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Issue 10, June 2011

With contributions from the CODE Team, Bluewater District School Board, Christopher R. Bugaj, Peterborough Victoria, Northumberland and Clarington Catholic District School Board, FrontRow Canada, HP Canada.


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Issue 7, June 2010

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CODE Chronicles Issue 7, June 2010: Full Version [PDF-700kb]*

Individual Sections

Cover and Contents (pg 1) [PDF-139kb]
Letter from the editors, list of contributors, and table of contents.

The Algoma Model: A Collaborative Approach to Supporting the Positive Behaviour, Well-Being and Mental Health of Children and Youth (pg 2) [PDF-164kb]
Through the Student Support Leadership Initiative (SSLI) sponsored by the Ministry of Education the and Ministry of Children and Youth Services, the Algoma region has begun to implement a strategy that will develop creative solutions to address child and youth mental health issues using research, collaboration, joint decision making, and partnerships. This article outlines key elements of their strategy.

Alternative Curriculum Expectations and Assessment Companion Tool (ACE-ACT) (pg 3) [PDF-90kb]
This article describes how this board, over the past 4 years, used differentiated instruction, universal design and assistive technology as key strategies to support students with special needs, particularly learning disabled students. Classroom teachers received training and support and learned to use assistive technology not only to support students with IEPs, but all students in their classroom.

Knowledge Exchange at the Mental Health Commission of Canada (pg 3-4) [PDF-135kb]
This article provides some background about the Mental Health Commission of Canada, the emerging Knowledge Exchange (KE) strategy, and why KE is an important part of the infrastructure needed to improve in all sectors. There are parallels to the capacity building activities that have been part of the CODE Special Education Project over the last 5 years.

Introducing the National School-Based Mental Health and Substance Abuse Consortium: Building Awareness, Mobilizing the Field (pg 4-5) [PDF-123kb]
This article describes the Mental Health Commission of Canada's research and practice synthesis project being undertaken by the National School-Based Mental Health and Substance Abuse (SBMHSA) Consortium in response to concerns about child and youth mental health, and describes the potential for schools to help support students' social-emotional development. The consortium aims to work with school district and community leaders to build awareness and mobilize efforts towards a healthier student population locally, provincially, and nationally.

Hewlett-Packard-International Society for Technology in Education (ISTE) Professional Learning Program (pg 5-6) [PDF-127kb]
This article describes a partnership project in which educators work online with a mentor to design, implement, and measure the impact of initiatives designed to help educators use technology effectively to improve teaching and learning. Within that work, team members each develop an individual learning plan for their professional growth and selects from an array of online courses, publications, and other resources to increase their individual effectiveness in using technology to improve student learning.

Student Support Leadership Initiative: The Windsor-Essex Cluster (pg 6-7) [PDF-152kb]
The Student Support Leadership Initiative was launched in 2008 by the Ministries of Education and of Children and Youth Services to develop leadership within and across school boards and community agencies and to establish or enhance local partnerships that would better meet the needs of students through collaborative planning, coordination, and referrals. This article describes the SSLI project in the Windsor-Essex region, which was designed to build upon an already well-established partnership between school boards and local community agencies. In order to strengthen and sustain the partnerships, the project focused on building awareness, improving communication, aligning priorities, and defining protocols with respect to serving students with complex “at-risk” behaviours and significant mental health needs.

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