RSS FeedIssue 4, May 2009
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CODE Chronicles Issue 4, May 2009: Full Version [PDF-1.2MB]*
Individual Sections
Cover and Contents (pg 1) [PDF-474kb]
Letter from the editors, list of contributors, and table of contents.
Conscience Phonologique (pg 2) [PDF-107kb]
CASCNO : Un projet sur la conscience phonologique en 1re année assuré par un plan de formation à long terme. Malgré les défis, que pose l'isolement de petites écoles aux cours multiples, réparties dans le Nord de l'Ontario, CASCNO poursuit avec succès leur projet sur la conscience phonologique en 1re année. Un plan de formation est dressé selon les besoins du personnel avec un appui initial du CEPEO, un programme de mentorat et un suivi en CAP en cours d'année, ainsi assure la durabilité du projet.
Nourishing, Sustaining and Growing Catholic Learning Communities: Continuous Improvement for All (pg 2-4) [PDF-432kb]
This article describes the board's CODE project, which focused on improving assessment and instruction for K–8 learners, especially students supported by special education programs and services. This project included work with classroom and special education teachers, as well as support services personnel, in the areas of literacy and mathematical literacy, where the importance of assessment to inform and guide instructional practices was a key principle.
Working and Learning Together (pg 4-5) [PDF-404kb]
This board's CODE project provided an opportunity to address gaps and inform junior teachers and program support teachers of best practices described in the Guides to Effective Instruction and Education for All. This article describes how school teams were created to examine diagnostic assessments, curriculum expectations, and best practices (including differentiated instruction, class profiles, oral communication, and multiple intelligences choice board and rubric.)
Reculturing for Change (pg 5) [PDF-149kb]
This board's CODE project was designed to address universal design, differentiated instruction, the use of assistive technology, assessment for learning, and the development of literacy through the establishment of Catholic professional learning communities. This article describes the project's benefits for staff and students, including how staff were able to collaboratively determine the next steps for target students following the development of learning profiles.
The CODE Chronicle of the Northwest School Authorities (pg 5-6) [PDF-178kb]
NSRA is an educational consortium which supports isolated school boards, school authorities, principals, teachers, and community members in northwestern Ontario. This article describes how NSRA's CODE project had a positive impact on instructional practice and professional knowledge in areas key to student achievement through the development of professional learning communities focused on literacy. Included are copies of the alliance's student assessment schedule, student reading profile, and intervention planning guide.
CODE Special Education Project 2005–2008; Implementation of Education for All, A Schools Attuned Approach (pg 6-8) [PDF-170kb]
Funds from the CODE Special Education Project 2005–2008 were used to provide the Schools Attuned® program to teams of administrators, classroom teachers and in-school support staff in selected schools to support implementation of Education for All. The positive impact of the program on both staff and student learning is explored in detail, including improved reading assessment results for selected Grade 1 and 2 students.
Apple Assistive Technology Project (pg 8) [PDF-109kb]
During the 2007–2008 school year, four classrooms at three schools within this small board investigated whether the use of Apple® technology improved literacy achievement (specifically writing) for all students, especially those with special needs. This article summarizes the benefits and pedagogical changes as a result of the project.
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