Assessment and Intervention/Use of Data Strategies are:

Aligned with Class/Student Profiles, Plans and Instruction

• All junior kindergarten students in Near North District School Board receive speech screening in the fall, with identification as red, yellow or green. The data provide knowledge of the student's profile so that teachers can use precision teaching to support the needs of students identified as yellow and red. The screening also leads to a class profile based on screening results. [North Bay/Sudbury Region Final Report]
• In the London Region, class profiles are created for each of the assessment tools administered within the literacy and assessment portfolio. Class profiles include many sources of data. The profiles allow teachers to analyze and look for trends and patterns. Some boards in the region use electronic profiles to pull data together quickly and effectively (Compass for Success Tool and SCOPUS products). The electronic class profiles contain academic and non-academic components. This practice is a tier 1 intervention that can facilitate the identification of students requiring Tier 2 and 3 interventions. [London Region Final Report]
• The Barrie Region developed a compilation of interventions that are aligned with assessment data. Most of the strategies and interventions in the compilation focus on the development of oral language skills at the kindergarten level and branch into reading and writing at the grade one level. [Barrie Region Final Report]
• The London Region provides a variety of programs to address identified student needs. The "Strong Start" program involves pre-testing of kindergarten-grade one students by a volunteer. This is followed by a ten week learning cycle and then post-testing. The Kindergarten Language Intervention Program (KLIP) gives students a boost in language skills, intended to prevent or lessen the need for on-going additional support. Other support programs include: the Early Reading Intervention Program and Remediation Plus for junior kindergarten-grade one students. [London Region Final Report]