1. 12 S.I. Students (10 Schools) 8 S.I. Students 1 moved 1 no consent 2
incomplete
data
8 S.I.
Students

2. Data Collection Points
Last term of school year PRE
End of year POST
Data Sources
Surveys
Speech-Language Assessments
IEPs and Report Cards
Interviews (teachers and principals; parents)

3. % Time in Class % Time Engaged Pre 2007-08 Post 2008-09
5 – Most/All of the Time
4 – A Lot of Time/Engagement (up to 80%)
3 – Some Time/Engagement (up to 50%)
2 – Very Little Time/Engagement (10%)
1 – No Time/Engagement
% Time in Class
% Time Engaged

4. Amount of Direct Assistance Needed to Intepret/Understand Tasks
Post
5 – Almost Always Needed
4 – A Lot Needed (up to 80% of time)
3 – Some Needed (up to 50% of time)
2 – Little Needed (10% of time)
1 – No Assistance Needed
Amount of Direct Assistance
Needed to Intepret/Understand Tasks
Amount of Direct Assistance
Needed to Complete Tasks

5. Opportunities Present % Time Communication Attempts Successful
Post
5 – Most/All of the Time
4 – A Lot of the Time (up to 80%)
3 – Some of the Time (up to 50%)
2 – Very Little of the Time (10%)
1 – All of the Time
% Time Communication
Opportunities Present
% Time Communication
Attempts Successful

6. Active: Modified curriculum
Language Arts
Pre
Post
None: Alternative expectations not on topic or participating with class; may be out of classroom; may be working on other curriculum areas in the classroom.
Involved: Alternative but on topic or alternative expectations but participating in the activity with class; alternative expectations may include OT, PT, SLP, Behaviour, Social, life skills, daily living skills, etc.
Active: Modified curriculum
Competitive: Same expectations as everyone else; may have some accommodations – working with peers
In this matrix: no differentiation on level of integration (have that now, but not when we were doing surveys – assumption by all = within class, with peers) OR level of assistance/independence (surveyed but not linked to matrix).

7. MATH
Pre
Post
None: Alternative expectations not on topic or participating with class; may be out of classroom; may be working on other curriculum areas in the classroom.
Involved: Alternative but on topic or alternative expectations but participating in the activity with class; alternative expectations may include OT, PT, SLP, Behaviour, Social, life skills, daily living skills, etc.
Active: Modified curriculum
Competitive: Same expectations as everyone else; may have some accommodations – working with peers

8. Disruptive Incidents: Weekly or More
5 students
Decrease Over Course of the School Year
25 % decrease
50 % decrease
75 % decrease
90 % decrease
90 % decrease
Year prior and into new school year disruptive incidents at least weekly (for 2 daily). Decrease from start to end of school year

9. Socializing with Peers

10. J., Gr. 2: Severe expressive language disorder (incomprehensible); Severely disruptive behaviour. Regular classroom placement.
Spent most of day in classroom (76-95% of day) - no change from prior year. Moved from being engaged some of the time (up to 50%) in , to being engaged a lot of the time (up to 80%) in
Disruptive behaviours were frequent and severe on a weekly basis in , and decreased by about 25% in but are still a concern.
He increased his level of participation from through , from Active to Competitive in math; from Involved to Active in science; and remained Active in language arts.
He needed much less direct assistance to understand instructions in (25% of time), down from up-to-75% of the time in He continued to need direct assistance to complete tasks about 75% of the time in as in
In there were frequent opportunities to communicate and he was successful with these about 10% of the time. In there were almost continuous opportunities available to communicate and he was frequently (up to 80% of the time) successful. For social communication, he made more frequent attempts in compared to in , and his need for an adult “interpreter” decreased over the course of the school year.
He had more successful socializing experiences with peers in but had always enjoyed and attempted to socialize with many peers in years prior.
Most significant achievement in : "J. 's ability to follow and engage in the grade 2 math program improved markedly this year". IEP page for math discontinued.
S-L Assessment Results: Assessed Nov (Pre) and Oct (Post). Significant improvements in Sentence Structure (AE 6.0 yrs to AE 8.9 yrs); Formulated Sentences (AE 5.3 yrs to AE 6.2 yrs) as measured by CELF-4. Overall receptive skills tested at average level (from low average); Overall expressive skills continue to be delayed but gains noted in ability to formulate sentences (i.e., Using picture cue, make a sentence using the word longest: Nov “Longest the dog is brown” to Oct “The middle dog is the longest”).

11. R., Gr.8: Developmental Disability; Physical Challenges; Severe Expressive Language Difficulties; Quiet – not disruptive. Self-contained classroom placement for students with Developmental Disabilities and/or Autism.
Spent most of his day in the classroom – no change from prior year.
Moved from being engaged some of the time (up to 50%) in to being engaged almost all of the time in
Moved from being on a completely individualized program to working at an Active level.
Needed assistance to understand and complete tasks almost all of the time in In he needed assistance a lot of the time to understand instructions/tasks (75%) and about 50% of the time to complete tasks.
In : Few interactions with classmates so few opportunities to communicate were present, and when those opportunities were present, attempts were almost always unsuccessful. He socialized rarely with peers. In there were frequent communication opportunities present (80-100% of the day) and some of his attempts to communicate were successful (up to 50%). He socialized with many peers including peers from “regular” classroom.
Most significant achievement in : R. wrote a father's day poem using clicker 5 with no assistance and presented it to the class.
S-L Assessment Results:

12. C., Gr. 3: Autism Spectrum Disorder; Minimally Verbal; Disengaged; Regular Classroom.
Spent some parts of his day in the classroom in but most of the day in the classroom in
Moved from being engaged some of the time (up to 50%) in to being engaged a lot of the time in
Moved from being on an individualized alternative program or working at an Involved level to working at Active or Competitive levels in all subject areas.
Needed assistance to understand and complete tasks all of the time in – very prompt/EA dependent. In he needed assistance some of the time to understand instructions/tasks (up to 50%) and needed assistance to complete tasks about 75% of the time.
In : C interacted/socialized rarely with classmates so only some opportunities to communicate were present. When those opportunities were present, attempts were almost always unsuccessful. In there were frequent communication opportunities present (80-100% of the day) and almost all of his attempts to communicate were successful. By the end of school year he was socializing regularly with one or two peers.
Most significant achievement in : C’s integration and participation in regular classroom activities with peers (he had spent a lot of his prior years in school in alternate activities, alternate locations), and less dependence on one-to-one assistance/prompts. He participated as a member of the class in shared reading and completed math work at level commensurate with peers.
S-L Assessment Results: