2.3.1 Early Identification Procedures

Every school board is required to have procedures to identify each child’s level of development, learning abilities and needs and to ensure that educational programs are designed to accommodate these needs and to facilitate each child’s growth and development (Ministry of Education, Program / Policy Memorandum #11). In the Lambton Kent District School Board procedures for ongoing early identification begin at the onset of registration for junior and senior kindergarten. These procedures are a part of a continuous assessment and program planning process which should be initiated when a child is first enrolled in school and should continue throughout a child’s school life.

Philosophical Statement

The purpose of the Early Identification Process is to identify each child’s learning needs and identify the required supports.

The primary objective of Early and Ongoing Identification of Children’s Learning Needs is to help each child develop to his/her maximum potential and to guide teachers in helping all children succeed. This objective is intended for the full spectrum of children within our elementary education system. While the formal “Early Identification Procedures” focus on children in the kindergarten years, on-going classroom assessment and evaluation provides additional information to ensure on-going identification of students at risk of experiencing academic difficulties.

The early and ongoing identification process is a collaborative and inclusive process involving the home, school and community.



Early and ongoing identification is a long-term process based on the observation of developmental stages. For most students the school will begin to gather data when the child is registered for school entry in junior kindergarten. The classroom teacher will observe each child in the total learning environment before focusing on particular needs and characteristics. It is imperative that teachers be familiar with the normal stages of development. The unique patterns of growth and diversity of characteristics of each child need to be recognized and respected. Since the process identifies both strengths and needs, the child’s program can then be individualized accordingly. Continuous progress for the individual child must remain the focus.

On an annual basis Special Education Coordinators meet with appropriate community agencies at pre-school intake meetings in order to gather data regarding the special needs of students entering the school system. Any special arrangements that need to be made will be determined through the Coordinator’s consultation with appropriate community agencies prior to school entry. (Refer to Section 4, Appendix 4.1.1)

In February the general public is informed of registration procedures for junior and senior kindergarten. Orientation activities are organized for late spring, which enable the classroom teacher to gather data regarding the students who will be entering the kindergarten program in September. Once students begin classes, on-going observation is conducted by the classroom teacher and other support staff as needed. Refer to Appendix 2.3.1 for a portion of the Administrative Procedures for Early Years.

The Teacher’s Role in Early Identification

The teacher will:

· Use a variety of strategies to maintain a systematic and ongoing review of each child’s emotional, social, intellectual and physical development

· View language development as a major component of early identification

· Ensure ongoing observation and assessment which results in appropriate changes in the child’s program

· Involve parents in the process and consult on a regular basis

· Accommodate various learning styles to enhance each child’s self-concept and development

· Treat information from assessment as tentative, temporary and confidential

· Identify children with needs who require further assessment and record all information

· Recognize and provide support to children previously identified during their preschool years

The Parent’s Role in Early Identification

Parents should:

· Provide the school with pertinent information in order to assist the school staff in meeting their child’s needs (Appendix 2.3.1)

· Complete the “School Entry Parent Questionnaire” (Appendix 2.3.2)

· Become familiar with the school program and staff working with their child

· Encourage their child to share the daily activities of their classroom at the end of each school day

· Share observations and relevant data as the school year progresses

· Participate in parent-teacher conferences and other relevant school activities

· Support their children at home (e.g. reading aloud, crafts, sharing time) and communicate any observations that would be helpful to school staff

Early and On-going Identification Procedures

The Early Years Identification Process
The early and ongoing identification process is a collaborative and inclusive process involving the home, school and community. When developing strategies for the individual learner, the process involves continuous observations, interpretation, planning and assessment.

The modification of programs for individual children should occur at different stages:

Stage 1: OBSERVATION

At this stage, the classroom teacher will utilize observations over time to determine how to adapt learning experiences to meet the particular needs of individual children. When this type of accommodation is required, the teacher should record the various strategies that have been employed. Ongoing parental contact should be initiated and maintained regularly at all stages of the process.

Stage 2: CONSULTATION

After a reasonable period of observation, if a child is encountering learning difficulties, or if a child enters school with previously identified special needs, the Early Years teacher may wish to involve personnel such as:

a) Principal

b) Resource Teacher

c) Program Staff - General Education (Consultant)

d) Program Staff - Special Education (Coordinator)

e) External Support

Parents should continue to be well informed and updated on the strategies developed and the personnel involved in their child’s program.

Principal may:

· Convene School-based Team

· Access supports - Internal – consultant

- External – agencies

· Facilitate completion of ISA application

· Facilitate referral to IPRC where necessary

Resource Teacher may:

· Consult with Early Years teacher

· Observe child in classroom

· Complete achievement or behavioural checklist(s) or assessment

· Complete IEP through co-operation with classroom teacher and in consultation with parent

· Participate in preparation of ISA application

· Participate in preparation of IPRC referral

Program Staff - Early Years Consultant may:

· Consult with school personnel

· Observe child in class

· Participate in School-based Team

· Assist teacher in modification of program for individual children

· Facilitate access to resources

· Suggest other contacts

Program Staff - Special Education Coordinator may:

· Participate in School-based Team

· Access additional supports

· Facilitate access to resources

· Assist with preparation of ISA applications and purchase of special equipment

· Meet with parents

· Provide information for child’s involvement with outside agencies (prior to and after school admission)

External Support, when requested, may:

· Provide information on child’s development and needs

· Consult with school personnel

· Observe child in class

· Participate in School-based Team

· Communicate with parents

· Facilitate transition from pre-school facility

· Provide direct service to child

Throughout the process, contact and ongoing dialogue with the parents is essential to ensure the success of the student.

Stage 3: INTERVENTION

Formal identification of exceptional students usually does not occur until there is sufficient documentation and history of learning needs, and modification requirements, which indicate the need for an increased level of intervention. If identification is required, staff will refer to Lambton Kent District School Board Policy and Procedures for IPRC, and parents will be given a copy of the Lambton Kent District School Board “Understanding the IPRC Process - A Parent Guide”. (See Section 2.4, Appendix 2.4.3)

SCREENING OF SENIOR KINDERGARTEN STUDENTS

Ongoing assessment is a key component in the early identification of children's learning needs. While the majority of senior kindergarten students adapt to the level of programming offered during the early school years, a minority show evidence of learning difficulties that place them significantly behind their peers in the areas of readiness for the acquisition of appropriate literacy and numeracy skills. In order to help determine which children are at risk for such difficulties, the screening process detailed below will be implemented for all senior kindergarten students.

In November and May of the student's senior kindergarten year, the following screening tools will be administered by the kindergarten teacher in collaboration with the resource teacher. Completion of the initial screens will assist the teacher in selecting students who are potentially at risk for learning difficulties.

1. Teacher's School Readiness Inventory (TSRI)

2. Rosner Test of Auditory Analysis and/or Yopp Singer Test Phoneme Segmentation

The TSRI and the tests of phonological awareness have been selected based on their predictive validity in relation to school success. They are easily administered in a relatively small amount of time.

Based on the following thresholds, teachers will be able to formulate a list of students most likely to benefit from early intervention strategies. These students should be tracked on the Early and Ongoing Identification Summary page (Appendix 2.3.6).

· Children who score 11 or lower on the TSRI

· Children who receive a score of 0 on the Rosner

· Children who score 4 or less on the Yopp Singer

It is important to recognize that there may be students who are a significant concern for teachers, who have not been selected through the screening measures. Teachers are encouraged to consider interventions for these students as well.

Once a target group has been selected, specific programming geared toward skill building in preparation for entry into Grade one can be implemented. Ongoing communication with parents regarding student progress is recommended during the assessment intervention cycle. If by the end of senior kindergarten, students are still struggling to meet program expectations, a referral will be made to the School-based Team.

TOOLS FOR GATHERING INFORMATION

Gathering information is critical to early identification and early intervention. Some of the tools teachers will use and the sources for information are listed below.

* Elementary Student Registration Form (Appendix 2.3.1)

* School Entry Parent Questionnaire (Appendix 2.3.2)

* Kindergarten Years Assessment Profile

* LDAO Skills Checklist

* Teacher's School Readiness Inventory (TSRI)

* Rosner Test of Auditory Analysis Skills

* Yopp Singer Test of Phoneme Segmentation

* Vision Checklist (Appendix 2.3.3)

* Hearing Checklist (Appendix 2.3.4)

* Speech and Language Checklist (Appendix 2.3.5)

* Speech Sound Development Chart

* Developmental Continuum

* Interviews with Parents

* Pre-School Special Needs Intake Meetings with Appropriate Agencies

(See Section 4, Appendix 4.1)

Also, refer to:

Appendix 2.3.6 for “Early and Ongoing Identification Summary”

Appendix 2.3.7 for “Accommodating the Child in the Kindergarten Years Program”