OFIP 2 - Windsor-Essex Catholic District School Board

2008 Special Education Plan Amendments Page 43 of 264CODE Special Education Project - Interim ReportWindsor-Essex Catholic District School BoardJanuary 20081. Reflecting on the assessment and evaluation practices used through your CODE SpecialEducation Project, highlight what you have learned about improved achievement forstudents with special needs.In reflecting on the assessment and evaluation practices used through our CODE SpecialEducation Project, we have learned that:• Literacy assessment tools, such as CASI, have a positive effect on student achievement byproviding more detailed information concerning the needs of students (e.g., the need for moreprecise language in the teaching of text forms) and facilitating more explicit classroominstruction, which is of particular benefit to students with special needs• Student attitudinal surveys and inventories (e.g., Learning Styles Inventory) result in betterinformedinstructional decisions (e.g., the effective development of small groups, an increasein differentiated instruction) by providing information about student attitudes and needs• Writing samples, from regular classroom writing activities, provide detailed informationabout student learning needs, resulting in an increased use of technology in the classroom(e.g., use of Smart Ideas software for organizing writing) and improved writing, particularlyfor students with special needs• Anecdotal observations of student learning provide valuable information about studentattitudes concerning literacy and the use of technology, resulting in more responsiveinstruction2. Based on the teacher capacity building data collected through your CODE SpecialEducation Project, highlight what you have learned about improved teacher professionalpractice.Based on the teacher capacity building data collected through our CODE Special EducationProject, we have learned that the following factors have a positive effect on teacher professionalpractice:• Alignment of our CODE Special Education Project with other system initiatives• Direct support to teachers in developing their understanding of effective literacy strategies(e.g., use of mentor texts and anchor charts), particularly for students with special needs• Modeling and support for the integration of literacy and technology (e.g., use of assistivetechnology, interactive whiteboards, Ministry- and Board-licensed software, laptops andCODE-provided data projectors)• Consistency between PD sessions, in-class modeling and support, and classroom resources• Responsiveness to teacher needs, as indicated on surveys and through dialogue, with respect toPD sessions, in-class support, and materials• Opportunities for teachers to collaborate with other teachers and board strategy team members• Support to parents in understanding their child’s assistive technology (e.g., parent nights)• Infusion of the guiding principles of Education for All into professional development andclassroom support