Further information on the Dufferin-Peel Kindergarten Program can be accessed by clicking on this link: Kindergarten.
Dufferin-Peel recognizes the benefits of early identification and interventions on student well-being and achievement. Our support of the early years through programs and collaborative partnerships allows us to form a relationship with learners as they begin their journey of growth within the Ontario Catholic School Graduate Expectations and towards their vocational calling.
Special Needs Strategy
Ontario’s Special Needs Strategy connects children and youth to the services they need as early as possible and improves the service experience for families.
One of the areas that the Special Needs Strategy is working towards is identifying children’s needs earlier and connecting them to the right help as soon as possible. The Special Needs Strategy is also working towards ensuring that there is a seamless transition into school.
Partnerships and Collaborative Relationships to Support Early Identification and Interventions
Dufferin-Peel is committed to developing relationships with community early learning experts to ensure that together we offer coherent learning experiences from 0-6 years and beyond.
Collaborations with the Peel Children and Youth Initiative and Success by Six, Parent and Family Literacy Centres and Peel Early Learning Special Needs Advisory Committee (PELSNAC) support our early learners.
Policies and Procedures
Dufferin-Peel has policies and procedures in place to support and facilitate successful transitions to school. Since 1988, Dufferin-Peel has offered a preschool program for children from the Region of Peel who are deaf or hard of hearing. The program has been recognized by the Ministry of Education and the Ontario College of Teachers as an innovative and exemplary practice.
In addition, Dufferin-Peel also maintains connections to the Infant Hearing Program and the Blind Low Vision Early Intervention Program.
Entry to School Procedures and Transitional Support
As part of Dufferin-Peel’s admission procedure, educators consult with parents to get to know each child as soon and as thoroughly as possible in order to provide early learning opportunities that will help each child. The initial classroom visit in September and the Partner’s in Learning Questionnaire invite parents/guardians to be active participants in their child’s learning.
Students with differing abilities may require a specialized entry process. In order to facilitate a smooth transition for these students, parents/guardians are encouraged to share relevant assessments or information with the child’s school.
The family, school team, board staff, child care and appropriate community agencies/service providers all collaborate in the development of an individualized transition plan. In addition, support is provided by the appropriate Itinerant Team(s) to ensure that personalized strategies and supports are in place as the learner transitions into school.
In Dufferin-Peel, parents are made aware of the entry process for students with differing abilities into Kindergarten or Grade One through a variety of avenues; either through community agency support personal or the Board’s Parent Evening to Support the Transition of Children with Differing Abilities into Kindergarten. The purpose of the transition process is to formulate and initiate a successful school entry plan for children with differing abilities.
The form, Information Regarding Students with Differing Abilities Transitioning to Kindergarten, is distributed to parishes, licensed child care providers and community agency support personnel. Alternatively, parents may complete this form during the registration process at their home school. This information may generate a home/child care visit by Board personnel, as part of the transition process.
Intervention Strategies and Supports
At Dufferin-Peel, there is a tiered approach to providing interventions. Tier 1 supports are strategies for all (Learning for All). Tier 2 involves strategic preventions for some and Tier 3 is Interventions for Few.
Through a collaborative team approach, the school team will meet as required to review further interventions required based on student’s needs and abilities.
The Kindergarten Program, 2016 (Interim Release)
The Ministry of Education will release a new Kindergarten program document in late spring 2016. Policies set out in the final Kindergarten program document – The Kindergarten Program, 2016 – will be implemented in Ontario schools in September 2016.
In conjunction with the new Kindergarten program, the ministry is releasing the policy document, Growing Success – The Kindergarten Addendum: Assessment, Evaluation, and Reporting in Ontario Schools, 2016. Beginning in September 2016, the assessment, evaluation, and reporting of children’s learning in Kindergarten in Ontario schools will be based on the policies and practices described in this document.