 asima.vezina@dsb1.edu.on.ca2905-890-1221 X 24228 sheila.mcwatters@dpcdsb.orgWorking with Professional Learning Communities Model to impact achievement through the use of assessment cycles and assistive technology."Small steps cumulatively lead to great gains!" Teams from twenty-one schools will each focus on moving 7 students from Level 2 to Level 3 in 7 months as shown by 7 measures in three domains - Literacy, Numeracy and Social-Emotional. This is a collaborative effort between the Special Education and Curriculum departments of the UGDSB, impacting teacher practice in the areas of universal design, differentiated instruction and assessment for learning..613-966-1170 X 2413 jmontgomery@hpedsb.on.ca/519-345-2440 martha_dutrizac@hpcdsb.edu.on.ca%705-945-5602 mesposito@hscdsb.on.caMident #B280102905-735-0240 X 229 leeann.forsythsells@ncdsb.comNorthwest CDSB 0613-224-4455 X 2351 michael_baine@occdsb.on.ca6613-596-8211 X 8254 glenda_stevenson@ocdsb.edu.on.ca0905-890-1010 X 2346 shirleyann.teal@peelsb.com+705-748-4861 X 223 dthomas@pvnccdsb.on.ca.705-674-3171 X 229 blasegn@rainbowschools.ca-613-735-0151 X 291 sliwas@renfrew.edu.on.ca+705-734-6363 X 1375 dtateishi@scdsb.on.ca'705-722-3559 X 247 bbeal@smcdsb.on.ca-519-627-6762 X 388 frank.leddy@st-clair.net Jackie BajusJanice TomlinsonJan MontgomeryMartha DutrizacMaria EspositoBeverley Moore Wendy Parkin Phyllis Eikre Jim Costello Terry GrandSuperintendentContact InformationBernie Kowalczyk Dawn PaxtonDom DiBartolomeoJanet Ouellette Lee Wilson Louise Moreau)519-527-0111 X 113 mparsons@fc.amdsb.ca,519-363-2014 X 237 lori_wilder@bwdsb.on.ca6519-578-3660 X 2250 bernie.kowalczyk@wcdsb.edu.on.ca-519-570-0003 X 4233 dawn_paxton@wrdsb.on.ca.Differentiated Design for the Differentiated Classroom. In conjunction with the new Ministry document, Education For All, this project will focus on differentiated instructional strategies for teachers of split grades in Grades 2/3 and 3/4. The focus will be on building capacity in our classroom teachers and Learning Enrichment Teachers (Special Education Teachers), while complementing and building on all of the other Ministry initiatives. If successful, the model will be incorporated into further staff development for all teachers of split grades.iFocus increasing literacy achievement using WBTT and assistive technology for Differentiated Instruction.B67202B66010B66001B67164B67008B67172B67334B66311B29114B67300B291069In responding to a comprehensive review of special education programs and services within the Upper Canada DSB it was determined that classroom teachers require additional supports to create inclusive and flexible learning environments to support students with special education needs. Each UCDSB school has been assigned a Learning Coach with Special Education Qualifications. This project identifies both school and system-wide training plans for Learning Resource Coaches and emphasizes the use of professional learning communities to develop professional capacity. (Capacity Building LD Remediation Centre Three phases of activity characterize theLD Learning Centre Model. Capacity building through classroom teacher in-service, technology intensive remedial program delivery to students, andpost remediation in-class follow-up consultation are the three distinct phases of activity. Pre and post measures will gauge student progress outcomes for the remediation andfollow-up consultationphases. Comparison data for the effectiveness of technology intensive programming for male high needs LD students will be generated. *519-364-5820 bruce_macpherson@bgcdsb.org0613-283-5007 X 244 donaleen.hawes@cdsbeo.on.ca+905-576-6150 X 2126 mitch.lepage@dcdsb.ca-905-666-6371 beckett_martyn@durham.edu.on.caBruce MacPhersonDonaleen HawesSylvie Tremblay Rejean SiroisLise Chretien-GardnerCeline Cadieux Linda Houston Nicole GaudetCynthia Roveda Joseph Picard Marilyn Hyatt Asima VezinaSheila McWatters Mitch LepageMartyn Beckett Jackie DelongHeather Liffiton Gary MahoneypPilot Implementation at the SK and Gr. 1 level in High Needs Schools, with the use of Differentiated Instruction.613-342-0371 X 1397 ian.carswell@ucdsb.on.ca0519-941-6191 X 240 heather.boswell@ugdsb.on.ca'905-632-6314 X 125 mahoneyg@hcdsb.org3905-527-5092 X 2368 janice.tomlinison@hwdsb.on.caThis initiative seeks to expand a pilot project initiated lst year tha twas guided by the question, "In what other ways can we support exceptional students in literacy and numeracy?" By applying the same question in a broader context - which would entail enhancing th elevel of collaboration between specials education teachers and classroom teachers at a larger number of schools - we intend to broaden the repetoire of accommodations that classroom teachers use when working with students with special needs in the areas of Literacy and Numeracy. At the same time, a collaborative mode of interacting will expand the Special Education teachers' understanding of provincial initiatives linked to these curriculum areas. With the focus for collaboration anchored at the school site, this project confronts professional beliefs and thinking that teachers have about their daily practice as it relates to teaching students with special needs and about their role in inclusive education.Focus on Developing and Implementing successful teaching and learning practices to improve literacy in JK/Gr. 1 classrooms through at risk learners, by using the Web based teaching tool, EDI.1519-253-2481 X 207 janet_ouellette@wecdsb.on.ca%807-825-3271 hpatterson@sgdsb.on.ca'807-825-3207 X 34 ablake@sncdsb.on.ca Della KriegerLee Ann Forsyth-Sells Michael BaineOttawa-Carleton CDSBGlenda StevensonShirley-Ann TealDeirdre Thomas Norm Blaseg Steve Sliwa Doug Tateishi Brian Beal Frank LeddyRossella BagnatoHeidi Patterson'519-336-1500 X 495 costelji@lkdsb.net&705-673-5620 bagnatr@scdsb.edu.on.caEClassroom Focus on Literacy for Students with Special Education NeedsB67016B29025B66079< B28045B29050B28061B66036B66206B67032B28037B67156B29017B29009B29041B67180B66184B66125B67067B28029B28053Focus on educating teachers in the use of technology and assistive technology to increase literacy achievement. Develop mentoring relationships between the LRT and the classroom teacher in the area of universal design and differentiated instruction.=Early Literacy Intervention Using the Web Based Teaching ToolBy eliminating the need for students to wear FM systems and by providing sound-field systems, we can level the playing field for students with hearing impairments in secondary classrooms.?Improving LIVES (Literacy Instruction by Valuing Every Student)/Enabling Optimum Growth and Higher Achievement-Implementation of the Schools Attuned Program%613-746-3660 trembs@ceclf.edu.on.ca/613-742-8960 X 3803 rejean.sirois@cepeo.on.ca5705-673-5626 X 297 lise.chretiengardner@nouvelon.ca*705-671-1533 X 211 riopelp@gno.edu.on.ca)416-522-2104 mst-amant@csdccs.edu.on.ca(613-675-4691 X 206 cadice@csdceo.on.ca$807-343-4058 lhouston@csdcab.on.ca#705-647-7304 gaudetn@cscdgr.on.caDiane Bode/Kime CollverMaryanne Bullock)613-354-2255 x 478 bullock@alcdsb.on.ca Lori Wilder]Focus on action based research projects in the regular classroom with resource coach support.)877-741-4577 X 2031 bev_moore@kprdsb.ca'807-223-1266 wendy.parkin@kpdsb.on.ca-807-625-5267 csiemieniuk@lakeheadschools.ca2705-472-8170 X 5004 kriegerd@nearnorth.edu.on.ca#The project will target learners in grades kindergarten to grade three who are at risk, struggling or have special needs in twelve identified schools. In partnership with Halton CDSB. staff will be engaged in building capacity at the school, system and community levels to improve student achievement. Inservice will be focussed on effective program differentiation strategies, principles of universal design, successful practices in early language intervention, and use of assistive technology and alternate curriculum to support our learners. Capacity Building for Classroom and Special Education Teachers With a Focus on the Use of Effective Assistive Technology with Students Who Require Special EducationFocus on using school based learning teams to undergo professional development to further teacher knowledge and practice in the effective use of assisitive technology with students who require special education Ann Blake Bill Tucker Rob KruseSandra MontgomeryShelley Mierle Ian CarswellHeather BoswellKImprovement in student achievment through the use of assitive technology. The use of assitive technology will ensure that all individual learners will have equal access to the curriculum. Professional Development to teach teachers to feel at ease and knowlegeable about assitieve technologies. Improvement in student achievement along a researched-based continuum of conceptual mathematical understanding. Professional Development to improve teachers' confidence in content knowledge and reform-friendly teaching practices in mathematics by implementing the use of a dignostic math tool.+Assistive Technology /Diagnostic Math Tool 8Transitioning to a New Model of Support Through CoachingcBuilding a Shared Understanding for Supporting Students with Special Needs in Literacy and Numeracy5Education for All: Connecting Our Catholic CommunityRenfrew County CDSBRenfrew County DSBSimcoe County DSBSimcoe Muskoka CDSBSt. Clair CDSBEarly Literacy Intervention Sudbury CDSB<Improving The Literacy Skills of Students with Special NeedsSuperior North CDSBSuperior-Greenstone DSBThames Valley DSBThunder Bay CDSB Toronto CDSB Toronto DSBTrillium Lakelands DSBxThe project will involve supporting and implementing a new model to create and measure optimum growth in reading and higher achievement in writing for all students. PLC's and lead teachers in families of schools will mentor and develop systematic, explicit and differentiated instruction for guided practice in strenghtening skills and making reading-writing interconnections.Improving Literacy Achievement (through building classroom teacher capacity in the development and delivery of effective early reading instruction in the regular classroom)FLinking Behavior Learning Centres and Regular Classes Through Literacy=Effective Literacy Instruction of Students with Special NeedsThis project focuses on using authentic assessment and data collection to drive instruction. It looks at building teaching capacity to deliver differentiated instruction for student success. .Building Capacity to Improve Student Learning CSDC Franco-NordeFutures Unlimited: Success for All Students Through Capacity Building and Professional Learning TeamsHuron-Superior CDSB Education For All InitiativeKawartha Pine Ridge DSBRIncreasing Student Success through Differentiated Instruction and Universal DesignKeewatin-Patricia DSB Kenora CDSBEnhancing Learning for All Lakehead DSBLambton Kent DSB Limestone DSB London DCSBBuilding Inclusive Schools Near North DSB(519-452-2330 w.tucker@tvdsb.on.ca1416-222-8282 X 2486 sandra.montgomery@tcdsb.org)705-645-8704 shelley.mierle@tldsb.on.ca;519-821-4640 X 243 ddibartolomeo@wellingtoncssb.edu.on.ca *416-221-5050 X 1631 lee.wilson@ycdsb.ca3416-969-7170 X 3236 louise.moreau@yrdsb.edu.on.ca Algoma DSBAlgonquin & Lakeshore CDSBAvon Maitland DSB Bluewater DSBBrant Haldimand Norfolk CDSBBruce-Grey CDSBSounds Like Learning6Differentiated Teaching: Assistive Technology Project{A Collaborative Model for Building Instructional Capacity in Special Education Staff to Support Success for All Students. La classe diffrencie GInclusion Into Practice: Improving Student Achievement For All StudentsRIncreasing Capacity of Regular Class Teachers to teach students with Special NeedsNortheastern CDSBChanging Teacher PracticeOttawa-Carleton DSBPeel DSB$Peterb. Vic. North.& Clarington CDSB Rainbow DSBCSC du Nouvel-Ontario)Russir par la gestion des apprentissagesCSD Centre Sud-Ouest4Trousse de matriel d adaptation pour le cycle moyenCSD du Grand Nord de l'OntarioHL outil d enseignement du site webpour une approche centre sur l lveqThe Schools Attuned Program is a professional development program that gives educators the knowledge and skills to meet the diverse needs of all students in their schools. The focus of this project will be on creating a Professional Learning Community through protocols and practice and encouraging dialogue about the work that is being done together and with students.]Twelve demonstration classrooms in grades 1 through 3, will emphasize a collegial model of the classroom teacher and the special education teacher working as a team to meet the learning needs of the students. The demonstration classrooms will build the professional capacity of primary teachers across the St. Clair Catholic School Board District.Dans une approche de diffrentiation pdagogique, notre projet vise dvelopper des ressources et du matriel adapts qui rpondront aux divers besoins des lves dans les salles de classe de la 4e la 6e anne.Considrant que la littratie et la numratie se retrouvent dans chacune des matires, les lves en difficult ncessitent des ressources et du matriel adapt pour qu'ils puissent dvelopper les comptences relies aux divers programmes scolaires. Les lves pourront ainsi profiter pleinement de la mdiation pdagogique.'905-525-2930 bajusj@hwcdsb.ca]Closing the Gap through the Continuous Assessment Process and the use of Assistive TechnologyUpper Canada DSBUpper Grand DSB7 Up Waterloo CDSBWaterloo Region DSBWellington CDSBCSDC des Grandes Rivieres Ian Simpson'807-274-9857 isimpson@mail.rrdsb.com '807-625-1590 rkruse@tbcdsb.on.caKaren Gravitis*416-393-8937 karen.gravitis@< tdsb.on.caIn order to implement the Expert Panel Report, we intend to begin with awareness and training to build lateral capacity. As we develop awareness and build skills of classroom teachers in the principles and strategies of Universal Design For Learning, Differentiated Instruction, and Learning Profiles, student achievement will improve. We will begin to close the gap between our weakest and our strongest students.!Success For All: Halton's Journey Pierre RiopelLouise FrechetteALiteracy and Numeracy Improvement - Technology to Assist Learning Niagara CDSB5Making the Difference for Students with Special NeedsNipissing-Parry Sound CDSB School Boards Project TitleCDSB of Eastern OntarioCECLF du Centre-Est*Assessment and Differentiated Instruction Windsor-Essex CDSB*519-756-6301 X 144 delonjac@fc.gedsb.netAlvin Cesiunas[Vivre l'inclusion au cycle moyen& vers la russite de l'lve ayant des besoins particuliersL enseignement efficace des mathmatiques en lien avec l enseignement expliciteet la pdagogie diffrencie - projet de formation, de modelage et d accompagnement.!CEP de l'Est de l'Ontario (CEPEO) York CDSBYork Region DSBTEnhancing Student Achievement Through the use of Technology and School Support TeamsBrief DescriptionCSD du Nord-Est de l'OntarioCSDC Centre-SudCSDC de l'est ontarien(Success For All: Stretching Instruction3Enhancing Instruction and Learning For All StudentsThis TCDSB project will focus on furthering the goals of "Education For All". There are universal components, as well as, school level demonstration sites.*Leveling the Playing Field for LD Students"Diffrentiation et auto-rgulationL enseignement explicite et la pdagogie diffrencie : des outils d amlioration du rendement scolaire des lves ayant des besoins particuliers. Bill Chopp(519-756-6505 bchopp@bhncdsb.edu.on.ca 4Building Essential Learning Through Literacy CoachesRainy River DSB&Student Success For Everyone (S.A.F.E)FLe projet consiste accompagner le personnel enseignant, du cycle moyen, dans deux coles,dans le cadre d'une pdagogie diffrencie. Bas sur la prmisse que tous les lves apprennent de manire trs diffrente, l'enseignante sera accompagne dans sa dmarche pdagogique afin de dvelopper des comptences chez les lves.<Ce projet vise outiller le personnel enseignant tant au niveau des stratgies qu'au niveau des outils didactiques en vue d'accueillir la diffrenciation des apprentissages au sein de la salle de classe ordinaire au cycle moyen en respectant les principes et les recommandations du document 'L'ducation pour tous'.)613-544-6925 warrenp@limestone.on.ca&519-663-2088 t.grand@ldcsb.on.ca&807-468-9851 peikre@kcdsb.on.caPat Warren-Chaplin?Dveloppement de la conscience phonologique en 1ere et 2e anneCSDEC du Sud-OuestDSB of NiagaraDSB Ontario North EastkBuilding Capacity for All  A Marriage between the Early Literacy Expert Panel Reports and Education for AllDufferin Peel CDSB Durham CDSB Durham DSBGrand Erie DSBGreater Essex County DSB Halton CDSB Halton DSBHamilton-Wentworth CDSB1Building Capacity Through Planning and TechnologyHamilton-Wentworth DSBHastings and Prince Edward DSBHuron-Perth CDSBCathi Siemieniuk,519-255-3222 heather.liffiton@gecdsb.on.ca Royal Pich,888-591-5656 X 244 frechel@csdne.edu.on.caCe projet vise mettre sur pied la pdagogie diffrencie dans certaines classes du cycle moyen. Cette philosophie renforce la philosophie du conseil qui est celle de l'inclusion de tous les lves en salle de classe. Le projet aidera aussi amliorer la collaboration et la consultation entre les membres du personnel pour ce qui est des besoins des lves ayant des besoins particuliers.Ce projet de dveloppement de la conscience phonologique en 1re et en 2e anne s'inscrit dans la continuit du dpistage prcoce et des interventions dj en place en vue d'accrotre la capacit langagire des lves de la maternelle et du jardin. C'est en habiletant les enseignants de la salle de classe par de la formation, du modelage, du support technologique et du nouveau matriel que ces derniers pourront mieux orienter les interventions auprs de leurs lves.-This project will expand teacher expertise in best practices in reading beyond the lead teachers to all elementary teachers in the primary and junior divisions. Teachers will work in professional learning communities with a team of school personnel to raise the reading skills of special education students by assessing student skills, setting achievement goals, and teaching to the needs of the students. The entire In School Team will deepen their knowledge base to include the reflective and individualized practices based in differentiated instruction.8Improving Student Achievement Through Early Intervention/Improving Achievement with Assistive TechnologyFThe board's project supports an inclusive community in the region of Peel and Dufferin county. Our major directions include: systemic capacity building, program alignment and data analysis to enhance student achievement. Our plan demonstrates our commitment to improving achievement for every student, in particular those with special needs.The focus will be on capacity building within a professional learning community, enhancing capacity in the use of assistive technology, direct classroom practice, student program and data gathering as aligned to the Board Plan to Improve Student Achievement. A cohort study of students with special needs focusing on achievement, action research inquiry into assessment and instructional practice, instructional leadership support and the review development and implementation of best practices in special education are emphasized in this plan. Through integrated alignment of program and special education foci at system to classroom levels, our capacity for better understanding and application of universal design and differentiated instruction.HMill Street Elementary and Parkview Elementary Capacity Building Project Marie ParsonsMichele Arbour(613-735-1031 marbour@rccdsb.edu.on.ca[All LDCSB System staff will understand and articulate the principles of  Education for All and incorporate them into Catholic Learning communities. Four pilot sites will be established for action research on the professional development of the teacher/educational assistant work relationship and its impact on student performance and achievement.kLe projet porte sur l'enseignement efficace des mathmatiques pour assurer l'apprentissage et la russite de chaque lve de la 7e la 10e anne. Deux volets:formation et accompagnement du personnel enseignant qui Suvre en mathmatiques en 7e,8e et au niveau appliqu en 9e et 10e; 2e volet:laboration de tches d'valuation diagnostique pour les 7e,8e, MFM 2P.Reaching All, Teaching A< llDifferentiating for Success Hamilton-Wentworth District School Board s project is a multi-faceted approach that incorporates a number of strategies for building capacity in Differentiated Instruction.The first phase of the project involves Staff Development Training on the Education For All document, beliefs, concepts and strategies. All Elementary Teachers, Administrators and Support Staff will be trained. The second phase of the project involves Staff Development Training on Differentiated Instruction for all Elementary Teachers, Administrators and Support Staff.Success and inclusion for all students in the Huron-Perth Catholic District School Board through providing educators with professional development, capacity building, and the development of professional learning teams. Closing the Gap for AllProject will use Assistive Technology as a component to support teachers in utilizing Universal Design and Differentiated Instruction for students with special needs.Through mentorship driven by direct in-servicing, technical support and hands-on modelling in the use of assistive technology, teachers will be guided and supported in a variety of pedagogical interventions to foster equal access to instructional content for all children with an emphasis on the learning disabled child. Capacity building in this area will support differentiated instruction (content, process, and product) and universal design that supports equity for all students.HThe Impact of Oral Language on Student Achievment in the Area of ReadingFocus on ProgramInclusion planning using AT0Schoolwide Applications Model- Education For AllOne school will participate in this project which is designed to improve student learning in literacy and numeracy for all students, but with special emphasis on our special needs students. The process is based on the design of the Turnaround School Ministry, which includes a team which supports the school team through diagnosis and regular monitoring. Building staff capacity, improving resources and using data to make decisions about student learning are the three main components of the project. FWith the support and collaboration of professional learning communities teachers will implement effective teaching strategies designed to address the particular needs of students not achieving at the provincial standard including Aboriginal and special needs students. Primary teachers in pilot schools will incorporate oral language teaching strategies in all subject areas in order to improve literacy skills. As well, Grade 1 to 6 teachers will develop student learning profiles for students at Level Two and for special needs students in order to improve achievement in writing.Making the Grade in ReadingPEducation For All: Differentiated Instruction In The Elementary School ClassroomThis project will focus on building system awareness and capacity in the areas of Literacy and Numeracy. It will include the development and implementation of a plan to enhance literacy and numeracy at two local schools. Teachers and educational support staff at the two local schools will experience opportunities for individual professional growth and development in the areas of assessment gathering, development of student profiles, differentiated instruction strategies, professional learning communities and reflective practice. |The OCDSB CODE Project is primarily aimed at increasing the capacity of regular classroom teachers with respect to effective literacy instruction for students with special needs. Our project involves training senior kindergarten teachers and learning support teachers in all elementary schools on using the Web-Based Teaching Tool (WBTT) as an early intervention tool. We have also selected three pilot schools in which the WBTT training will be expanded to include the grade 1 and 2 teachers. A learning coach model will be implemented in the three schools to work directly with regular classroom teachers on implementing key components of the Education For All document including universal design for learning, differentiated instruction and the use of assitive technology. A project facilitator will ensure that the required professional development and resorces are available to teachers.2This project is intended to increase the capacity of junior teachers (regular classroom and special education) to understand and use instuctional strategies based on valid assessment data. Teacher capacity will be developed through staff development, coaching and through professional learning communities.This project will enable the Niagara CDSB to build the capacity of classroom teachers from JK to Grade 6 in the areas of literacy and numeracy using the evidence-based research and best practices in consultation with Board staff and Educational Resource Teachers in schools to support all students with special needs in the classroom. The emphasis for this project will be the training of Educational Resource Teachers as literacy and numeracy coaches with classroom teachers receiving professional development in the areas of differentiated instruction, universal design, assessment and evaluation and assistive technology. Professional growth of Educational Resource Teachers will be documented during training sessions and after coaching classroom teachers. Classroom teachers will complete a learning profile before training and will prepare a resource containing best practices as implemented in their classrooms to share as a Board resource. Joanne BnardThis project will develop the Board's capacity to provide literacy and numeracy instruction to students with special education needs within the regular classroom setting. A special focus will be on creating a portfolio of assessmant tools to drive instruction, and to provide schools with the necessary resources. As phonological awareness is deemed one of the top indicators of success in literacy, broadening the knowledge and skills of teachers in this area will also be a prioirity.sGrand Erie s project will focus on four areas: (1) Training teachers in Schools Attuned, (2) Hosting a Student Conference for teachers and students with learning disabilities in secondary schools, (3) Assessment for Improvement Project, in partnership with Literacy and Numeracy and (4) Developing the Role of the Learning Resource Teacher to a supportive, coaching role.AThis project will build teacher capacity through job embedded practices and professional learning communities in primary divisions through the guidance and mentorship of a Literacy Resource Teacher. Effective instructional practices will be enhanced to improve the literacy achievement of students with special needs.Helping writers develop competence in a variety of technologies is a key part of teaching writing. The use of wireless laptops is a motivator for students. The software offers composing and reading tools.This project will concentrate on early identification (primary) to improve literacy and numeracy for students with special education needs in the regular classroom. The project will expand the effective use of assistive technology in the junior division.The Near North DSB proposal focuses on the use of technology as a tool for st< udents with Learning Disabilities. The Web-Based Teaching Tool will provide PD for primary division teachers in focus schools. The ASTUTE initiative will incorporate the development of self-advocacy skills and application of the Kurzweil tool within a mentorship partnership between focus schools at the intermediate/secondary levels and post-secondary students at Nipissing University. The third component of the proposal will target training of junior division teachers on the use of a standardized assessment tool in mathematics, called PRIME (Professional Resources and Instruction for Mathematics Educators) which is part of the NEO PRISM initiative.EThe Northwest Catholic DSB, through this initiative will facilitate the change of teacher practice, build teacher capacity and improve learning/achievement for all students especially targeting primary and junior students with special needs. Our schools will develop strong PLCs where teachers work together to problem solve, reflect on teacher practices, and design and implement effective instructional programs to be presented through the Universal Design for Learning and differentiated instruction and assessment. With the implementation of the professional development and the technical supports indicated in this project, we will focus upon the growth and gains made by primary and junior students with special needs through performance bench marks that will provide baseline data (DRA, Footprints, and CASI) for all five schools.This project focuses on two aspects of services for students with learning disabilities. The first component provides training for teachers in the use of assistive technology software in partnership with the co-terminus Board. The second component is a partnership with Sick Kids Hospital which will study the issue of whether or not an evidence based reading program (PHAST) developed and implemented in a hospital laboratory setting can be used to replicate successful outcomes for students in the school setting.Effective Communication for All+705-472-1560 X 240 benardj@npsc.edu.on.caThe project will target students in three schools with a focus on the Junior Level students with Learning Disabilities. The Junior focus will be to enhance communication skills in literacy and numeracy and through the use of assistive technology to support student learning in the regular classroom. A major focus will be on the belief that Universal Design and differentiated instruction are an effective and interconnected means of meeting the needs of all students.Paul Toffanello6705-268-7443 X 3209 paul.toffanello@ncdsb.on.caWith fewer than 900 students in schools in 9 remote northern communities, the only  placement available is  Regular Classroom . Assessments frequently say that improving a student s written output and/or information processing is a program need. AT in the form of Kurzweil is recommended to help the student access the curriculum. AT must be available in junior /intermediate classrooms that allow for the text-to-speech function and keyboarded outputs. Teachers need at-the-elbow coaching to support their capacity building to use AT.The Kenora Catholic District School Board, through varied professional development and learning communities, will improve student achievement and increase teachers capacity to plan for diversity in learning in an inclusive environment.Our Support Staff (Educational Assistants, Speech/Language Pathologists, Technologists, Secretaries, etc.) are our partners in our belief that all students can learn, progress and succeed. These vital partners, through training, become full participants in our Education for All journey. Through a  train the trainer model our resource/special education teachers will become in-house experts in the principles and practices of Education for All and will provide  at the elbow mentoring and coaching for all teachers. Through this dynamic embedded process of planning, implementing and reflecting, our data will provide evidence of continued student success and achievement.>The purpose of the project is to increase teacher capacity to differentiate instruction and to use assistive technology to address the learning needs of students in their classrooms. Targeted professional development and the establishment of professional learning communities will be employed to meet these goals. Our project  Student Achievement for Everyone  S.A.F.E. will include the following:A Literacy/Numeracy lead teacher will be assigned .2 FTE at each Elementary School. Their role will be to:  work with Primary staff and SERTS to provide training/coaching on effective literacy and numeracy strategies  ensure that all students are plotted on a division-wide literacy level continuum  establish and facilitate Professional Learning Communities that meet every three weeks to monitor individual student growth on the continuum as well as focused Professional Development based on best practice  establish a literacy/numeracy resource room and manage resources  meet regularly with the Board Literacy and Numeracy Co-ordinators for support and direction  ensure system literacy and numeracy plans are followed and provide support with implementation  facilitate/organize training on effective usage of assistive technology in the classroom  work with staff and Principals/VPs to disaggregate and analyze EQAO results/item information reports as well as in-house assessments to set targets for improvement  assist staff in completion of Primary Class reporting form (Profile) in< the Fall & Spring Al Greyson(905-335-3663 greysona@hdsb.ca1416-614-5916 picher@csdcso.on.caLe prsent projet vise le dveloppement d'une approche de dpistage prcoce base sur l'utilisation de l'outil d'enseignement du site web de l'AOTA. Le Conseil offrira de la formation et un accompagnement au personnel de la maternelle, du jardin et de la 1re anne quand l'utilisation de l'outil et quant la planification des interventions selon les profils de classes et d'lves, et ce, dans le contexte de communauts d'apprentissage professionnelles.Michel St. Amant*807-223-4663 X 33 acesiunas@tncdsb.on.cax  W%$+3 ,{S,, ,Sj25 7p 71 E8 K9<@-A1JBSC IyI NJJ(!KpHMN&PeT [W X mY;]^8_}`a?b25i#jrlmHps?qjs jw x'y}Lw  U8f%cc L@ Jf  dMbP?_*+%tq&L&"Times New Roman,Bold"CODE SPECIAL EDUCATION PROJECT &C&"Times New Roman,Bold"DRAFT&R&"Times New Roman,Bold"&D &L&C&R&P&?'?)?"Z,,??U} m} *} I} I} m} .} mJ""@""@""@""B@"@"@ " " " "~@ "@""p@B@ @ppp`  F )M d e G T  *N    #  *r    ,,,,,,,!  *s  l  >  *t  m    *u ^ _    *v     H *w     I *x   O  P *y    # ' *   ( c ) * |  * / + *! @  , # U * A }  $~ V *   i # W *   ] #  *   $ 8 *|      *z   N d j *{  D \  k *"  E   l *#  F m  n *$  G  # o *%     p *&     q *'  L   # r *(  {   s *)   ~  t **   ?  u *+ Z 0 v  w *, [  ! %D lT TlTTTTTTTTTTTTTPTTTTTTTTTTTTT !"#$` % @&p'(P )* @+ @,+@-D@. @/K@0@ @1R@23@4 @5` 67@8@9b@:@;p<@=@>?@ x *- \ J   !y !* !] !K ! !& " "* "^ "L " "$ # #* #_ # # # $ $* $` $ $! $# % %* %a %g % % &  &* &z & & & '  '* 'b ' 'J ' (  (* (h (e ( ( )  )* )c )f )  )' * ** * * *B *# +C +* + +O +D +# ,E ,* , , , ,& -! -* - - - -  .P .* .M . ." . / /* / /Q /" /$ 0# 0* 0 0R 0" 0$ 1$ 1* 1 1S 1 1- 2% 2* 2 2T 2 2 3& 3* 3 3U 3` 3 4a 4* 49 4: 4b 4( 5 5*. 5 5 5 5 6 6*/ 6 6V 6 6 7 7*0 7 7W 7 7 8 8*1 8 8X 8 8 9 9*2 9 9Y 9 9. : :*3 : : : : ; ;*4 ; ; ; ; < <*5 < < <! <$ = =*6 = = =! =+ > >*7 > >; >" >$ ? ?*8 ? ? ?Y ?ZD lTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT@` AB` CDE@F @GpHI @ @*9 @< @= @X @C A A*: A A A1 AH B2 B*; B B B B} C3 C*< C C C4 C'I D5 D*= Df Dn D D E6 E*> Eg Eo E[ E F7 F*? 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