Assessment and Intervention/Use of Data Strategies are:

For Personalized Instruction

• Intervention tracking sheets completed by classroom teachers and/or special education resource teachers in District School Board Ontario North East provide evidence of the precise, focussed interventions planned for individual students or small groups. The tracking sheets are based on the Primary Literacy Assessment Battery (PLAB) data. The PLAB consists of an intervention binder, a Literacy Skill Builder Kit, intervention tracking sheets and an electronic data collection system. The PLAB is administered three times a year to all kindergarten and grade one students. Developmentally appropriate sections of the PLAB are administered to junior kindergarten students two times each year, beginning in January. Teachers input PLAB assessment data into an electronic data collection system. Electronic colour- coded student profiles displaying PLAB data are brought to Professional Learning Community meetings so that effective Tier 1, 2 and 3 interventions can be planned at the school level. [North Bay/Sudbury Region Final Report]
• Tutors in the Classroom and Before and After School Tutoring programs provide additional support for students in the London Region. [London Region Final Report]
• In Niagara Catholic District School Board, educational resource teachers were trained to assess children using an amended Observation Survey and to complete and interpret a running record in order to establish a baseline level of achievement and next steps for a particular child within the kindergarten program at their school. The educational resource teachers were trained to use multi-sensory, intensive and explicit strategies to address each child's individual area of need. Data were collected before the project, during the project and post-project. [Niagara Catholic District School Board Final Report]
• Grand Erie District School Board identified ten schools in which to focus on alternative assessment to identify curriculum needs and strategic instructional needs. The Hawaii Early Learning Profile (H.E.L.P.), as well as other assessments common to kindergarten and grade one classes, acted as the cornerstone for an alternative assessment method. The early assessment process served to identify a student's unique strengths and needs; the appropriate services required to meet those needs; and the resources essential to achieve appropriate programming. [Grand Erie District School Board Final Report]
• Algoma District School Board demonstrates its commitment to its aboriginal students. The board recognizes and acknowledges their culture and history with oral language and teachings. Aboriginal students are supported with aboriginal printed materials as well as aboriginal story telling. [Algoma District School Board Final Report]