Perspectives on the OPA Student Assessment Project - Learning ...

The Ministry PerspectiveThe OPA Student Assessment Project:Kindergarten to Grade 4OntarioRobert Spall, Education OfficerBruce Drewett, DirectorSpecial Education Policy and Programs BranchMinistry of Education“Coming together is a beginning, staying together isprogress, and working together is success.”The above quote by Vesta Kelly aptly describes whatwe, at the ministry, have experienced while workingwith the Ontario Psychological Association (OPA) andits Student Assessment Project.In the spring of 2006, the Ontario governmentannounced funding to school boards to supportassessments for students who require special educationprograms and/or services. This was a component ofthe early identification and intervention initiatives thatsupport the Ministry of Education’s strategic direction.A core committee of OPA members was created tomanage the project and ensure that its objectives wereattainable and on track. It was decided that there neededto be an ongoing relationship with staff from the SpecialEducation Policy and Programs Branch of the Ministryof Education. Along with the executive director,president of the OPA and chief psychologists from anumber of school boards, ministry staff were asked tobe part of this committee. Later the committee expandedto include the newly hired project manager and afrancophone psychologist from a school board.This committee developed the four objectives for theproject. There was ongoing discussion between theOPA and the ministry as these objectives evolved.Everyone at the table learned to understand and respecteach other’s perspective and to find ways to make thiscollaborative process work.work. A second team was formed. A provincial advisorycommittee was established to represent psychology,occupational therapy and speech/language pathology, aswell as the perspective of educators from school boards.The OPA chose to invite ministry staff to this committeetable to provide English and French-language specialeducation policy perspectives.This committee proved to be incredibly helpful to theevolution of the project as it provided an informedsounding board for the project plans. As this workprogressed, the objectives grew, changed and evolved.After a final version of the project plan was approved bythe core committee, it was time to promote the project tothe school boards.Each school board was asked to name an OPA projectteam and the OPA assigned a monitor/coach to supportthis team. The ministry has been fully involved in thiscrucial, hands-on component, including supporting thedevelopment of school board project plans and monitoringtheir progress in achieving the four project objectives.There was no obligation for the OPA to involve theministry in all aspects of the project as it chose to do. Theexecutive director, the president and the project managerview this project as a partnership between the ministryand the association. There is a deep sense of responsibilityto provide the ministry with results that are accountable,support student achievement, and show improvement inassessment processes in school boards across the provincethat are sustainable.It became clear to the OPA that a broader provincialperspective would be helpful to inform the committee’sPsychology Ontario 3