ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION PLAN

Transcription

1 ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION PLAN June 213 June of 61

2 Algoma District School Board Special Education Report INDEX 1. Board Consultation Process Page 4 2. General Model for Special Education Pages Roles and Responsibilities Pages Exceptionalities Pages Identification of Special Needs Pages Educational Assessments Pages Special Education Staff Page I.P.R.C.s. Page I.E.P.s. Page Health Support Services Page Equipment Page Transportation Page Accessibility of Buildings Page Placements Pages Coordination of Services Page Staff Professional Development Pages Special Projects Pages S.E.A.C. Page Funding Page Appendices Pages Parent Guide Pages June of 61

3 APPENDICES Budget Appendix 1 Special Education Staff Appendix 2/3 Letter to Parents re: I.P.R.C. Appendix 4 (i) (ii) Health Support Services Appendix 5 Professional Development Appendix 6 A Parent s Guide to Special Education Appendix 7 SEAC Appendix 8 SEAC Members Appendix 9 Provincial and Demonstration Schools Appendix 1 June of 61

4 The Algoma District School Board Consultation Process The Algoma District School Board consults with stakeholders in many different ways throughout the school year. Regular meetings are held with service agencies, parents, preschool services and community representatives. In accordance with the Education Act Ontario Regulation 464/97, the Algoma District School Board has established a special education advisory committee. This committee is provided with the opportunity to participate in the board s annual review of its special education plan. The Special Education Advisory Committee meets on a regular basis, (once per month). Updates from Board personnel with regards to ongoing professional development and programming updates for exceptional students are also shared to keep the committee aware of the many changes occurring in special education programming (computer equipment, programs, software). As well, a special education update is provided regularly at public Board meetings. The Annual Special Education Plan is available on the Board website for public access. For the school year, amendments to the plan have been highlighted. School Councils are advised through their principals about the process and their comments requested during the Board budget process during which the Special Education Budget is presented as a separate item. The report of S.E.A.C. on the Annual Plan is included in this report. Philosophy of the Algoma District School Board on Special Education The Algoma District School Board supports and offers the inclusion and integration of the exceptional student into the regular classroom as a first choice. In recognition of the unique qualities and diverse needs of each student, a range of support services and programs is necessary. Recognizing that each exceptional student is unique, the approach to each need will complement and support the vision and goals of the family and community. The Algoma District School Board Model for Special Education The Algoma District School Board s Special Education Plan outlines the service-delivery model for the provision of special education programs and services. This plan is designed to comply with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Freedom of Information Act, the Education Act and regulations made under the Act, and any other relevant legislation. When a concern is brought forward from the school or to the school, special education begins. Usually the concern is brought forward by the classroom teacher that the student may be experiencing difficulty or is progressing beyond the scope of the classroom expectations. There may also be an assessment conducted outside of the board that has provided a diagnosis, and this is brought to the attention of the in school team. The Special Education Resource Teacher (S.E.R.T.) leads the team to plan academic strategies, and may further investigate, through informal testing in the classroom or on a withdrawal basis, whether or not formal testing should occur if it does not yet exist. If informal testing shows areas of concern which require further investigation, the principal signs a referral form indicating a formal assessment is required, which is sent to the Special Education June of 61

5 Department at the central board office. The referral includes data and documentation, which is checked to examine whether an assessment would be appropriate for the student. Once approved, a consent form is completed by the parent/guardian/student and the student s name is added to the list waiting for assessments to be completed by the appropriate professional. Once the assessment has been completed the report is brought to the school, a conference is held and the assessment is presented to the concerned parties. If the parent/guardian/student consent, a copy of this assessment is placed in the O.S.R. Information from assessments which meets the criteria of a specific exceptionality results in an invitation to an I.P.R.C. (Identification, Placement, Review, Committee) and will determine appropriate modifications and accommodations that will be included in the student s I.E.P. Roles and Responsibilities in Special Education (Taken from Appendix A, Standards For School Boards Special Education Plans) The Ministry of Education has been redefining roles and responsibilities in elementary and secondary education in legislative and policy framework, funding, school system management and programs and curriculum. The Ministry of Education Roles and Responsibilities: 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 special 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 (SEACs); 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, blind or deaf-blind, or who have severe learning disabilities. June of 61

6 The Algoma District School Board Roles and Responsibilities: 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 for special education; Develops and maintains a special education plan that is amended from time to time 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 one or more IPRCs to identify exceptional pupils and determine appropriate placements for them; Establishes a Special Education Advisory Committee; Provides professional development to staff on special education. The Special Education Advisory Committee (SEAC) Roles and Responsibilities: Makes recommendations to the Board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils of the Board; Participates in the Board s annual review of its special education plan; Participates in the Board s annual budget process as it relates to special education; Reviews the financial statements of the Board as they relate to special education; Provides information to parents, as requested. The School Principal Roles and Responsibilities: 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; Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlines 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; June of 61

7 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; Within allotted time frame (3 days from beginning of the school year). The Teacher Roles and Responsibilities: 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 either the regular class or congregated class setting, as outlined in the IEP; Communicates the student s progress with reference to the IEP and provides modifications and/or accommodations as appropriate to the program and as necessary; Assists in providing educational assessments for exceptional pupils. The Parent/Guardian Roles and Responsibilities: 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 student s attendance at school. The Student Roles and Responsibilities: Complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda; Complies with Board policies and procedures; Participates in IPRCs, parent-teacher conferences, and other activities as appropriates to age and circumstances. June of 61

8 Special Education Exceptionalities The Ministry of Education has developed categories and definitions. At present, the following definitions are: BEHAVIOUR A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and one or more of the following may accompany that: a) An inability to build or to maintain interpersonal relationships; b) Excessive fears or anxieties; c) A tendency to compulsive reaction; d) An inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Board criteria: Behaviour assessment by a qualified professional (M.D., psychologist), including the use of objective measures of behaviour (e.g. Multiple scales demonstrating T scores greater than seventy on measures such as aggression, delinquency, hyperactivity, impulsivity, etc.). COMMUNICATION AUTISM A severe learning disorder that is characterized by: a) disturbances in: rate of educational development; ability to relate to the environment; mobility; perception, speech, and language; b) lack of the representational symbolic behaviour that precedes language. Board Criteria: Diagnosis of P.D.D. or Autism Spectrum Disorder by a qualified professional (M.D., reg d. psychologist). DEAF AND HARD-OF-HEARING An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Board Criteria: Audiology documentation by a qualified professional (audiologist, M.D.), which indicates a moderate bilateral hearing loss that adversely affects educational performance. June of 61

9 LANGUAGE IMPAIRMENT A learning disorder characterized by impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) Involve one or more of the form, content, and function of language in communication, and b) Include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically or functionally based. Board criteria: Diagnosis by a speech language pathologist of a moderate to severe expressive and/or receptive language delay. SPEECH IMPAIRMENT A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Board criteria: Diagnosis by a speech language pathologist of a severe language dysfunction. LEARNING DISABILITY A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; and b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations; c) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; Developmental aphasia. Board criteria: Discrepancy as indicated by the WIAT and the WISC between ability and performance at the.1 level of confidence as indicated in a psychological assessment by a registered psychologist. June of 61

10 INTELLECTUAL GIFTEDNESS An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Board criteria: score 98 th or greater on the WPPSI 3 / WISC IV as indicated in a psychological assessment. MILD INTELLECTUAL DISABILITY A learning disorder characterized by: a) An ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; b) An inability to profit educationally within a regular class because of slow intellectual development; c) A potential for academic learning, independent social adjustment, and economic self-support. Board criteria: Cognitive measure of intelligence (WISC) that falls within the intellectually deficient range. DEVELOPMENTAL DISABILITY A severe learning disorder characterized by: a) An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) An ability to profit from a special education program that is designed to accommodate slow intellectual development; c) A limited potential for academic learning, independent social adjustment, and economic self-support. Board criteria: Formal diagnosis by a registered psychologist or M.D. according to DSM IV criteria. PHYSICAL PHYSICAL DISABILITY A condition of such severe physical limitation of deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level. Board criteria: Medical diagnosis (M.D.) of a severe physical condition which may affect mobility and motor skills and which will require special assistance in learning situations at school. BLIND OR LOW VISION A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Board criteria: Diagnosis by a qualified professional (M.D.). June of 61

11 MULTIPLE MULTIPLE EXCEPTIONALITIES A combination of learning or other disorders, impairments, or physical disabilities, that is of such nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities. June of 61

12 Identification of Special Needs The Algoma District School Board has in place procedures that are a part of a continuous assessment and program-planning process, which is initiated when a child prepares to enroll in school and continues throughout a child s school life. During this assessment, children are screened at an early age and intervention (if required) begins to address difficulties, which may negatively impact on their academic performance. The Algoma District School Board supports the Ministry document Education for All and the draft document 29 'Learning for All" which has been written to assist teachers in helping all of Ontario s students learn, including those students whose abilities make it difficult for them to achieve their grade level expectations. Junior Kindergarten to Grade Three Early Identification This process (see Appendix 2, 3, 4 & 5) begins during the registration process. Parents, daycare centres and Algoma Public Health staff are consulted about any existing medical conditions or developmental concerns. Junior Kindergarten teachers are able to use the information provided to begin the early identification process following the Board designed Early Identification Process. For the school year and thereafter, the Special Education Team will be reviewing early identification practices. The gifted rating scale can be used by our Junior and Senior Kindergarten teachers. Senior Kindergarten Profile During Senior Kindergarten students were screened, further informal assessments were completed on 129 students using the Fluharty 2 Language screen. This intensive screening process resulted in formal language assessment by our Speech Pathologist for 49 students. Students will be monitored for speech by the SERT next September. Also, in Senior Kindergarten, the teacher completes a Phonological Awareness Assessment. Parents are consulted whenever a concern requires classroom or home support. As of September 212, all Senior Kindergarten students will be assessed using the Fountas & Pinnell Benchmark Assessment System. This tool measures students reading levels and behaviours from Kindergarten to grade 8. Data from the early identification Observation Forms, Phonological Awareness Inventory, the F & P., writing portfolios, other informal assessments and teacher observation will be used to determine a student s eligibility for support.. June of 61

13 LITERACY SUCCESS LEADER Early intervention is crucial for students success in school because literacy skills are the foundation for academic success across all subject areas. (Education for All, p. 91) Literacy Success Leader In schools with a Literacy Success Leader, the LSL and the classroom teacher collaborate to support all students within the context of the classroom literacy program. Focused Intervention Groups are formed based on the analysis of assessment information. These small flexible student groupings typically six to eight weeks in duration, support students outside the Literacy Block and are specific to the recognized needs of the students. Ongoing assessment, the analysis of assessment data and divisional discussions around the tracking board are integral components of the Literacy Success Leader Model. Both Primary Intervention and Literacy Success Leader programs are designed to support improved student achievement based on ongoing assessment dates. Educational Assessments The Testing and Referral Process Continues Following grade three (and if warranted prior to grade three) when learning difficulties persist, Special Education Resource Teachers (SERTs) may administer informal assessments. In consultation with the parents and Special Education staff, a plan of service is developed which can include consultation, formal written referrals, and internal and/or external referrals. When it has been determined that a psycho-educational assessment is needed, a referral package including parent authorization is sent to the Special Education Department, and the student s name is placed on the waiting list. At present, the waiting period for formal testing is, on average, eight months to a year. Usually, usually testing occurs in order of date referred. Once formal testing or consultation has occurred, (then the professional report is sent to the school and the parent informed) the parent is informed that there is a report and the parent is then invited to review the report with board personnel. With parental permission the report is included in the O.S.R. (with parental permission). If the formal assessment indicates that the student meets the criteria of the Ministry of Education definition of a learning exceptionality, then the parent is informed by letter and invited to take part in the I.P.R.C. process. The child is then identified as having a specific special education need and placement options are discussed with the parent. June of 61

14 TESTING Testing is used to confirm the presence of a learning difficulty and to obtain information about specific areas of strength and weakness, which will assist the school in developing programs that best meet the student s needs. Confidentiality is strictly maintained. Results of testing are not shared with outside agencies or individuals without written parental or age appropriate student consent. The purpose of testing is to obtain information relative to improving the educational programming of the student. Types of Tests Informal Tests The Special Education Resource Teacher employs many commonly used informal tests such as Key Math, and Brigance which establish academic levels and are consistent with tests administered by classroom teachers. In addition, testing is administered by Special Education Staff with Special Education Specialist Teacher qualifications and often the psychology department reviews the results. Common tests are: Peabody Picture Vocabulary Test Fourth Edition Speech Language Pathologists administer the following types of tests: C.E.L.F. Comprehensive Evaluation of language Fundamentals Peabody Picture Vocabulary Test Third Edition The waiting period for formal speech language testing is approximately three months. School and Attendance Counsellors occasionally employ the following to determine the severity of an emotional/social condition: The Piers-Harris Children s Self-Concept Scale (Piers-Harris 2) Beck Anxiety Inventory Beck Depression Inventory Child Depression Inventory (CDI) Multidimensional Anxiety Scale for Children (MASC) Formal Professional Testing Formal tests are those, which may only be administered by an appropriate professional. This type of testing is done only with the written consent of the parents or older student. Confidentiality of these tests is maintained according to the wishes of the parents/guardians. Only after the parents/guardian have given written consent is formal testing included in the O.S.R. Third parties do not have access to student records without the consent of the parent/guardian or legal-aged student. These tests are to determine the presence of a June of 61

15 learning difficulty and to highlight the focus for program accommodations or modification. The psychology department is responsible for cognitive, achievement, adaptive functioning and behavioural assessments. Only psychologists make a diagnosis. Tests used in formal assessment may include some or more of the following: Wechsler Intelligence Scale for Children IV Wechsler Individual Achievement Test III Vineland Adaptive Behaviour Scales Wechsler Preschool and Primary Scale of Intelligence 3 Child Behaviour Rating Scales (Auchenbach) Adaptive Behaviour Assessment System The Piers-Harris Children s Self-Concept Scale (Piers-Harris 2) Beck Anxiety Inventory Beck Depression Inventory Child Depression Inventory (CDI) Multidimensional Anxiety Scale for Children (MASC) Conners Rating Scale At present the waiting period for psychological assessment is approximately eight months to a year. Special Education Assignment Teacher Hard of Hearing/Deaf Children s Auditory Performance Scale (C.H.A.P.S.) Group Testing In the fall, all Grade Four students of the Algoma District School Board are administered the Canadian Test of Basic Skills (CTBS) and the Canadian Cognitive Abilities Test (C- CAT) by their classroom teachers under the supervision of the Special Education Resource Teachers. The school year will be the last year the CTBS and CCAT will be administered to Grade Four students. Starting in the fall of 213 we will be administering two new tests to our grade three population annually: Insight, a group administered cognitive abilities test and CAT-4, the Canadian Achievement Tests 4th Edition. These tests will replace the CCAT and CTBS that were administered to our grade four students previous years. The Special Education Department review all of the testing and review with the Principals any test scores which indicate a need for further individual assessment. Parents are invited to review the results and the results are filed in the OSR. Testing, Consultation and Travel Our Special Education coordinators and the psychology team work together consulting and completing assessments. Over 125 formal psycho-educational assessment reports have been written in school year. The Special Education Assignment Behaviour Teacher attended to over 13 informal visits. CPI training courses on non-confrontational intervention was delivered to school staff. There were Care and Treatment review meetings. June of 61

16 During the school year , the Special Education Assignment Teacher for the Hard of Hearing (and Visually impaired) included school visits for equipment repairs and adjustments, student program support contacts, student screening reports and parent and agency contacts to support 18 students. Presently there are 95 sound field systems throughout our schools and 13 personal FM systems for students who need this support. Regular monthly reviews and checks are done to ensure the students needs are being met and to support the classroom teacher. The Speech and Language Pathologist has analyzed and provided feedback for language observational checklists and provided direct, individualized instruction to SERTs; completed 46 assessments, 35 of which were identified with a Communication Exceptionality Language Impairment and completed over 4 in-services/consultations (small and large group) throughout the district.. Special Education Assignment teachers provided support to classroom teachers, SERTs and students on technology/computers in the classroom as a learning tool for students. Premier Tools, Dragon programs, Dt Trainer are just a few of the resources that training was provided for. Approximately 8 school site visits occurred throughout the school year. Our ABA Support Staff was able to provide in-service throughout the district to SERTs, classroom teachers and educational assistants on many special education computer programs such as the new Boardmaker Studio, Boardmaker 6, Dt Trainer,Attainment Company and basic training on Clicker 5. There were over 15 school visits to provide in servicing and support to teachers and students. Throughout the school year the ABA support has attended Brief Behavioural Consults and Connections meeting for many students with ASD. The ABA support has worked with the Special Education team to help engineer many visual aids and supports for many students. Our School and Attendance Counsellors carry caseloads of approximately seventy five students each. Counsellors are also working with groups in their schools. The pressures have been steadily increasing in this area. All of the above traveled extensively throughout this Board, which extends from Hornepayne, Elliot Lake to Spanish, and a one-way distance of 6 kilometres. June of 61

17 Special Education Staff Superintendent of Education Kime Collver System Administrator Special Education Kelly Colter Secretary to Superintendent Charlene Phillips ( ) Special Education Department Clerk Carol Dubas (a.m.) (ph ) Psychology Department Mental Health Leader Dona Menard - Calder Contracted services Psychologist Dr. Bruce Linder (consultation) Psychological Associate Penny Poisson-Lawrence Psychometrist Frank Giallonardo Special Education Coordinator JK Grade 12 Marilu Horton Consultants JK Grade 12 Behaviour Rico Iacoe Special Education Assignment Teachers JK Grade 12 Program Jennifer Barbeau Program - Heather Whitfield Behaviour Will Nelles Hard of Hearing/Vision - Lindsay Elliott Speech Language Services Speech Pathologist TBA Diana Lauszus ABA Support Staff School and Attendance Counsellors East: Inez Williams Shelley Shamas Ronda Hanna Central: Jerry Martin Karen Thomson Sarah Mador Terri Finlayson Marnie Tarantini Glowinn Gibson Mary Ellen Perlini Mary Kuuskman Michelle Trudel Desire Mitchell North: Wende Cameron Resource Teachers Special Education Resource Teachers support our schools. The Special Ed. Resource Teacher (S.E.R.T.) supervises the special education caseload at their school and consults with the Special Education Coordinator for programming advice. Educational Assistants We presently employ approximately 185 Educational Assistants to support our highest needs students of the approximately 18 special ed. students. Our special education team supports students JK 12. See Appendix 2 & 3 June of 61

18 IDENTIFICATION, PLACEMENT, AND REVIEW COMMITTEE (IPRC) An Identification, Placement and Review Committee may be convened in one of two ways. A parent may have received professional documentation from an outside professional, which, in discussion with the school, is found to be compatible with the Board s definition and assessment of a special education exceptionality. The parent may then, by written request to the principal of the school, ask that an I.P.R.C. be convened. The Special Education Department may have assessed the student and found that the student falls within the Board guidelines of identification. In this case, the parent is contacted by the school by letter and invited to attend the I.P.R.C. process. Once the parent/guardian, or student sixteen years of age or over, consents to the identification process, the principal arranges an I.P.R.C. meeting with the central special education staff and the parent is given the Board s Parent s Guide to Special Education. Details about the process are contained in this guide. The Algoma District School I.P.R.C. Committee is composed of at least three persons, one of who must be a principal or supervisory officer of the board and a representative from the Special Education Department is usually on the committee. The meeting of the I.P.R.Committee, the decisions and assessments and placement choices will be discussed in detail with the parents/guardians. If parents do not wish to have their child identified and/or placed through this process, then their decision is honoured. The Algoma District School Board has had none of its I.P.R.C. decisions appealed by parents. During the school year, the Algoma District School Board reviewed its 157 identified students. In addition, there are 415 non-exceptional students on Individual Education Plans. Following the formal identification of a student, the Individual Education Plan (IEP) is developed based on the strengths and needs as outlined in the I.P.R.C. Appendix 8i) and 8ii) IPRC Statistics Exceptionalities Behaviour Speech and Language Autism Learning Disability Gifted Mild Intellectual Delay Developmental Disability Physical Blind Hard of Hearing Multiple Total IPRC Non-Exceptional Total IEP June of 61

19 Individual Education Plan (IEP) I.E.P.s are developed jointly between the classroom teacher(s) and the Special Education Resource Teacher using the documentation obtained through assessment reports, using the I.P.R.C. information and in conjunction with the staff support and technology available to the Algoma District School Board. Accommodations and/or modifications are clearly identified in the IEP. The principal is responsible to ensure the IEP is implemented and reviewed throughout the school year. In-school team meetings are held throughout the year to review and at times revise a student s IEP. The SERT and classroom teacher focus on the strengths and needs of a student and work to effectively implement the strategies outlined in the IEP. Parents review the I.E.P. and offer their input on their child s learning styles and needs. If there is a disagreement about the I.E.P. and there is no resolution at the school level, the Special Education Coordinator for that school will contact the parents and work to facilitate a resolution. Following that, if the parent still has questions after having been shown the Ministry I.E.P. guidelines and discussing the issues with a Superintendent of Education, they will be given the contact information of the Ministry of Education. Appendix 4 June of 61

20 Health Support Services Health Support Services are delivered by qualified practitioners who come to the school from school support agencies when medical documentation indicates that these procedures must be done during the school day. Schools complete referral forms provided by these agencies and then the individual agencies work with the families to determine appropriate care. School boards do not determine the criteria for this service. Services discontinue if M.D. documentation declares them unnecessary for the school support agency discharges according to their criteria. Such services such as O.T., P.T. and Speech Language Services (a small portion of school-aged students requiring speech services who are served by North East Community Care Access Centre) are controlled directly by the delivery agency. Agencies determine the criteria and level of service and have indicated a reduced level of support due to the unavailability of professionals to hire. This service model reflects the fact that the Algoma District School Board does not employ Occupational Therapists or Physical Therapists. There have been no appeals on these service issues. Appendix 5 June of 61

21 Equipment Students may occasionally require specialized equipment in order to support academic requirements. This equipment is strictly for use by the student during the school day. A qualified professional must verify the nature of the disability that requires assistive technology and this professional will suggest to the school board the nature of the technology which may best serve the student. The Special Education Coordinator will review the documentation provided by the professional and determine if the equipment is appropriate to the age of the child, the school board standards and the academic needs. If this equipment does not presently exist for the child and the assistive technology would be justified through a Specialized Equipment Amount (SEA) claim and within the Board budget for this purpose, the Board will make application through a Specialized Equipment Amount (SEA) claim for funds to cover the costs of most of this equipment. Changes to the SEA funding was introduced in September 21. There are now 2 types of SEA funding per pupil amount for computer equipment and claims bases funding for equipment that is not computer related. Boards are now building SEA computer equipment into the computer plans and compliment for the school. 85% of the funding will be computer based and 15% is now claims based. Claim based SEA claims continue to have a non-reimbursed amount of $8.. An inventory of specialized equipment is taken at the beginning and the end of the school year. Typical assistive devices include lifts, specialized computer equipment, and hearing devices such as free field systems and personal FM systems. Orders are submitted via a common template shared between the Special Education Department and the Information Technology (IT) Department. Filters are built into the data sheets so that ordering can be organized by the departments responsible. All computer-related materials are shipped to the IT department for processing and other specialized equipment is sent to the Board office for processing. Processing includes ensuring that all equipment has arrived as ordered, labeled and delivery date set through the schools. Students who have central auditory processing difficulties may be provided with temporary auditory equipment when auditory testing indicates weakness in figure-ground and competing word tests, if equipment is available, to test whether a student would benefit from the use of this type of set-up in the classroom. Once established that a student will benefit from this equipment, a Specialized Equipment Amount (SEA) claim may be processed for extreme cases when the budget allows. June of 61

22 Transportation The Algoma District School Board has implemented a computer-based management system for transportation services for cost savings and sharing with other school boards. Any new safety criteria required by the Ministry of Education is incorporated into any new tendering process. Two large providers and several small bus companies, which service more distant, small areas of this large board, currently provide school bus services. All carriers cooperate with our schools to develop specific procedures and protocols for the driver of particular special needs students. Emergency communications, epi-pen use, restraint systems, special pick-up and drop-off arrangements, etc., are addressed as required for individual students. All school bus drivers are required to have a B license and a criminal background check is done before a license can be obtained. Taxi drivers must have a clean driving record and be approved by the local police commission. Transportation for students with special needs is based primarily on need. Most students can be accommodated through the regular school bus system. However, students who are severely physically disabled or developmentally delayed and those elementary students for whom behaviour is so extreme as to pose a risk to others are sometimes transported separately from the general population. The Special Education Department Superintendent, coordinators and consultants will make this determination. This same criteria applies whether a student is in an integrated setting or a segregated classroom operated by the school board. Students attending Provincial and Demonstration Schools are provided with transportation to these schools via air and ground providers and arranged through the Ministry of Education. June of 61

23 Accessibility of Buildings The Board s multi-year plans for improving accessibility to schools and programs for special needs students are coordinated with our annual buildings and grounds and school renewal planning. Accessibility needs are incorporated into renovation planning whenever possible to improve effective use of limited resources. Addressing accessibility needs in single school communities is a priority in planning since alternatives are not available for students as they sometimes are in multi-school communities. The needs for specific students in specific schools are determined annually and addressed during the summer to provide accessibility for the new school year. The Special Education Department works with principals and Plant Department personnel to coordinate and meet needs. All school buildings of the Algoma District School Board are over thirty years old and thus many require major structural renovations in order to be fully accessible to students with mobility challenges. In fact, some cannot be made fully accessible due to their structural limitations. The Board is studying all of its facilities and will be making long-term decisions about what can be done so that many of these buildings can service the present and future needs of students. The Education Centre of the Algoma District School Board is wheelchair accessible through the ground floor entrance and the elevators. To ensure that available funds from school operations grants are directed to greatest needs, the Board, each year, and reviews the student needs when planning for the coming school year. Each year, in the spring, the Special Education Department contacts the Plant Department to inform them about schools that are receiving students with access needs. If specific school buildings can be reasonably and appropriately renovated to install ramps and/or to remodel washroom areas and the rest of the school is accessible and safe to wheelchairs then this work is undertaken during the summer months. If re-modeling is not feasible at the closest school to the student, then the student is transported to another school, which is physically accessible in that same community or in the closest neighbouring community that can accommodate these needs. Accessibility Committee The ADSB Accessibility Committee was formally constituted in January 23 and consists of the following members: ADSB Members: Kime Collver Superintendent of Education Board Office, Sault Ste. Marie Joe Santa Maria Superintendent of Business Board Office, Sault Ste. Marie Kelly Colter System Administrator Special Education, Board Office, Sault Ste. Marie Dave Steele Manager of Plant Northern Ave., Sault Ste. Marie Jen Barbeau Special Education Assignment Teacher, Board Office, Sault Ste. Marie Lindsay Bisaillon Special Education Assignment Teacher, Board Office, Sault Ste. Marie Frank Greco Elementary Principal, Anna McCrea Public School, Sault Ste. Marie Chris Rous Elementary Principal, Rockhaven School for Exceptional Children, Serpent River Dan Swystun Health and Safety Officer Board Office, Sault Ste. Marie Rick Juuti Vice Principal, Elliot Lake Secondary School Community Members Diane Morrell Canadian Paraplegic Association Ontario June of 61

24 Placements Integration For the majority of exceptional students in the Algoma District School Board, integration is the preferred setting. The student is supported through accommodations and/or modifications within a classroom in their home school. The I.E.P. indicates the areas in which students require support. This support will come from the classroom teacher and occasionally from an educational assistant or the Special Education Resource Teacher. Support in the form of additional personnel is allotted to each school based on the number of exceptionally high needs students in that school. Each spring the Special Education Department meet with the Superintendent to review the Special Education needs at each school in the Board. The educational assistants are allotted to the schools on a prioritized basis within the entire Board. Although integration into a regular classroom is a first choice for many parents and always offered by the Algoma District School Board, many parents also request a specialized setting. The Algoma District School Board provides many different segregated placement choices for parents who do not wish an integrated setting and these are explained at the I.P.R.C. meeting. In these classes, teachers with special qualifications place the focus on a particular group s needs and specialized programs can be developed and implemented very effectively for these students. Presently, these specialized settings often have a wait list exists. The Special Education Advisory Committee discusses these placement options at its regular monthly meeting and presentations by Special Education staff regarding specialized classes and programs are a part of the agenda of S.E.A.C. meetings. Attendance at one of the Board s self-contained classes is one choice in the parents placement decision for their child at an I.P.R.C. meeting, should the student qualify. If a segregated setting is the first choice of the parent/guardian and a waiting list exists, then the student is offered an integrated setting until an opening becomes available. Special Education Department maintain the waiting lists and prioritize as to need and time on the wait list. Students remain in these specialized classes until further assessment negates the need for this type of intensive support, parents request another setting, or the child attains the maximum age for this class. The I.P.R.C. will indicate any changed placement. Special classes serve specific geographic areas and students are transported accordingly. June of 61

25 Special Education Classes: Location of classes: Intellectual Elementary Setting Tarentorus Public School Primary-Junior Integrated Special Education Tarentorus Public School Junior Integrated Special Education Rockhaven School for Exceptional Students (three classes, ages 5-21) Greenwood Public School Supported Learning Class Chapleau School Supported Learning Class Blind River Public School Supported Learning Class Secondary Setting White Pines C & VS DARE I & II Field Schools Station Mall, Davey Home, Canadian Bushplane Heritage Museum (ages 14 21) Superior Heights Community Education Superior Heights C & VS (ages 14 21) Description: These classes are intended for students presenting with cognitive delays. Psychological assessments are required to confirm the appropriateness of this placement. Social adaptivity, as measured by standardized evaluations, is also a consideration. Programming is individualized and emphasizes basic numeracy, basic literacy and life skills. Integration into the regular class setting and into the community is fostered in those program areas where most appropriate to both the student and class needs. In addition to the above classes, L.E.A.D. classes also serve students with cognitive delays in geographic areas, which cannot sustain a class dedicated to one exceptionality. Enrolment ranges from 1 to 16 depending on the severity of the needs in any particular class. Locations: Integrated Behaviour Classes Integrated Behaviour Class Isabelle Fletcher P.S Integrated Behaviour Class Anna McCrea Public School Integrated Behaviour Class Riverview Integrated Behaviour Class Ben R. McMullin Description: Primary Behaviour Class This is a learning support program for students whose ages range from 6-8 years and who are experiencing specific behaviour difficulties i.e. non-compliance, aggression, selfmanagement and social skills deficits to such an extent as to adversely affect educational performance within the mainstream classroom environment. The maximum full-time number of students is eight. June of 61

26 Children are integrated into the mainstream classroom with educational assistant support. A Special Education Behaviour Teacher is available for on-going support in the event of child behaviour difficulties. The special classroom teacher instructs in conflict resolution skills. The Special Education Department consults with principals, teachers, and parents in placing appropriate candidates in the program. Extensive transition planning will determine next steps in consultation with all stakeholders. Integrated Behaviour Class This is a learning support program for students in Grades 4 through 8 who are experiencing specific behaviour difficulties to such an extent as to adversely affect educational performance within the mainstream classroom environment. The maximum number of students is eight. Children are integrated into the mainstream classroom with educational assistant support. A special education behaviour teacher is available for ongoing support in the event of child behaviour difficulties and the teaching of conflict resolution skills. The Special Education Department consults with principals, teachers and parents in prioritizing and placing appropriate candidates for the program. Transition strategies to facilitate the move to secondary school are developed with the Special Education Department school-based team and the secondary Special Education Department. General Learning Exceptionalities L.E.A.D. Classes (Learning for Emotional and Academic Development) Location: Elliot Lake Secondary School Central Avenue P.S. (1 classes) Thessalon P.S. (1 class) W.C. Eaket Secondary School Central Algoma Secondary School Description: These classes are designed to meet the special education needs of smaller communities and are specific to the school named. Any number of different exceptionalities may be instructed in these classes with the maximum number of students being depending on the severity of the exceptionality. The focus is on individual instruction with as much integration into the regular classroom as appropriate. Students follow an individualized academic program with a strong focus on social and life skills. Students are accepted into the program based on prioritized and identified needs of the school(s). These classes serve the most significant exceptionalities in these schools and the principal, special education coordinator and superintendent of special education make the decision on placement. Location: Parkland P.S. 2 classes Kiwedin P.S 1 class Communication Description: Intensive Communication Class This program is intended for students who have been diagnosed with an Autism Spectrum Disorder/P.D.D. Students may be verbal or nonverbal and require intensive communication June of 61

27 programming. Communication is emphasized through a visual approach. As appropriate, integration into the regular classroom setting may be built into the student s program. Enrolment is capped at 6 students. Location: Mainstream Placements Description: Services for Deaf Students Students, who meet the profile for services of an ASL interpreter and/or teacher of the deaf, receive daily intervention to assist in their program needs. Qualified ASL interpreters provide daily services. Teachers of the Deaf will provide program and language support for deaf students. Students utilize special auditory equipment to supplement their personal hearing aids/cochlear implants. June of 61

28 Coordination of Services Programs with an academic component, which are not a part of the Algoma District School Board, impact, nevertheless, on the school board. Early Transitions Each year, as per the established protocol with all service providers will meet in early in the new year to begin transition planning for children with special needs. Parents and preschool program providers are consulted and a plan is developed to support the entry of the child into the public school system. Visits are arranged for the parent/guardians at the new school. The Special Education Department works with the parents to obtain appropriate assessments, which will facilitate knowledge about the child s needs. The spring kindergarten registration process also identifies students who will require special education support. The Algoma Model In Ontario, increasing mental health support for children and youth has been recognized by educational leaders as a key challenge that must be addressed. Through the Ministry of Education and Ministry of Children and Youth Services Student Support Leadership Initiative (SSLI), the Algoma Region has begun to implement a strategy that will develop creative solutions to address child and youth mental health issues using research, collaboration, joint decision making, and partnership. The Algoma Model Website is a result of these efforts. It is a portal developed by school boards in conjunction with community partners to assist schools, agencies and the general public in searching key services, supports and resources that address the mental health and well-being of school-aged children and youth in the Algoma District. Sections 23 Programs The Algoma District School Board provides teachers for several Section 23 programs which include Care and Treatment Programs and Custody Programs. The Special Education Department and agencies work collaboratively in ongoing programming and planning for the student s transition back to a mainstream setting when appropriate. When the program is in a school site, either the agency or school board personnel do an assessment of students in this program. The Algoma District School Board recognizes assessments conducted by other school boards and/or agencies when they are equivalent to the ones used by this Board. When further assessment is required, the student is placed on the waiting list but is given an interim placement, which is appropriate to the needs of the student. There are presently five Section 23 Care and Treatment Programs: Central Avenue Public School - Elliot Lake, Elliot Lake Secondary School - Elliot Lake, Northern Heights Public School - Sault Ste. Marie, Korah C & VS - Sault Ste. Marie, Mino Mikaaning White Pines C &VS There are presently three Section 23 Custody Programs: Donald Doucet Centre (2 classes), Gord Saunders, Justice Derek Holder House June of 61

29 Staff Professional Development The overall goal of the special education staff development plan is to improve the knowledge and skills of the employees involved in the delivery and support of special education programs. Staff has regular input through surveys and as part of meeting agendas to decide on areas of focus for professional development. Special education department staff set priority needs with the Superintendent for Special Education for schools, teachers, administration and special education staff. Special education staff receives copies of the Special Education Plan, copies are available on the Board web site under Special Education. Special Education coordinator attend all SEAC meetings and present professional development reports. In addition, members of S.E.A.C. share their opportunities for professional development with staff and present their concerns for staff in-service. Staff speak at community meetings for exceptionalities and staff also attend local community workshops. Special Education Department visit schools on a regular basis, consult with the special education resource teachers, and provide input on needed areas of professional development to the Superintendent of Education with the portfolio of special education. As a result, training sessions are developed to instruct specific staff on areas, which are needed in order to deliver services to special needs students. A train-the-trainer model is used for most professional activity sessions. Experienced teachers and board professionals run workshops and web based professional development for other teachers and educational assistants. When new legislation and ministry policy is developed, the special education coordinators attend Ministry training sessions. They, in turn, run training sessions for the special education resource teachers and principals of their family of schools who then train the personnel of their schools. The special education resource teacher in each school is responsible for much of the training in the school and several training sessions for S.E.R.T.s are held each year. The resource contact for the S.E.R.T. is the special education coordinator for that school. When specialized training is needed which is outside the experience of Board personnel, arrangements are made with other agencies to share costs associated with the workshops. Regular workshops are on-going and notices are sent out to the schools of the opportunities to participate. One particular workshop is a two-day, certificated course in Non-Violent Crisis Intervention (CPI), which is offered on a regular basis by our behaviour consultant. Each fall a full-day workshop for educational assistants takes place in the central board area with workshops provided by special education staff and local agency professionals on topics identified in surveys completed by educational assistants and others recommended by the Special Education Department. In addition, workshops for new special education resource teachers are held regularly highlighting specific exceptionalities, testing and role clarification. Appendix 6 June of 61

30 Special Projects Principles of Applied Behaviour Analysis (ABA) Teacher, SERT, and School Administrator In-Service A Policy and Program Memorandum PPM-14 entitled Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD) was sent to school boards May 27, and this memo identified the need to provide supports to school boards to effectively implement the PPM on ABA. ADSB has continued with its implementation of Methods of ABA in our schools to support student presenting with autism. In-service training sessions were held throughout the school year. Child Care Resources (CCR) ADSB school support facilitated and supported this in-service. Special Education staff have attended over 5 consults and visits to support students and teachers on ABA strategies. Classroom teachers, SERTs and principals have taken part in training sessions and in-services during the summer of 211 and throughout this school year to support the capacity building within the Board to implement the principles of ABA. ADSB will continue with this important training for the upcoming school year. Connections Program Connections for Students is a collaborative initiative of the Ministry of Education and the Ministry of Children and Youth Services with the focus of supporting seamless transitions for children with Autism Spectrum Disorder (ASD) who are ready to make the transition from AIP/IBI services to school. Through the Connections for Students , 8 school aged children moved from Intensive Behavioural Intervention (IBI)therapy services delivered through the Autism Intervention Program (AIP) to Applied Behavioural Analysis (ABA) Instructional Methods in the Algoma District School Board. Through a year long calendar of monthly team meetings AIP service provider, teachers, educational assistants and community agencies have worked together with parents to plan for the child s successful transition to school and/ or increase the knowledge base of the school-based team in the use of ABA strategies supporting the needs of the child. June of 61

31 Special Education Advisory Committee (SEAC) The Algoma District School Board has had an active and well-functioning S.E.A.C. for many years. The S.E.A.C. meets on the third Monday of every month in the D.T.Walkom Room of the Education Centre at noon. Meetings of the Special Education Advisory Committee are very well attended by the members and members are well-informed. Each member of S.E.A.C. has a binder containing the relevant special education legislation, S.E.A.C. minutes and reports of interest to the members, relevant correspondence, agenda information, Special Education Department information, etc. Regular updates are provided. S.E.A.C. has also visited the sites of special education classes and talked to the personnel at these schools. The meeting dates are publicized in the Board minutes which also contain the minutes of each S.E.A.C. meeting and which subsequently appear on the Board s website. This Special Education Plan will appear as part of the minutes of the Board meeting on the Algoma District School Board website. The public is always invited to attend S.E.A.C. meetings and to ask questions of members. The contact numbers for S.E.A.C. member organizations are noted on the Board s website. The chair of the S.E.A.C. reports all correspondence to the membership. Often letters of concern are received from other school boards requesting the support of the Algoma S.E.A.C. The Algoma S.E.A.C. will also write letters promoting special education to the Ministry of Education. The Special Education Coordinator, Special Education System Administrator, the Superintendent of Education and two trustees attend all meetings and thus are able to respond directly to concerns from the members about pending legislation, new programs, budget questions, etc. S.E.A.C. makes recommendations to the Board on a variety of Special Education topics and participates both in the annual review of the special education plan and in the review of the annual budget and finances for special education. Members of S.E.A.C. are members of provincial associations representing students with special needs and are nominated for this position by their associations. At the beginning of each school board election year, nominations are solicited by the school board and applications sent out to all local provincial associations. Appendix 8 & 9 June of 61

32 Funding Budget Consultation Process Each year, the Algoma District School Board consults with S.E.A.C. on the special education budget. In addition, S.E.A.C. is kept regularly informed about special education through its monthly regular meetings, which are well-attended. The S.E.A.C. reviews this plan although there is little time between the release of funding figures from the Ministry of Education to school boards, deadlines for establishment of a Board budget and review by the S.E.A.C. These timelines continue to be problematic. Funding issues continue to be a topic of conversation at many S.E.A.C. meetings and our members are very well-informed about the process. The Algoma District School Board is still bolstering our special education programs through use of Board reserves to maintain our present level of service. We are spending well-beyond funding provided in the Special Education envelope by using reserve funds in order to support the fifteen hundred students identified with special education needs Despite the special education funding shortfalls, the Algoma District School Board has, however, supported the core needs through the funding process. This year the Ministry of Education has refined the budgeting process for special education. During budget discussion the process will be explained. Funding for Specialized Equipment Amount (SEA) now has two components a SEA per pupil amount and SEA claims-based amount. Special Incident Portion (SIP) guidelines will be sent to Board. High Needs Amount (HNA) reflects the declining enrollment in school boards. Behaviour Expertise Amount (BEA) has been introduced as part of the Special Education grant. This grant supports the work with ABA. The community continues to express its concern about the delay in receiving grant information and about the high cost of special education programming and the need for provincial assistance in this area. Appendix 1 June of 61

33 Appendices Algoma District School Board Special Education Plan June of 61

34 Appendix 1 Algoma District School Board Original Estimates (1) SPECIAL EDUCATION Original Estimates Bd. Calc Spec Ed Funding Bd. Calc Spec Ed Costs Difference ()=Short (2) (3) (4) CLASSROOM INSTRUCTION Classroom Teachers Supply Teachers Teacher Assistants Textbooks & Classroom Supplies Computers Profs. & Para-prof Library & Guidance Staff Dev. 6,961, ,92 8,699,34 121'17 747,566 42,253 7,574, ,338 8,68,746 13, ,756 43, (612,671) (13,436) 9,594 {9,86) (9,19) (747) Sub-total 16,74,915 17,341,171 (636,256) NON-CLASSROOM Coordinators/Consultants Prine. & VP's Dept. Head School Secretaries Cont Ed (incl. lnt Lang/Sum. Schl) Trustees Director & SO's Board Administration Transportation School Operations School Renewal New Pupil Places Direct Capital & Debt 446,369 69,12 452,955 78,75 (6,586) (18,63) Sub-total 1,136,489 1,161,75 (25,216) 22 Funding from Reserves 23 TOTAL BUDGET (MET Cat.) 17,841,45 18,52,876 (661,472) June of 61

35 Appendix 2 SPECIAL EDUCATION STAFF Elementary Panel Special Education Staff FTEs Staff Qualifications 1. Teachers of exceptional students 1.1 Teachers for resource-withdrawal programs SERTs (Special Education Resource Teachers) 21.5 Special Ed. Pt. 1 minimum 1.2 Teachers for self-contained classes LEAD classes, special education classes 19 Sp.Ed.Pt Other special education teachers 2.1 Itinerant teachers 2. Teacher of the Deaf,Sp.Ed.Pt Coordinator.7 Specialist Sp. Ed. 2.3 Consultants.8 Specialist Sp.Ed., Behaviour 2.4 Special Education Assignment Teacher 1.5 Hard of hearing/deaf, Behaviour, JK 12 support 2.5 Special Education System Administrator.7 PQP, Special Education Specialist 3. Educational assistants in Sp.Ed. 3.1 Educational assistants 127 C.Y.W., D.S.W. 4. Other professional resource staff 4.1 Psychologists.6 Reg d. Psychologist, Psych.Assoc. 4.2 Speech-language pathologists.9 Reg d. Sp. Lang. Path. (M.Sc.,M.A. Comm. Disorders) 4.3Augmentative Communication Support Staff Occupational therapists 4.5 Physiotherapists 4.6 Social workers 8 B.A.,B.S.W.plus related social qual 5. Paraprofessional resource staff 5.1 Orientation and mobility personnel Contractual as needed 5.2 Oral interpreters 5.3 sign interpreters B.A. plus A.S.L. 5.4 transcribers 5.5 Interveners 5.6 Auditory-verbal therapists

36 Secondary Panel Appendix 3 Special Education Staff FTEs Staff Qualifications 1. Teachers of exceptional students 1.1 Teachers for resource-withdrawal programs 1 Special Ed. Pt. 1 minimum 1.2 Teachers for self-contained classes 1 Sp.Ed.Pt Other special education teachers 2.1 Itinerant teacher.5 Teacher of the Deaf 2.2 Coordinator.3 Specialist Sp. Ed. 2.3 Consultants.2 Hard of hearing/deaf, Behaviour, JK 12 support 2..4 Special Education Assignment Teacher Special Education System Administrator.3 PQP, Special Education Specialist 3. Educational assistants in Sp.Ed. 3.1 Educational assistants 39.5 C.Y.W., D.S.W. 4. Other professional resource staff 4.1 Psychologists.4 Reg d. Psychologist 4.2 Psychometrists M.A. 4.3Augmentative Communication Support Staff Speech-language pathologists.1 Sp. Lang. Path. 4.5 Audiologists 4.6 Occupational therapists 4.7 Physiotherapists 4.8 Social workers 5 B.A.,B.S.W.plus related social qual 4.9 Subtotal Paraprofessional resource staff 5.1 Orientation and mobility personnel Contracted as needed 5.2 Oral interpreters 5.3 sign interpreters transcribers 5.5 Interveners 5.6 Auditory-verbal therapists June of 61

37 Appendix 4 Dear: ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION DEPARTMENT LETTER TO PARENTS REGARDING INITIAL IDENTIFICATION PLACEMENT AND REVIEW COMMITTEE MEETING (IPRC) Date: In accordance with the Provincial legislation governing the identification, placement and review of students in Special Education, (Student's Name) will be discussed by the School s Identification Placement and Review Committee on: (Date and Time) (School) Your input at this meeting is welcomed and desirable if we are to best meet this individual s needs. If the time suggested is not suitable, please contact the school to arrange a mutually convenient time. You have the right to have a representative present to support you. First Nation families may wish to invite an education officer from the band to be present at this committee meeting. If you have any questions, please do not hesitate to call. Sincerely, (School telephone number) Principal Yes, I am able to attend. No, I am unable to attend. Parent(s)/Guardian(s)/Adult Student (16+ yrs) Signature: ORIGINAL to Parent/Adult Student (16+ yrs) COPY to O.S.R. & Special Education Coordinator Revised 211 September June of 61

38 ALGOMA DISTRICT SCHOOL BOARD LETTER TO PARENTS REGARDING IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE MEETING (IPRC) Dear: Identification, Placement, and Review Committee (IPRC) meetings are held each year for all exceptional students unless formally waived. An IPRC meeting for (student) D.O.B.: (Y/M/D) has been scheduled for (date) at the school. If the school does not hear from you at least a week before the IPRC meeting, or if you notify the school that you are unable to attend but wish to proceed, you will be informed of the IPRC recommendation following this meeting. Date: Select ONE (1) of the following two (2) options. OPTION 1: PROCEED WITH IPRC MEETING 1. I will attend on the scheduled date above and will contact the school to confirm the time. Parent/Adult Student (16+ yrs) Signature: Date: 2. I will be unable to attend. Please proceed with the Annual Review. Parent/Adult Student (16+ yrs) Signature: Date: June of 61 OR OPTION 2: WAIVER OF ANNUAL REVIEW MEETING OF IPRC 1. It has been explained that no change in Identification or Placement is anticipated. I agree that an IPRC meeting is not necessary and I have signed the waiver below. Regulation 181 Section 21.4(B) states that where a parent of the pupil gives a written notice to the Principal of the school dispensing with the annual review, an IPRC review meeting is not required. If you are satisfied with the school s recommendation that the present placement continue and do not feel that an IPRC review is required, please complete this waiver and return it to your school Principal by (date). I hereby waive this year s Annual Review meeting of the IPRC. Parent/Adult Student(16+yrs) Signature: Date: If you have any questions about the IPRC and the review process, do not hesitate to call the school. Sincerely, Principal s Signature ORIGINAL to O.S.R. COPY to Parent(s)/Adult Student (16+ yrs)/coordinator Revised 29 December

39 Health Support Services Appendix 5 Agency or position of person who performs the service Eligibility criteria for students to receive the service Position of person who determines eligibility to receive the service and the level of support Criteria for determining when the service is no longer required Specialized Health Support Service Nursing Algoma Public Health, (APH) Injection of meds Agency M.D. s certification N.E.C.C.A.C. Occupational Therapy N.E.C.C.A.C., CRC-A, R.S.M.T. Application by parents to Agency Agency these agencies Physiotherapy N.E.C.C.A.C., CRC-A, R.S.M.T.. Application by parents to Agency Agency these agencies for services Nutrition Algoma Public Health (APH) Yearly programs for all Agency Agency students planned by A.P.H. Speech and Lang N.E.C.C.A.C., CRC-A, R.S.M.T, Assessment and availability Agency, Board Assessment by same Therapy A.D.S.B, hospitals of Speech and Language professionals Professionals Occasionally above agencies, in A.D.S.B. classroom teachers, Sp.Ed. Resource teachers and Sp.Lang.Path Teachers, E.A.s, Secretaries As assessed by Speech Lang. Pathologists June of 61 Speech correction and Remediation Sp.Lang. Pathologist Administration of prescribed meds. M.D. documentation on Board form As documented by M.D. Catheterization E.A.s M.D. documentation M.D. M.D. Suctioning E.A.s M.D. documentation M.D. M.D. Lifting and Positioning Teachers, E.A.s Physiotherapist Physiotherapist and Bd. Physiotherapist documentation and Bd staff Staff And Bd staff Assistance with mobility Teachers, E.A.s Documentation by appro. Sp.Ed. Coord. With training by appropriate Professionals and review Agency, CNIB by Bd. Staff M.D. documentation on Bd. Form Documentation to support school related needs Feeding Teachers, EAs Prof. Assessment Sp.Ed. coord. Toileting E.A.s M.D. documentation Coordinator of Sp.Ed. M.D. documentation

40 Special Education Professional Development Orientation/UPDATE SERT Handbook CCAT/CTBS Gr.4 & Gr.8 New SERTs Orientation Sault Ste. Marie September 212 New IEP program New SERTs Introduction to the new IEP program Sault Ste. Marie September and ongoing throughout the year Speech/Language Protocol & Observational Checklist New SERTs Orientation Sault Ste. Marie October 212 Non-Violent Crisis Intervention SERTs Principals, Teachers and Educational Assistants Elementary and Secondary SERTS Family of Schools Focus on preventative measures and safety when dealing with aggressive behaviours Various locations in the area Fall and Spring IEP Review Various locations Fall 212 Winter 213 SERT PD PLCs Congregated Classroom Teachers / Primary/Junior age students Congregated Classroom Teachers Junior/Intermediate age students Mental Health First Aid Elementary and Secondary SERTS Congregated Classroom Teachers supporting students with Developmental Disabilities / ASD SERTs, Principals, White Pines and Superior Heights Family of Schools IEPs, alternative assessment and achievement, Child Care Resources, In-School Teams, Transitions Alternative programming/reporting portfolios Universal supports Data collection Training for Mental Health presented by trained Special Education Staff Various workshops Educational Assistants 1 workshops available for EAs to access on various topics Aspergers, Mental Health, Visuals, Self Regulation FASD Educational Assistants Presentation on FASD and effects Sault Ste. Marie Throughout school year Sault Ste. Marie Throughout school year Sault Ste. Marie Winter 213 Sault Ste. Marie Fall 213 Sault Ste. Marie Winter 213 Understanding Autism School teams CCR presented Various schools Throughout the year

41 Appendix 7 A PARENT S GUIDE TO SPECIAL EDUCATION June 213

42 ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION PHILOSOPHY The Algoma District School Board supports the inclusion and integration of the exceptional student into the regular classroom. In recognition of the unique qualities and diverse needs of each student, a range of support services and programs are necessary. The approach to each need will complement and support the vision and goals of the school, family and community. ADSB Special Education Parent Guide June

43 ACCESSING SPECIAL SERVICES FOR YOUR CHILD If you have a concern regarding your child s progress within the education system of the Algoma District School Board, here is the most effective procedure to follow: 1. Contact your child s classroom teacher about your concerns. Sharing information and developing a cooperative plan between home and school are invaluable in supporting and encouraging your child. This may be all that is needed to remediate learning difficulties. 2. If it appears that more consultation is required, the teacher will often suggest that the school team meet. This team will include the school Special Education Resource Teacher, others who teach your child and, often, the principal. Strategies are developed at this meeting to find in-school solutions to supporting your child. The Special Education Resource Teacher may do some informal testing to evaluate your child s learning needs. A meeting with you is a part of this strategy. A variety of practical plans will be developed and discussed with you. 3. In more complex situations, the school, through the principal, will consult the Special Education Coordinator assigned to that particular school. The coordinator will assess the situation, offer suggestions and/or recommend further testing or consultations with other members of the board support team or an outside agency. An IEP is just one of the many strategies which may be recommended. 4. If testing is recommended, the appropriate consent forms and consultation will follow. After reviewing the results of testing and consultation, an IEP may be recommended. 5. If it is in accordance with your wishes, and documentation on your child supports the definition or exceptionality, as defined by the Ministry of Education, an IPRC will be arranged through the Special Education Department. After students are identified through the IPRC process, an Individual Education Plan must be prepared in order to match your child s education requirements to the identified needs. ADSB Special Education Parent Guide June

44 THE PURPOSE OF THIS GUIDE The Education Act requires that school boards provide special education programs and services for their exceptional pupils. The purpose of this parents guide is to provide you with information about the Identification, Placement and Review Committee (IPRC), and set out for you the procedures involved in identifying a pupil as exceptional, deciding the pupil s placement, or appealing such decisions if you do not agree with the IPRC. If, after reading this guide, you require more information, please see the Board contact list at the end of this booklet. THE IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE (IPRC) Regulation 181/98 requires that all school boards set up IPRCs. An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the Board. The IPRC will: THE ROLE OF THE IPRC Decide whether or not your child should be identified as exceptional; Identify the areas of your child s exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training; Decide an appropriate placement for child, i.e. regular class regular class/withdrawal special class/integration when appropriate special school; and review the identification and placement at least once in each school year. ADSB Special Education Parent Guide June

45 THE EXCEPTIONAL PUPIL The Education Act defines an exceptional pupil as a pupil who s behavioural, communicational, intellectual, and physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program. Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education and Training. Behaviour A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: a) An inability to build or to maintain interpersonal relationships; b) Excessive fears or anxieties; c) A tendency to compulsive reaction; or d) An inability to learning that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Communication Autism A severe learning disorder that is characterized by: a) Disturbance in: rate of educational development; ability to relate to the environment; mobility; perception, speech and language; b) lack of the representational-symbolic behaviour that precedes language. Deaf and Hard-of-Hearing An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Language Impairment A learning disorder characterized by impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical or sensory factors, and which may: ADSB Special Education Parent Guide June

46 a) involve one or more of the form, content, and function of language in communication, and b) include one or more of the following: language delay; dysfluency voice and articulation development, which may or may not be organically or functionally based. Speech Impairment A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Learning Disability A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is NOT primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; and b) results in significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following: receptive language (listening, reading); language processing (thinking, conceptualizing, integrating); expressive language (talking, spelling, writing); mathematical computations. c) may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury minimal brain dysfunction;* dyslexia. development aphasia. ADSB Special Education Parent Guide June

47 * A diagnostic category referring to children with average or above average general intelligence with mild to severe learning and/or behavioural difficulties which are due to deviations arising from genetic variations, prenatal brain insults, metabolic imbalances, biochemical irregularities and/or illnesses sustained during years critical for the development and maturation of those parts of the central nervous system having to do with perception, language, inhibition of impulses and motor control. Intellectual Giftedness An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Mild Intellectual Disability A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive services; b) an inability to profit educationally within a regular class because of slow intellectual development; c) a potential for academic learning, independent social adjustment, and economic self-support. Developmental Disability A severe learning disorder characterized by: a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) an ability to profit from a special education program that is designed to accommodate slow intellectual development; c) a limited potential for academic learning, independent social adjustment, and economic self-support. Physical Physical Disability A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or developmental level. ADSB Special Education Parent Guide June

48 Blind and Low Vision A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Multiple Multiple Exceptionalities A combination of learning and other disorders, impairments, or physical disabilities, that is of such a nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities. SPECIAL EDUCATION PROGRAM A special education program is defined in the Education Act as an educational program that: is based on and modified by the results of continuous assessment and evaluation; and includes a plan (called an Individual Education Plan or IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional pupil. SPECIAL EDUCATION SERVICES Special Education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. THE IEP (Individual Education Plan) The IEP must be developed for your child, in consultation with you. It must include: specific educational expectations; an outline of the special education program and services that will be received; a statement about the methods by which your child s progress will be reviewed; and for students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a plan for transition to appropriate post secondary school activities, such as work, further education, and community living. The IEP must be completed within 3 school days after your child has been placed in the program, and the principal must ensure that you receive a copy of it. ADSB Special Education Parent Guide June

49 The principal of your child s school: REQUESTING AN IPRC MEETING must request an IPRC meeting for your child, upon receiving our written request; may, with written notice to you, refer your child to an IPRC when the principal and the child s teacher or teachers believe that your child may benefit from a special education program. Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this guide and a written statement of approximately when the IPRC will meet. WHO MAY ATTEND THE IPRC MEETING? Regulation 181/98 entitles parents and pupils 16 years or age or older: to be present at and participate in all committee discussions about your child; and to be present when the committee s identification, placement decision is made. Who Else May Attend an IPRC meeting? the principal of your child s school; other resource people such as your child s teacher, special education staff, board support staff, or the representative of an agency, who may provide further information or clarification; your representative that is, a person who may support you or speak on behalf of you or your child; and an interpreter, if one is required. (You can request the services of an interpreter through the principal of your child s school). either you or the principal of your child s school may make a request for the attendance of others at the IPRC meeting. INFORMATION PARENTS RECEIVE ABOUT THE IPRC MEETING At least 1 days in advance of the meeting, the chair of the IPRC will provide you with written notification of the meeting and an invitation to attend the meeting as an important partner in considering your child s placement. This letter will notify you of the date, time, and place of the meeting, and it will ask you to indicate whether you will attend. Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the chair of the IPRC has received. This may include the results of assessments or a summary of information. ADSB Special Education Parent Guide June

50 If parents are unable to attend the scheduled meeting.. If you are unable to make the scheduled meeting, you may: contact the school principal to arrange an alternative date or time; or let the school principal know you will not be attending, and as soon as possible after the meeting, the principal will forward to you, for consideration and signature, the IPRC s written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services. IPRC MEETING PROCESS the chair introduces everyone and explains the purpose of the meeting; the IPRC will review all available information about your child. They will: consider an educational assessment of your child; consider, subject to the provision of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner if they feel that such an assessment is required to make a correct identification or placement decision; interview your child, with your consent if your child is less than 16 years of age, if they feel it would be useful to do so; and consider any information that you submit about your child or that your child submits if he or she is 16 years of age or older the committee may discuss any proposal that has been made about a special education program or special education services for the child if the child is 16 years of age or older; you are encouraged to ask questions and join in the discussion; following the discussion, after all the information has been presented and considered, the committee will make its decision. What the IPRC s Written Statement of Decision Includes The IPRC s written statement of decision will state: whether the IPRC has identified your child as exceptional; where the IPRC has identified your child as exceptional; the categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education and Training; the IPRC s description of your child s strengths and needs; the IPRC s placement decision; and the IPRC s recommendations regarding a special education program and special education services; where the IPRC has decided that your child should be placed in a special education class, the reasons for that decision. ADSB Special Education Parent Guide June

51 If you agree with the IPRC decision, you will be asked to indicate, by signing your name that you agree with identification and placement decisions made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned. If the IPRC has identified your child as exceptional and you have agreed with the IPRC identification and placement decision, the board will promptly notify the principal of the school at which the special education program is to be provided, of the need to develop an Individual Education Plan (IEP) for your child. Review of Placement A review of IPRC meeting will be held within the school year, unless the principal of the school at which the special education program is being provided, receives written notice from you, the parent/guardian, dispensing with the annual review. You may request a review IPRC meeting any time after your child has been in a special education program for three months. Consideration/Decision of the IPRC Review the review IPRC considers the same type of information that was originally considered; with your written permission, the IPRC conducting the review, will consider the progress your child has made in relation to the IEP; the IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made. Disagreeing with the IPRC Decision If you do not agree with either the identification or placement decision by the IPRC, you may: within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your concerns; or within 3 days of receipt of the decision, file a notice or appeal with: Mrs. Lucia Reece, Secretary of the Board Algoma District School Board 644 Albert Street East Sault Ste. Marie, ON P6A 2Y7 If you do not agree with the decision after the second meeting, you may file a notice of appeal within 15 days of your receipt of the decision. If you do not consent to the IPRC decision and you do not appeal it, the board will instruct the principal to implement the IPRC decision. ADSB Special Education Parent Guide June

52 Appealing an IPRC Decision If you disagree with the IPRC s identification of your child as exceptional or with the placement decision of the IPRC, you may, within 3 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, given notification of your intention to appeal the decision to: Mrs. Lucia Reece, Secretary of the Board Algoma District School Board 644 Albert Street East Sault Ste. Marie, ON P6A 2Y7 The notice of appeal must: indicate the decision with which you disagree; and include a statement that sets out your reasons for disagreeing. Steps Involved in the Appeal Process The appeal process involves the following steps: the board will establish a special education appeal board to hear your appeal; the appeal board will be composed of three persons (one of whom is to be selected by you, the parent/guardian) who have no prior knowledge of the matter under appeal; the chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 3 days after he or she has been selected (unless parents/guardians and board both provide written consent to a later date); the appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal; you, the parent/guardian, and your child, if he or she is 16 years old or over, are entitled to be present at, and to participate in, all discussions; the appeal board must make its recommendations within three days of the meeting ending; it may: agree with the IPRC and recommend that the decision be implemented; or disagree with the IPRC and make recommendations to the board about your child s identification, placement, or both; the appeal board will report its recommendations in writing, to you and to the school board, providing the reasons for its recommendation; within 3 days of receiving the appeal board s written statement, the school board will decide what action it will take with respect to the recommendations (boards are not required to follow the appeal board recommendation); you may accept the decision of the school board, or you may appeal to a Special Education Tribunal; you may request a hearing by writing to the secretary of the Special Education Tribunal; information about making an application to the tribunal will be included with the appeal board s decision. ADSB Special Education Parent Guide June

53 PROGRAMS AND SERVICES IN SPECIFIC AREAS OF THE ALGOMA DISTRICT SCHOOL BOARD White Pines Field School (3 sites) This is a program to assist students to reach the readiness level of employment, community placement or further education. The students at the Field School range between fifteen and twenty-one years of age. They present with learning difficulties such that, at this time in their development, they would not be expected to successfully complete a program of studies in a regular secondary school. Superior Heights Community Education Program Students of high school age who require a life skills focus attend this program for students with a developmental disability. As part of the program, students may be integrated into the community Gifted Program for gifted children is provided within the regular classroom program. Based on Ontario Curriculum expectations, learning extensions are developed through the collaboration of student, teacher and parents. Differentiated learning extensions which focus on student interests, independent projects, creative and high level thinking as well as communication skills are provided to meet the needs of gifted children. Acceleration may be considered depending on multiple factors. ADSB offers an Enhanced Learning Programme at Korah C & VS. This program is an academic regimen which introduces students to an enhanced curriculum during their Grade 9 and 1 years. The International Baccalaureate Programme is a two year programme also offered at Korah C & VS. The International Baccalaureate Diploma Programme is a demanding two-year, pre-university course of study which is recognized by universities worldwide. Graduates of the IB programme who have achieved high academic standing are often offered university scholarships and awarded first year university credits Some of ADSB high school offer Advanced Placement courses for students. A Reach Ahead program is available for Grade 8 students who are interested in taking a Grade 9 math course to obtain a credit before leaving elementary school. ADSB has a plan to screen students at any age/grade. The process begins with the In School Team and may involve a referral for formal assessment. Integrated Behaviour Model This is a program for students with behaviour disorders. While receiving intensive support, students are integrated into the regular classroom. The emphasis of the program is to assist the student in academic and social development and to foster skills in coping with behavioural difficulties. Location: Isabel Fletcher P.S. Anna McCrea P.S. Ben R. McMullin P.S. River View P.S. ADSB Special Education Parent Guide June

54 Special Education Classes Classes for elementary aged children are designed for students with developmental disabilities. It is an inclusive school setting with integration when appropriate. Location: Tarentorus P.S. Supported Learning Class This program for students with mild intellectual delays emphasizes functional academics in Reading, Writing and Mathematics. These students require some life or social skills programming. Integration opportunities are scheduled with socially appropriate same-aged peers for physical education, art, music and special events with appropriate modifications and accommodations: Location: Greenwood P.S. Chapleau School Blind River P.S. Intensive Communication Class This program is designed for those students identified with Autism/Pervasive Developmental Disorder. The focus is on improving communication skills. Location: Parkland P.S. (2 classes), Kiwedin Public School Learning for Emotional and Academic Development (L.E.A.D.) This is a small group setting offering individualized programming with integration at an age appropriate level in areas where students can achieve success. These classes are school specific and students are prioritized by need. Location: Central Algoma Secondary School Central Avenue P.S. Elliot Lake Secondary School Thessalon P.S. W. C. Eaket Secondary School Rockhaven School for Exceptional Children Rockhaven is a segregated school for students with a developmental disability (ages 5-21). Students receive individualized academic, life skills, social, emotional, behavioural and communication programs. Every effort is made to integrate the students and to explore work placements in their community. Location: Serpent River ADSB Special Education Parent Guide June

55 SPECIAL EDUCATION ADVISORY COMMITTEE (S.E.A.C.) Appendix 8 All school boards are required, under Provincial legislation to establish a Special Education Advisory Committee (S.E.A.C.). Membership is mainly composed of delegates of provincial associations, selected by their associations and representing up to twelve local associations. Two trustees and a native representative are mandated to the committee. Resource personnel in the form of the Superintendent and coordinators in the Special Education department attend as well. A chair and vice-chair are elected from among the voting members and the agenda is generated by the chair using suggestions from the standing committee. Meetings are held monthly on the third month of the month in the D.T. Walkom Room of the Education Centre at twelve noon. The public is welcome. The members of the Special Education Advisory Committee are responsible to approve the Annual Special Education Plan, keep itself informed on current legislation and special education issues and to advise the Board on programs and services for exceptional students. A list of S.E.A.C. members and contact information is available through the Board office or your neighbourhood school. ORGANIZATIONS AVAILABLE TO ASSIST PARENTS Many parent organizations are available to provide information and support to parents of exceptional children. The following are represented on the Special Education Advisory Committee: Canadian Mental Health Association Children s Rehabilitation Centre Algoma Community Living Algoma Infant & Child Development Program Autism Ontario Spina Bifada & Hydrocephalus Association of Ontario North Shore Tribal Council (representing local First Nations) Ontario Association for Families with Communication Disorders Association for Bright Children (ABC) ADSB Special Education Parent Guide June

56 Appendix 9 ALGOMA DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE Name MICK, *CHAIR* Pat GAUTHIER, Amanda LAMBERT, Lori MARTIN, Janelle MORGAN, Dan SCOTT, Helen YOURCHUK, Marnie SOUTHWIND, Priscilla TOMBARI, Linda McEACHREN, Robert REID, Russell BURGESS, Casey GRECO, Vinny JONES, Harry Organization/ Work Interest Phone Community Living Algoma Children s Rehabilitation Centre - Algoma (CRC-A) X215 Infant & Child Development Program Spina Bifida & Hydrocephalus Association of Ontario Canadian Mental Health Association Association for Bright Children of Ontario North Shore Tribal Council North Shore Tribal Council Ontario Association for Families with Communication Disorders Trustee ADSB Trustee ADSB Autism Ontario Learning Disability Association Trustee- ADSB alternate COORDINATORS HORTON Marilu ADMINISTRATION COLLVER, Kime PHILLIPS, Charlene Special Education Coordinator - ADSB Superintendent of Education - ADSB Recording Secretary - ADSB ADSB Special Education Parent Guide June

57 Appendix 1 MINISTRY S PROVINCIAL AND DEMONSTRATION SCHOOLS The Ministry operates provincial and demonstration schools throughout Ontario for deaf, deaf-blind, and severely learning-disabled students. Residential programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily. Demonstration schools for English-speaking students with severe Learning Disabilities: Sagonaska School 35 Dundas Street West Belleville, ON K8P1B2 Phone: Trillium School 347 Ontario Street South Milton, ON L9T 2X9 Phone: Amethyst School 19 Highbury Avenue London, ON N5Y 4V9 Phone: Schools for the Deaf: Ernest C. Drury School 255 Ontario Street South Milton, ON L9T 2M5 Phone: TTY: Robarts School P.O. Box 736, Station E London, ON N5Y 4V9 Phone and TTY: Sir James Whitney School 35 Dundas Street West Belleville, ON K8P 1B2 Phone and TTY: Schools for the Blind and Deaf-Blind: W. Ross Macdonald School 35 Brant Avenue Brantford, ON N3T 3J9 Phone: ADSB Special Education Parent Guide June

58 Provincial Schools and Demonstration Schools Provincial Schools and provincial Demonstration Schools: Are operated by the Ministry of Education; Provide education for students who are deaf or blind, or who have severe learning disabilities; Provide an alternative education option; Serve as regional resource centers for students who are deaf, blind, or dealblind; Provide preschool home visiting services for students who are deaf or deafblind; Develop and provide learning materials and media for students who are deaf, blind, or deaf-blind; Provide school board teachers with resource services; Play a valuable role in teacher training. W. Ross Macdonald School: School for the Blind and Deaf-Blind W. Ross Macdonald School is located in Brantford and provides education for students who are blind, visually impaired, or deaf-blind. The school provides: A provincial resource center for the visually impaired and deaf-blind; Support to local school boards through consultation and the provision of special learning materials, such as Braille materials, audiotapes, and large-print textbooks; Professional services and guidance to ministries of education on an interprovincial, cooperative basis. Programs are tailored to the needs of the individual student and: Are designed to help these students learn to live independently in a nonsheltered environment; Are delivered by specially trained teachers; Follow the Ontario curriculum developed for all students in the province; Offer a full range of courses at the secondary level; Offer courses in special subject areas such as music, broad-based technology, family studies, physical education, and mobility training; Are individualized, to offer a comprehensive life skills program; Provide through home visiting for parents and families of preschool deaf-blind children to assist in preparing these children for future education. ADSB Special Education Parent Guide June

59 Provincial Schools for the Deaf The following Provincial Schools offer services for deaf and hard-of-hearing students: Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario) Ernest C. Drury School for the deaf in Milton (serving Central and Northern Ontario) Robarts School for the Deaf in London (serving western Ontario) Centre Jules-Leger in Ottawa (serving francophone students and families throughout Ontario) The Provincial Schools Admission committee in accordance with the requirements set out in Regulation 296 determines admittance to a Provincial School. These schools provide elementary and secondary school programs for deaf students from preschool level to high school graduation. The curriculum follows the Ontario curriculum and parallels courses and programs provided in school boards. Each student has his or her special needs met as set out in his or her Individual Education Plan (IEP). Schools for the Deaf: Provide rich and supportive bilingual/bicultural educational environments which facilitate students language acquisition, learning, and social development through American Sign language (ASL) and English; Operate primarily as day schools; Provide residential facilities five days per week for those students who do not live within reasonable commuting distance from the school School boards provide transportation to Provincial Schools for students. Each school has a Resource Services Department, which provides; Consultation and educational advice to parents of deaf and hard of-hearing children and school board personnel; Information brochures; A wide variety of workshops for parents, school boards, and other agencies; An extensive home-visiting program delivered to parents of deaf and hard-ofhearing preschool children by teachers trained in preschool and deaf education. Each provincial Demonstration School has an enrolment of forty students. The language of instruction at the Amethyst, Sagonaska, and Trillium schools is English; at Centre Jules-Leger, instruction is in French. Application for admission to a provincial Demonstration School is made on behalf of students by the school board, with parental consent. The provincial Committee on Learning Disabilities (PCLD) determines whether a student is eligible for admission. ADSB Special Education Parent Guide June

60 Although the primary responsibility to provide appropriate educational programs for students with learning disabilities remains with school boards, the ministry recognizes that some students require a residential school setting for a period of time. The Demonstration Schools were established to; Provide special residential education programs for students between the ages of 5 and 21 years; Enhance the development of each student s academic and social skills; Develop the abilities of the students enrolled to a level that will enable them to return to programs operated by a local school board within two years. In addition to providing residential schooling for students with severe learning disabilities, the provincial Demonstration Schools have special programs for student with severe learning disabilities in association with attention-deficit/hyperactivity disorder. These are highly intensive, one-year programs. The Trillium School also operates Learning for Emotional and Academic Development (LEAD), a special program for students with severe learning disabilities who require an additional level of social/emotional support. Further information about the academic, residential, LEAD, and LD/ADHD, programs is available from the Demonstration Schools through the Special Needs Opportunity Window (SNOW) website at An in-service teacher education program is provided at each Demonstration School. This program is designed to share methodologies and materials with teachers of Ontario school boards. Information about the programs offered should be obtained from the schools themselves. Algoma District School Board and Provincial and Demonstration Schools At present the school board has two students attending provincial schools, one of whom is at W. Ross Macdonald School for the Blind and the other is in Belleville at Sir James Whitney School for the Deaf. These students are transported to the nearest airport. They are accompanied by a guide at the airport and transported to the provincial schools each Monday. They return home every Friday. Parents of students wishing to attend schools for the blind or deaf make direct application to these schools. Parents of students with severe learning disabilities make application to the Special Education Coordinator of their schools that will give them guidelines and information about the requirements for acceptance. Usually, however, it is the Special Education Coordinator who, having seen concerns about the ability of a student with severe learning disability to function adequately in a regular school setting, may suggest the option of attending a Demonstration School to parents. Once the parents are in agreement the Coordinator will facilitate the process, which includes interviews of the student by the provincial school committee and the submission of appropriate documentation. ADSB Special Education Parent Guide June

61 Appendix 14 Additional information can be obtained from: Website You may obtain information on the website on how to contact your child s school and the Special Education section of this site also hosts additional information. Dial toll free to the Sault Ste. Marie Education Centre at or dial direct at Kelly Colter, System Administrator for Special Education ext Kime Collver, Superintendent of Education Algoma District School Board 644 Albert Street East Sault Ste. Marie, ON P6A 2K7 Phone: ADSB Special Education Parent Guide June