2. ROLES AND RESPONSIBILITIES

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1 2. ROLES AND RESPONSIBILITIES Many roles and responsibilities are needed to support a successful special education system. The following information outlines the roles and responsibilities of those involved in special education. THE MINISTRY OF EDUCATION defines, through the Education Act, regulations and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services and prescribes the categories and definitions of exceptionality ensures that school boards provide appropriate special education programs and services for their exceptional pupils establishes the funding for special education through the structure of the funding model - the model consists of the Foundation Grant, the Special Education Grant and other purpose grants requires school boards to report on their expenditures for special education sets province-wide standards for curriculum and reporting of achievement requires school boards to maintain Special Education Plans, review them annually and submit amendments to the Ministry requires school boards to establish Special Education Advisory Committees (SEAC s) establishes Special Education Tribunals to hear disputes between parents and school boards regarding the identification and placement of exceptional pupils establishes a Provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services operates Provincial and Demonstration Schools for students who are deaf/hard of hearing, blind/visually impaired, deafblind, or who have severe learning disabilities BLUEWATER DISTRICT SCHOOL BOARD establishes school board policy and practices that comply with the Education Act, regulations and policy/program memoranda monitors school compliance with the Education Act, regulations and policy/program memoranda requires staff to comply with the Education Act, regulations and policy/program memoranda provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board obtains the appropriate funding and reports on the expenditures of special education develops and maintains a Special Education Plan that is amended annually to meet the current needs of the exceptional pupils of the board reviews the plan annually and submits amendments to the Minister of Education provides statistical reports to the Ministry as required and as requested prepares a parent guide to provide parents with information about special education programs, services and procedures establishes a Special Education Advisory Committee (SEAC) provides professional development to staff on special education A comprehensive listing of Bluewater District School Board policies, procedures and forms that pertain to special education are listed in Appendix B.

2 THE SPECIAL EDUCATION ADVISORY COMMITTEE (SEAC) The roles and responsibilities of SEAC are as follows: SEAC makes recommendations to the district school board on matters concerning the establishment and development of special education programs. SEAC members participate in the board s annual budget process as it relates to special education SEAC members participate in the annual review of the board s Special Education Plan. SEAC members provide updates from their agencies and associations. SEAC members participate on committees and attend workshops dealing with special education. SEAC members provide information and support to parents, teachers and schools as requested. SEAC members advocate for all children REFER TO SECTION 13: SCHOOL EDUCATION ADVISORY COMMITTEE (SEAC)

3 LEARNING SERVICES - STUDENT SUPPORT DISTRICT LEVEL THE SUPERINTENDENT OF EDUCATION RESPONSIBLE FOR SPECIAL EDUCATION The Superintendent of Education responsible for special education provides leadership and support for the provision of special education program and delivery. The Superintendent of Education is responsible for establishing policies, procedures and an organizational structure that facilitates the effective delivery of all special education services in Bluewater schools. BEHAVIOUR EXPERTISE PROFESSIONAL The Behaviour Expertise Professional: provides liaison service between home, school and community services for individual students with Autism Spectrum Disorder assists with the implementation of Ministry Program Standards and programs for students with Autism Spectrum Disorder facilitates referrals for Thames Valley Children s Centre School Support Program Autism Consultants facilitates referrals for Keystone ABA Services and Grade 8 to 9 ASD Transition Consultant attends case conferences at schools, agencies and/or treatment centres collaborates and coordinates services with community partners liaisons with community partners, that provide services for individuals with ASD and their families, through membership on community committees collaborates and partners with Learning Services - Student Support members to support individual student programs supports program planning for students with autism spectrum disorders demonstrates ABA instructional methods and the use of specific resources to educational assistants, teachers, Learning Resource teachers assists with the identification of areas of need for staff development provides and/or coordinates workshops and other in-service activities at a system, area, school or individual level provides and/or coordinates district symposiums and network meetings supports implementation of structured learning environments Supports the implementation of Connections for Student model for students with ASD Provides support to principals, teachers and other school board staff with regard to students having behavioural difficulties PSYCHOLOGIST / PSYCHOLOGICAL ASSOCIATE / PSYCHOMETRIST The Psychologist/Psychological Associate/Psychometrist: completes psychological assessments to provide information about students learning strengths and needs in order to assist in school programming - in some cases, a psychological assessment may lead to a diagnosis consults with school personnel and parents regarding the needs of students who are experiencing difficulty learning and/or coping in the school environment provides support to school personnel and IPRC s in interpreting assessment reports from professionals and agencies external to the board, and in applying assessment results and recommendations to school programming

4 communicates with professionals and agencies external to the board to exchange information needed to develop appropriate school programming and community services for students provides in-service sessions for school personnel, parents, students, and community partners on various topics (i.e. assessment, developmental disabilities, mental health, learning disabilities, behaviour management issues, etc.) works in collaboration with school personnel to plan strategies for supporting the needs of students with special education needs participates in Learning Services - Student Support and system initiatives SPECIALIZED EQUIPMENT & TECHNOLOGY ASSISTANT The Specialized Equipment & Technology Assistant works in conjunction with a Speech- Language Pathologist, Audiologist or other Learning Services staff. provides resource support, including hands-on demonstration to school staff, parents, speech volunteers, in programming for students with communication disorders upon request of a Speech-Language Pathologist collaborates and consults with Learning Services staff, parents and outside agencies provides and/or coordinates workshops and other in-service activities (system, school based, individual) responds to specific system needs regarding communication support, such as specialized equipment support and augmentative communication develops materials to support communication programming for Speech-Language Pathologists and schools SPECIALIZED TECHNOLOGY & LEARNING TEACHER The Specialized Technology & Learning Teacher works in conjunction with Specialized Equipment, Program Department, and ICT: works as part of an integrated team of system professionals to build teacher and support staff capacity to integrate seamlessly the use of technology and other educational tools into classroom instructional strategies and tasks to improve student achievement for all students, with a specific focus on improving learning outcomes for students with learning disabilities. provides leadership and direct teacher support/staff development through in-service sessions, workshops, team meetings, classroom visits, inquiry facilitation, demonstrations and professional dialogue for groups of teachers and administrators co-plans appropriate technology enabled learning goals for students with learning disabilities, and supports their teachers with implementation. participates in system level planning meetings for technology supports the implementation of the 21st Century Learning Fund through research, training and staff support. SPEECH-LANGUAGE PATHOLOGIST The Speech-Language Pathologist: participates in program development and progress review for students and provides program recommendations to support students communication skills provides resource support to school staff in assessment and programming for students with communication disorders/delays

5 provides individual assessment to identify students at risk or who need further speech/language assessment collaborates and consults with staff, parents and outside agencies participates in system policy and program review provides and/or coordinates workshops and other in-service activities completes speech and language assessments to provide information about students communication skills in order to assist with school programming provides assessment to determine eligibility for CCAC services liaise with other speech and language service providers (e.g. IPSLS, BGCDS) assist with transition planning for incoming students provides recommendations for Specialized Equipment Amount (SEA) funding claims for individual students SPEECH-LANGUAGE PATHOLOGIST / SPECIALIZED EQUIPMENT FOCUS In addition to the role outlined in the Speech-Language Pathologist role description, the Speech- Language Pathologist / Specialized Equipment Focus: organizes and confers on the development of applications for specialized equipment for individual students tracks Specialized Equipment Amount (SEA) funding for specialized equipment and Specialized Equipment Per Pupil (SEAPP) funding. organizes the specialized equipment needs of students organizes and supports audiology hours pertaining to SEA equipment acts as the liaison person with Information Communications Technology/Media Services, Community Care Access Centre and other support agencies as it relates to specialized equipment requirements liaises with the Ministry of Education regarding SEA guidelines and funding collaborates and consults with staff, parents and outside agencies as appropriate coordinates in-service activities pertaining to specialized equipment for staff participates at a provincial level with regards to Assistive Technology initiatives SYSTEM SPECIAL EDUCATION LEAD TEACHER The System Special Education Lead Teacher (SSELT) is a facilitator of special education programs and services for students within BWDSB. The SSELT holds qualifications, in accordance with Regulation 298, to teach special education. Coordination of Service Delivery assists the Superintendent of Education responsible for special education in establishing appropriate special education programs participates in the establishment of objectives and plans for special education programs and services gathers and disseminates information pertaining to students with special needs at the area and district level provides information and input concerning staffing and building issues at the area and district level, in order to support student needs assists with program planning for and assessment of students with diverse learning needs participates in the Identification, Placement and Review Committee process, as required (supports decision making concerning new identifications and special class placements) participates in school team meetings and case conferences, as required coordinates outside agency involvement facilitates transitions for students with special needs

6 Professional Development provides system support for Junior Kindergarten to Grade 12 program initiatives, as assigned provides and/or coordinates district symposiums, network meetings, workshops and other inservice activities related to system initiatives and special education pursues and participates in professional learning opportunities, with the goal of improving student learning by informing teacher practice participates in community-based planning initiatives and committees working to enhance service provision and support to children with special needs Communication communicates with BWDSB Learning Services - Student Support staff and members of the area Multi-disciplinary Team in order to coordinate services for students with special needs communicates with fellow SSELT s to promote consistency in district planning and service delivery for students with special needs communicates with the principal, Learning Resource teacher and other school-based special education and teaching staff regarding special education programs and services communicates with parents/guardians/students and community service providers regarding special education programs and services TEACHER OF STUDENTS WHO ARE DEAF/HARD OF HEARING A specially qualified teacher who: holds qualifications, in accordance with Regulation 298 to teach special education assesses, evaluates and prioritizes the needs of students identified as having mild, moderate and severe to profound hearing loss identifies student strengths, needs and learning styles makes recommendations to the school team and participates in the Identification, Placement and Review Committee (IPRC) assists with the planning, implementation and evaluation of individualized programs and Individual Education Plans (IEPs), in consultation with school staff, Learning Services - Student Support staff, support agencies, parents/guardians and student, where appropriate provides direct and/or consultative services and/or monitoring in the least restrictive environment, for staff and children who are hearing impaired provides direct service (where appropriate) focused on expressive and receptive language, audition, functional literacy, and other communication/ language needs consults with parents, school personnel and community/support agencies consults with the Provincial Demonstration School Resource Services Department, as appropriate assists in the development of transition plans internally and externally delivers in-service training to staff, as appropriate accesses appropriate staff development opportunities, both within Bluewater District School Board, as well as specific to students who are hearing impaired TEACHER OF STUDENTS WHO ARE BLIND/VISUALLY IMPAIRED The teacher for students who are blind/visually impaired provides direct and/or consultative special educational services and support for students who are identified as blind or have low vision. A student who requires adaptations to materials or the environment and whose visual impairment (even with corrections) restricts with his/her learning may be eligible to receive services. The teacher for students who are blind/visually impaired is an itinerant teacher who:

7 holds qualifications, in accordance with Regulation 298, to teach special education participates in school-based team meetings, IPRC meetings and Transition Planning completes functional vision assessments interprets vision reports as they relate to educational environments contributes to the development of the IEP recommends further specialized evaluations assists in determining and procuring specialized classroom equipment and materials necessary for the student to access the curriculum provides strategies needed to instruct and accommodate a student who is blind or has low vision provides information to staff about incorporating the expanded core curriculum advises regarding alternative formats (Braille, audio/enlarged materials and tactile models) as appropriate monitors students' progress and provides instruction in concept development, compensatory skills and specialized equipment as needed provides programming in Braille reading and writing in both Grade 1 & 2 Unified English Braille (contracted and uncontracted) provides direct service and/or consultative support depending on student needs organizes information workshops that relate to vision or vision loss maintains a reference library with up to date material is knowledgeable in operation of current specialized equipment and computer technology communicates regularly with school and board level staff and parents acts as liaison with outside schools and organizations facilitates recommendations for Orientation and Mobility instruction liaises with Orientation and Mobility provider liaises with W. Ross Macdonald School for the Blind and Ministry Resource Services Outreach Program SECRETARIAL SUPPORT STAFF coordinates and disseminates information pertinent to special education responds/assists students, parents, staff, outside agencies and the general public in inquiries following established procedures and guidelines, especially in the area of special education maintains confidentiality creates and maintains databases to support record keeping remains current on new technology for self and to assist other members of the Learning Services - Student Support department remains current on Board Policies and Procedures maintains an inventory of therapy materials, specialized computer software and equipment performs general office routines including correspondence, file management, resource procurement, photocopying, mailing, etc. AUDIOLOGY SERVICES Audiology services are provided on a contract basis per school year. COMMUNITY AGENCIES Students involved in special education programs may receive supports and services from a wide variety of community agencies. The role of these agencies in relation to the student and the school system may include:

8 initial recognition of children who have special needs assisting families to notify the school system of the needs of the child prior to school entry providing direct support and program(s) to assist with the child s development prior to school entry acting as a resource for the development of the IEP attending IPRC s at the request of the parent acting as an advocate for student/family providing information on the resources that the child and school may access working with the school and family to develop supports for the child outside of school hours (eg., special services at home, summer programs, after-school programs, counselling, parenting training, child protection) coordinating resources and service providers to facilitate consistency assisting students, family and school personnel to plan for the future of the student in transition to the community liaising among various partners assuming the case management role as the student leaves the school system planning and lobbying the government for future supports and services assisting on the gathering of documentation for programming and funding

9 LEARNING SERVICES - STUDENT SUPPORT SCHOOL LEVEL SCHOOL PRINCIPAL The school principal: carries out duties as outlined in the Education Act, regulations and policy/program memoranda, and through board policies communicates Ministry of Education and school board expectations to staff ensures that appropriately qualified staff are assigned to teach special education classes communicates board policies and procedures about special education to staff, students and parents establishes one or more Identification, Placement and Review Committees (IPRCs) to identify exceptional pupils and determine appropriate placements for them ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations and board policies consults with parents and with school board staff to determine the most appropriate program for exceptional pupils ensures the development, implementation and review of a student s Individual Education Plan (IEP), including a transition plan, according to provincial requirements ensures that parents are consulted in the development of their child s IEP and that they are provided with a copy of the IEP ensures the delivery of the program as set out in the IEP ensures that appropriate assessments are requested if necessary and that parental consent is obtained TEACHER The teacher: carries out duties as outlined in the Education Act, regulations and policy/program memoranda follows board policies and procedures regarding special education maintains up-to-date knowledge of special education practices where appropriate, works with special education staff and parents to develop the IEP for an exceptional pupil provides the program for the exceptional pupil in the regular class, as outlined in the IEP communicates the student s progress to parents works with other school board staff to review and update the student s IEP EDUCATIONAL ASSISTANT The Educational Assistant is responsible to the principal to support the following program and service assistance in elementary and secondary schools. The Educational Assistant: Program Support - assists in implementing programs and services as planned, modelled and monitored by the teacher prepares support materials as outlined by the teacher assist students with their physical, medical, safety and supervision needs in the classroom or non-classroom setting as outlined by the teacher contributes to the IEP process assists with appropriate modifications and accommodations as described in the IEP

10 Communication - maintains confidentiality regularly shares informal and specific observations with relevant school personnel monitors and records the student s achievements and progress relative to the expectations described in the IEP as outlined by the teacher provides information for and/or attends meetings, case conferences, and interviews as appropriate communicates effectively as part of the school team Special Care and Services - administers medication and/or performs health procedures in accordance with board policy implements individual student health programs and performs procedures designed, taught and monitored by a qualified health care professional assists with personal care of students as required LEARNING RESOURCE TEACHER The Learning Resource Teacher advocates for and facilitates special education programs and services for students at the school level. In collaboration with the principal and the System Special Education Lead Teacher, the Learning Resource Teacher coordinates and provides special education programs and services, assists with program development and evaluation, and supports curriculum implementation in the school. The Learning Resource Teacher holds qualifications, in accordance with Regulation 298, to teach special education. Coordination of Services consults and communicates with special education personnel in order to develop effective programming, and to initiate requests for formal assessments, consultations and referrals on behalf of students with special needs within the school acts as the primary contact for the flow of all information pertaining to students with special needs within the school gathers and disseminates information, compiles and shares data pertaining to students with special needs within the school; communicates this information/data to the SSELT, as required coordinates the In-School Needs Team assists the principal with coordination of scheduling of support staff providing services for students with special needs (Spec. Ed. teachers, Spec. Ed. itinerant teachers) acts as a case manager for students with special needs at the school level acts as a liaison between the school and community/support agencies which provide services to students coordinates the development of transition plans for students with special needs assists the principal with the coordination and provision of medical/physical assistance for students with special needs attends Learning Resource Teacher network meetings for purposes of professional development, system level information sharing, and consultation communicates system level information with school staff, as appropriate

11 Assessment, Identification and Placement of Students with Special Needs supports the preparation of necessary documentation for and participates in IPRC meetings consults with the SSELT concerning new identifications and special class placements as part of the IPRC process consults with principal and teachers concerning appropriate class placement/assignment for students with special needs assesses individual students by means of observation, informal assessment and standardized testing, as appropriate Program Development collaborates in the planning, implementation and evaluation of individualized programs and IEPs, in consultation with school staff, special education personnel, support agencies, parent(s)/guardian(s) and students, where appropriate recommends specialized resources to support implementation of programs develops and submits documentation as necessary on behalf of students with special needs facilitates communication and partnerships between parent(s)/guardian(s) and school staff Program Support coordinates supports for students with special needs at the school level, including access to specialized equipment and assistive technology supports intervention for the academic needs of students (may provide individual and/or small group instruction, delivered in a classroom or a small group setting) supports intervention for the social/emotional/behavioural/physical needs of students assists with accommodations and exemptions of students related to Provincial assessments assists with accommodations for summative assessments/exams as required by students with special needs facilitates appropriate changes to programming for students in response to assessment results assists with the training and development of staff and volunteers Curriculum Support assists the principal and curriculum lead teachers with the in-service of staff concerning Ministry and District curriculum initiatives, as appropriate shares resources and teaching strategies to help support student learning DEVELOPMENTAL LEARNING RESOURCE TEACHER The Developmental Learning Resource Teacher: holds qualifications, in accordance with Regulation 298, to teach special education modifies or differentiates the expectations for the student s learning as required by the IEP provides input to the information-gathering stage eg., background information, assessment information, work samples, observations, etc. demonstrates awareness of the parents expectations for their child s program assists in the development of applications for specialized equipment for individual students plans, implements, assesses and revises the IEP for students with developmental learning needs and/or autism spectrum disorders programs acts as a resource for the classroom teacher supports appropriate integration and acts as a case manager facilitates transitions for students with special needs

12 under the supervision of the principal, and in consultation with staff, assigns duties to the Educational Assistant works in partnership with students (where appropriate), parents, support agencies, LRT, classroom teachers, special education personnel to develop, implement and evaluate programs/services provided to individual students participates in IPRC meetings plans, models and monitors programs and services implemented by an Educational Assistant and informs the school team of professional development needs models IEP-based strategies and interventions to Educational Assistants and/or classroom teachers monitors student progress with reference to the IEP and modifies the program as necessary SPECIAL EDUCATION RESOURCE TEACHER The Special Education Resource Teacher: holds qualifications, in accordance with Regulation 298, to teach special education works in consultation with the Learning Resource Teacher (LRT), classroom teachers, special education personnel, support agencies, parent(s)/guardian(s) and student (where appropriate), to develop, implement and evaluate programs/services provided to students with special needs collaborates in the IEP development process assists the classroom teacher by generating ideas and suggestions for program accommodations and modifications, and provides suggestions with respect to strategies and resources plans and delivers instructional programs for special needs students (provides individual and/or small group instruction, delivered in a classroom or a small group setting) monitors student progress with reference to the IEP and modifies the program as necessary assesses individual students by means of observation, informal assessment and standardized educational assessment, as appropriate participates in the In School Needs Team, as appropriate facilitates communication and partnerships between parent(s)/guardian(s) and school staff SCHOOL BEHAVIOUR TEACHER The School Behaviour Teacher: holds qualifications, in accordance with Regulation 298, to teach special education provides individual, small group, large group instruction as appropriate develops IEP and/or Strategies for a Successful Day and/or Positive Behaviour Support Plans for students liaises with families, central support staff (eg., SSELT s), appropriate agencies, and school staff provides behavioural support in class and other school settings attends and may lead case conferences participates in and develops information for IPRC meetings provides staff development for school staff

13 GUIDANCE RESOURCE TEACHER The Guidance Resource teacher assists students in the exploration of career opportunities and facilitates the development of annual education plans. Through the principal, the Guidance Resource Teacher serves as a contact with the SSELT s and the Superintendent of Education responsible for special education. TEACHER SECTION 23 PROGRAM This teacher is a member of a multidisciplinary team and works cooperatively with the local community agencies such as: Child Welfare, Children s Mental Health, Probation Services, Police Services, Health Care Services and Community Care Access Centres. The teacher is responsible for developing, supporting and assisting educational programs for students involved with a Section 23 facility. The teaching responsibilities in these classrooms include: assisting the student to upgrade or maintain his/her academic progress creating a successful integration plan from the student s sending school to the Section 23 facility or from the Section 23 facility to the receiving school or educational facility addressing the student s mental health or behavioural difficulties which may interfere with his/her progress planning goals and objectives for the student in conjunction with parents, guardians and staff guidance/career counselling with discussions around current issues modelling appropriate attitudes/responses PARENT/GUARDIAN The Parent/Guardian: becomes familiar with and informed about board policies and procedures in areas that affect the child participates in IPRCs, parent-teacher conferences and other relevant school activities participates in the development of the IEP becomes acquainted with the school staff working with the student supports the student at home works with the school principal and teachers to solve problems is responsible for the child s attendance at school STUDENT Students need to be supported in understanding and reaching their learning potential. The school values student input. The student: identifies and explains his or her goals, priorities and preferences demonstrates an understanding of the IEP and works actively to achieve goals and expectations monitors progress towards goals considers his or her IEP when developing and reviewing an Annual Education Plan (students in grade 7 and on, beginning in 1999 as part of the secondary school reform) where possible, completes Page 3 of the Provincial Report Card complies with the requirements as outlined in the Education Act, regulations and policy/ program memoranda complies with board policies and procedures