Prevent, Protect, Act
Speech & Hearing Month
By Launa Larochelle – SLP, Prairie Rose School Division
Children are at risk of developing social, emotional, behavioral and/or learning problems if speech, language and hearing problems are not identified early. Early intervention is critical for children with communication problems. Speech-Language Pathologists and Audiologists are involved in the prevention, identification and treatment of a child’s speech, language and hearing disorders in partnership with parents, physicians, educators and health-care providers, as difficulties with communication affect the whole family.
If you have questions regarding speech or hearing – contact the Speech Language Pathologist assigned to your school.
Click the images below to access posters from Alberta Health Services
The beginning of a new year is a time for making resolutions on how to improve your life. For many of us this entails plans to exercise more, lose weight, stop smoking and generally improve our health.
However, have you ever thought about making resolutions for your teaching practice? In her blog from January 4, 2016, Paula Kluth does just that. Follow the link to read more … Resolutions for the Inclusive Classroom
- As we wrap up December and prepare to take some well deserved time off with family and friends, the Inclusion Team would like to wish you and yours a very Merry Christmas and a joyous New Year.
– Camille, Kerry, Di, Launa, Greg, Allison
Winnie the Pooh’s thoughts on Inclusion:
“The things that make me different are the things that make me, me.”
Ok … I think I officially qualify for the title of “Worst Blogger Ever” 🙂
Considering I am not comfortable with being the worst at anything, I am going to have to change that.
The 2015 school year started off flying and hasn’t slowed down. I must commend all of our teachers on the excellent work they have done this year in getting the new literacy and IPP initiatives up and running.
I have received a few questions regarding Dossier and Benchmarking over the last while, so we will be starting a Q and A section you can go to for help. Please click on this link to take you to the page.
Link to Dossier Q and A
I will continue to update this page as more questions come in. If you have a question you would like to see included on this sheet, please send an email to: Camille.firstname.lastname@example.org
Welcome to the final edition of the Inclusion Insider for the 2014-15 school year. In order to keep up with the times and to value the time commitments of our staff, we are going to post information via this blog on a regular basis, instead of a hard-copy newsletter version every three months. This will allow us to keep the information more timely and relevant.
As we wind down this current school year, we are also preparing for next year. Some of the big ticket items the inclusion team will be working on next year include:
- Implementation of the district-wide literacy initiative with the Fountas & Pinnell Benchmark system
- Introduction of a new IPP system that connects with PowerSchool (Dossier)
- Introduction of a new achievement analysis program (Dossier) that allows schools to input their F&P, PAT, SLA and DIP results, ESL benchmarks and assists with data analysis. This will allow us to easily track achievement data on an individual or cohort basis over an extended time period
- We will have the opportunity to customize this process as the year progresses to ensure it is Prairie Rose solution and not just a canned program.
- Transition from the current Academic assessment tool (WJIII) to a Canadian version of the Weschler Individualized Achievement Test (WIAT III). This will include web-based scoring software from any computer, not just the one dedicated computer in the school – and yes, the tech department is cheering! In addition, we are able to utilize this assessment along with a cognitive assessment (WISC – V) to analyse whether students are performing where they are expected to, given their cognitive profile.
- The Early Years Evaluation (EYE) assessment tool will be piloted in two schools over a two-year period to determine whether this is an initiative we want to implement on a division-wide basis.
We know it is going to be a busy fall, but as a department we are excited about these upcoming changes, as they will allow us to support our students and staff better.