We thank our team of special education professionals who make a significant difference in the lives of their students.
Early identification is crucial in determining children's strengths and learning needs as well as in fostering/facilitating growth and development. Early identification procedures and intervention strategies are part of a continuous and ongoing assessment and program planning process, which is initiated when a child first enrolls in school. This process will assist children in becoming successful in the early years of schooling and in developing skills for life-long learning. Formal identification of the student as exceptional is less important in the early years than identifying and understanding the student's learning needs.
Rainbow District School Board recognizes that all children benefit from highly diverse environmental, social, cultural and linguistic experiences. As a result, children come to school with vastly diverse individual learning experiences. Reflection and analysis enables the identification of student strengths and needs.
Cognitive research directs us to focus on strengths, and not so much on deficits. We stress the importance of fostering nurturing learning environments created by adult support teams.
Rainbow District School Board promotes and maintains high expectations for all students. It fosters teamwork, collegiality and collaboration among staff that support early identification and intervention. Teachers analyze assessment results, provide teaching opportunities and monitor student progress. Teachers provide instruction that recognizes each child's place on a developmental continuum and set goals in relation to next steps on that continuum.
Principals on that continuum encourage staff to use data analysis to improve instructional practices. They assist staff in setting targets and using evidence-based planning for effective instruction.
In the process of early identification, each student undergoes a set of system-wide screening assessments. This helps teachers in the evaluation of students' prior learning and determination of subsequent steps in program planning. Student reflection and self-assessment is encouraged. Exemplars and rubrics are used to develop each child's belief in his/her personal competence.
Literacy rich classrooms promote continuous improvement through the integration of assessment and programming. The development of critical thinking skills based on the "Dimensions of Learning" and "Bloom's Taxonomy" are critical to the development of fully actualized learners. Explicit instruction is provided. Programming is reciprocal, stimulating, and enables the shift from prior knowledge to new concepts. The teacher expects and welcomes the range of individual differences that exist within inclusive classrooms. Teachers offer balanced literacy programs, which teach students that they are competent before they experience failure. Failure is transformed into a learning opportunity.
Teachers involve parents as collaborative partners. Communication with community partners creates support networks, which enhance the development of literacy among all students.
of the following resource documents are in the form of a Microsoft Office Power
Point Presentation, while others are in Adobe PDF format.