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JKGrade 1 Assessment and Intervention Project

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JKGrade 1 Assessment and Intervention Strategies
CODE Monitoring Framework

Introduction

The JKGrade 1 Assessment and Intervention Strategies CODE Monitoring Framework was developed as a key outcome of the 20092010 CODE Special Education Project: JK-Grade 1 Assessment and Intervention Strategies. It is to be used in conjunction with the detailed indicators to be found in this CODE report.

The Framework is a reflective tool, designed to support system and school leaders in monitoring evidence-informed assessment and intervention strategies for students in JKGrade 1 all across Ontario. It represents a synthesis of effective strategies and practices identified through the regional work of the project.

Five Elements

Thematic analyses of the five elements above were conducted using regional information presented about lessons learned and supporting evidence from the May 2010 provincial meeting. Common indicators for each element which emerged from this work are included in this Framework. Please note that the original element heading "Parent Involvement/Community Communication" was changed in the Framework to "Parent Engagement and Community Collaboration" to better reflect the themes which emerged from the regional discussions and work done throughout the project.

Please also note that the following chart describes the stages of the continuum in the "Status" section of the Framework:

Pre-Implementation: The school system has not yet begun to address the principles of the element.

Implementation: An effort has been made to address the principles of the element, but the effort has not yet begun to impact a "critical mass."

Building Capacity: A critical mass has endorsed the principles of the element. Members are beginning to modify their thinking and practice as they attempt to implement the principles of the element.

Sustaining Capacity: The principles of the element are deeply embedded in the school's/system's culture. They represent a driving force in the daily work of the school/system. They are so internalized that they can survive changes in key personnel.