Page 29 - AMDSB DAR 2018-2019

the role and ideas around inclusive pedagogy and support was captured and summarized in a final report.
Through these working groups, much has been learned about the role of the resource teacher in an inclusive model. Resource teachers believe that the collaborative model has positive benefits for themselves, educators, students and parents. For this model to have maximum benefits the following 5 big ideas have emerged as critical to the role:
• The importance of clearly communicating the role and model of support to all staff
• Knowing the purpose of your support each time you work with a teacher
• Identifying/measuring the impact of your support
• Having a problem-solving mindset that is strength-based
• The importance of facilitating a strong culture of collaboration that values the team meeting process
Summer learning opportunities focused on literacy and numeracy
The Summer Learning Program (SLP) was held for the first three weeks of July at Maitland River Elementary School (1 Literacy and 1 Numeracy), Exeter Elementary School (1 Literacy and 1 Numeracy) and Avon Public School (2 Literacy and 1 Numeracy). A total of 102 Grades 1 and 2 students completed the three week program. The focus of the program was to support students to minimize summer learning loss, to assist students in acquiring the essential Ontario curriculum literacy and numeracy expectations, to sustain/ increase individual skill development, engage parents, and develop student self-confidence.
Within the SLP and throughout elementary classrooms, staff also used two AMDSB assessment portfolios: Literacy (LAP) and Numeracy (NAP). These Portfolios support teachers in classroom assessment for learning.
The LAP:
• Is an integral part of ongoing, authentic classroom assessment.
• Contains results from assessments administered from JK until benchmarks are met, to support transitions between grades.
• Allows teachers to track the progress of individual students over time, and may be used to plan instructional strategies as part of ongoing assessment for learning.
• Provides information for Educators to support growth in early literacy behaviours and reading development.
• Assists in identifying students who are in need of early intervention in literacy.
• Identifies considerations for mastery for assessment tools.
The NAP allows educators to assess student progress along a trajectory of early number development. It breaks the acquisition of number sense and number relationships into discrete sub skills that educators can plan instruction around.
AVON MAITLAND DISTRICT SCHOOL BOARD | 2018-2019 Director’s Annual Report
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