The short answer is yes, we also have that challenge. Our response has been less about how to track them at a younger age and more about creating responses in the community that are welcoming and that will invite parents to partner with us.
We do have early screening. We have teams of occupational therapists, speech therapists, mental health workers, and social workers who go out into all of our remote communities and host events at which we can have early screening and identify whether certain therapies are needed. That occurs across our region.
Also, we are currently in the development of something called the collaborative response model. This model includes four tiers of support. Tier one would be something that could occur in a classroom. Tier two would be targeted specialized supports that can still be maintained in the classroom. Tier three would be school-wide supports, and tier four would be supports required outside of the school. We do this in the areas of literacy, social and emotional wellness, and general academics.
Certainly our hope as we weave this together is that fewer children will fall through the cracks.
We also have credit recovery, which is very well established and continues to be refined. We also have a number of attempts to help increase our graduation rates.