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ASD: need explicit teaching in those four frames and it would be difficult to engage them in a collaborative inquiry.  How can we support K classes in shifting to more direct teaching for students on the spectrum when it doesn't align with play-based, inquiry-based philosophy

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ASD: need explicit teaching in those four frames and it would be difficult to engage them in a collaborative inquiry.  How can we support K classes in shifting to more direct teaching for students on the spectrum when it doesn't align with play-based, inquiry-based philosophy

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MOE docs mention the importance of teacher in the stance of learning through their own inquiry and reflection with peers.

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MOE docs mention the importance of teacher in the stance of learning through their own inquiry and reflection with peers.

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Casting my vision ahead a few years,I am concerned that referrals for speech-language assessment will decline because of the "openness" of this new approach.  On the one hand, the developmental indicator are great but just because an educator can describe the learning behaviours does not mean we should not intervene.  There's a balance.

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Casting my vision ahead a few years,I am concerned that referrals for speech-language assessment will decline because of the "openness" of this new approach.  On the one hand, the developmental indicator are great but just because an educator can describe the learning behaviours does not mean we should not intervene.  There's a balance.

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Page 10 growing success addendum describes using pedagogical documentation to collect evidence of learning. How do we apply that to the way that we evaluate students on the IEP

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Page 10 growing success addendum describes using pedagogical documentation to collect evidence of learning. How do we apply that to the way that we evaluate students on the IEP

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Is it beneficial for the document have oral language lumped under 'literacy learning' (e.g., p.71)? Does this help teachers feel they are only targeting one area instead of thinking they have to target a whole bunch? Or would it be more helpful to separate oral language vs. print activities and explain the link between oral language and literacy? We may have to make this explicit for teachers.

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Is it beneficial for the document have oral language lumped under 'literacy learning' (e.g., p.71)? Does this help teachers feel they are only targeting one area instead of thinking they have to target a whole bunch? Or would it be more helpful to separate oral language vs. print activities and explain the link between oral language and literacy? We may have to make this explicit for teachers.

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On the other hand, I do like the indicators and the way you're setup with examples and instructional ideas.

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On the other hand, I do like the indicators and the way you're setup with examples and instructional ideas.

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With the four frames, it's disappointing that oral language is collapsed into "literacy and mathematics behaviours" as the connotation  leads educators to focus on learning to read.  Would rather see it as a stand alone frame since it's foundational for so much else.

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With the four frames, it's disappointing that oral language is collapsed into "literacy and mathematics behaviours" as the connotation  leads educators to focus on learning to read.  Would rather see it as a stand alone frame since it's foundational for so much else.

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Do We Have To Include "next steps" In Every Frame?

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Do We Have To Include "next steps" In Every Frame?

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the FAQ sheet says "should" not "must"...discuss!

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The inquiry process itself requires the child to have many skills (i.e., cognitive, language, etc) outlined on page 23 of the kindergarten program. How can we support teachers in adapting the framework to meet various students' needs?

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The inquiry process itself requires the child to have many skills (i.e., cognitive, language, etc) outlined on page 23 of the kindergarten program. How can we support teachers in adapting the framework to meet various students' needs?

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What would we previously be writing alternate programing for and no longer need to?

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For the self-regulation and well-being frame, at what point would it be an alt vs mod page should the child require individualized programming?

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For the self-regulation and well-being frame, at what point would it be an alt vs mod page should the child require individualized programming?

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How do we support staff to do the direct teaching that is essential for students with special needs, specifically for the students with ASD Dx who are lagging developmentally and in play skills?  ie. Stepping Stones to Play website that the ASD team has developed...

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How do we support staff to do the direct teaching that is essential for students with special needs, specifically for the students with ASD Dx who are lagging developmentally and in play skills?  ie. Stepping Stones to Play website that the ASD team has developed...

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When would alternative pages be put in place (i.e., student with ASD - Level 3 vs. a student with ASD who is high functioning)?

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When would alternative pages be put in place (i.e., student with ASD - Level 3 vs. a student with ASD who is high functioning)?

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Do all students with a dx need an IEP, what about students without one?

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Do all students with a dx need an IEP, what about students without one?

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is the report card format new this year?

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is the report card format new this year?