Planning Assessment and Instruction - Coggle Diagram
Ontario Student Record (OSR)
Consultations with students through surveys
Individual Education Plan (IEP)
Consultations with current and previous teachers
Classroom observation (e.g., anecdotal notes)
Consultations with parents, and/or parent–student questionnaires
Initial assessments (e.g., pretests)
Education Quality and Accountability Office (EQAO) data
Selecting instructional strategies and resources based on information about the student
Select appropriate instruction that addresses student’s strengths and needs. This is often in consultation with professional colleagues
Peers who learn in different ways are not always “weaker” learners
Program planning and the implementation of Universal Design for Learning
Where needed, interventions of increasing intensity (the tiered approach)
The principles of Universal Design for Learning and differentiated instruction ensure that planning is flexible, supportive, adjustable, and focused on increasing all students’ access to the curriculum
Monitoring progress and adjusting strategies; reviewing the overall program.
Monitor students’ response to instructional strategies and interventions and the overall learning environment.
Progress and growth, or the lack of it, are noted and strategies are reconsidered
In the case of students who have persistent learning challenges, the need for more targeted, intensive instructional support or for special intervention by an in-school team or external specialist may also be noted
Consultation with the in-school team(s) and out-of-school resources (including community agencies).
An in-school team collaboratively reviews instructional strategies and interventions that have been implemented, as well as the student’s responses to them, and assesses their effectiveness. The team may consider whether and how to incorporate recommendations made by out-of-school professionals.