Special Education Report 2013

Transcription

1 Special Education and Section Programs 5050 Yonge Street, Toronto, Ontario, M2N 5N8 Special Education Report 2013 Updated July 31, 2013 Serving Our Students, Schools, and Their Communities This document has been reviewed for equity. 2228

2 Special Education Report Table of Contents TDSB Mission and Values... 7 Background... 8 Vision... 9 Special Education Philosophy of the Toronto District School Board Goals of an Inclusionary Model Ministry of Education Outline of Special Education Roles and Responsibilities Special Education Advisory Committee (SEAC) The Role of SEAC Meeting Dates and Times SEAC Membership Membership Selection Procedures Association Membership Selection Community Representative Selection Alternate Community Representative Selection Association Representatives and Contact Information Community and Trustee Representatives and Contact Information In-School Support Teams and School Support Teams (IST/SST) Parents/Guardians/Student Involvement In-School Support Team (IST) School Support Team (SST) Assumptions Underlying the Creation of In-School Support Teams and School Support Teams In-School Support Teams and School Support Teams Early and Ongoing Identification/Intervention Procedures Entry Plan for Students with Special Needs Process and Procedures Implementation Early Intervention Diagnostic Kindergarten Kindergarten Intervention Program (KIP) Kindergarten Early Language Intervention (KELI) Program Developing an Individual Education Plan (IEP) An IEP is/an IEP is not Responsibility for Implementation TDSB Implementation of the Ministry s Standard for IEPs Process for Dispute Resolution with Respect to the IEP Transition Planning Identification, Placement, and Review Committee Process (IPRC) Per Regulation 181/ IPRC Structure IPRC Referral Steps Documents Required for an IPRC Functions of the IPRC Attendance at the IPRC Presentations to an IPRC

3 IPRC Annual Reviews Resolving Disputes Formal Appeal Process Special Education Program Recommendation Committee (SEPRC) SEPRC Structure SEPRC Referral Steps Documents Required for a SEPRC Functions of the SEPRC Attendance at and Presentations to SEPRC Formal Appeal Process Required Follow-up to the SEPRC Purpose and Goals of Individual Assessments Standards for the Provision of Individual Assessments Types of Assessments Educational Assessments Psychological Assessments Referrals for Psychological Assessments Management of Assessment Results Speech and Language Assessments Social Work Assessment Occupational Therapy and Physiotherapy Assessments Standardized Test Measures Ministry of Education Categories of Exceptionalities and Definitions Behaviour Exceptionality Communications Exceptionalities Autism Deaf and Hard of Hearing Language Impairment Learning Disability Speech Impairment Intellectual Exceptionalities Gifted Gifted Determination for English Language Learners Gifted Determination for Students with Learning Disabilities Mild Intellectual Disability Developmental Disability Physical Exceptionalities Physical Disability Blind / Low Vision Multiple Exceptionalities Special Education Programs and Services Special Education Program Support and Related Services Range of Placements Placement Options Community-Based Resource Model (CBRM)

4 Home School Program (HSP) Resource Program Methods and Resource Support Intensive Support Program (ISP) and Placement Criteria Behaviour Exceptionality Communications Exceptionalities ISP Autism ISP Communication (Learning Disabilities) Deaf and Hard of Hearing ISP Deaf and Hard of Hearing Intellectual Exceptionalities ISP Developmental Disability (DD) ISP Mild Intellectual Disability (MID) The ISP MID Pathway ISP Gifted Physical Exceptionalities Physical Disability TDSB Continuum of Supports for Students with Physical Disabilities Blind / Low Vision ISP Blind / Low Vision Multiple Exceptionalities Regional Special Education Support Services Autism Spectrum Disorder (ASD) Team Services Management of Requests for ASD Team Services TDSB Partnership - School Support Program Autism Spectrum Disorder (Surrey Place Centre). 68 Behaviour Regional Services (BRS) Team BRS Team Services Blind/Low Vision Itinerant Support Deaf/Hard of Hearing Itinerant Support Low Incidence Itinerant Support The Staff Allocation/Staffing Process Background Opening a New Intensive Support Program (ISP) in a School Moving an Intensive Support Program from one School to Another Closing an Intensive Support Program Allocation of Special Needs Assistance Special Education, Section Programs and Professional Student Support Services Chief Academic Officer Special Education, Section Programs & Professional Support Services Department Organizational Structure Special Education and Section 23 Programs Staff System Superintendent Special Education Services Principals Central Coordinating Principal Special Education and Section Programs Central Coordinating Principal Section Programs Supervising Principals Regional Special Education Services

5 Vice Principals Vice Principals Regional Special Education Services (East / West) Vice Principals Section Programs (Elementary and Secondary) Coordinators Central Coordinator Autism Services Central Coordinator Behavioural Services Central Coordinator Processes, Practices & Procedures (SEA / SIP) Central Coordinator Professional Learning Regional Program Coordinators Behaviour, Communication, Intellectual, Low Incidence System-Wide Coordinators Deaf and Hard of Hearing, Blind / Low Vision Consultants Regional Special Education Consultants Family of Schools Regional Special Education Consultants Low Incidence Special Education Consultant ASD Team Special Education Consultant SEA Special Education Consultants Secondary Special Education Itinerant Teachers Special Education Itinerant Teacher Behaviour Special Education Itinerant Teacher SEA Special Education Itinerant Resource Teacher Secondary Alternative Programs In-School Special Education Teaching Staff Elementary Methods and Resource Support Teacher (MART) Elementary Home School Program (HSP) Teacher Elementary and Secondary Resource Program Teacher Intensive Support Program Teacher Secondary Curriculum Leader (CL) and Assistant Curriculum Leader (ACL) Kindergarten Early Language Intervention (KELI) Program Teacher Special Education Teacher Autism Special Project (Drewry SS) Special Education Teacher Section Programs Paraprofessional Support Services ABA Facilitator Deafblind Intervenor Educational Assistant. (EA) Sign Language Facilitator Special Needs Assistant (SNA) Professional Support Services Staff Senior Manager of Professional Support Services Child and Youth Services Chiefs of Child and Youth Services Child and Youth Workers Child and Youth Counsellors Occupational Therapy and Physiotherapy Services Chief of Occupational Therapy and Physiotherapy Physiotherapists/Occupational Therapists Psychological Services Chiefs of Psychological Services Psychologists, Psychological Associates, Psychoeducational Consultants. 100 Social Work and Attendance Services Chiefs of Social Work and Attendance

6 Social Workers Attendance Counsellors Speech-Language Pathology Services Chiefs of Speech-Language Pathology Services Speech-Language Pathologists Professional Learning Framework Guiding Principles for Staff Professional Learning Priorities for Staff Professional Learning Overview Of Staff Professional Learning Provision of Transportation Method of Transportation Service Requirements and Responsibilities Changes to Transportation Arrangements Pick up and Drop Off Parent Responsibilities Driver Responsibilities Seatbelts, Car Seats, Booster Seats, Safety Vests Cancellation of Service Due to Inclement Weather September Start Up Transportation Safety Appeal Process Transportation Company Contact Information Provincial Schools and Demonstration Schools School Health Support Services Policy/Program Memorandum No Model for Provision of School Health Support Services Specialized Health Support Services Links to the Local Community and Government Initiatives Government Resource Documents TDSB Responses to Government Early Intervention Initiatives Enhanced Speech and Language Intervention (KELI) Program Enhanced School-Based Speech and Language Pathology Services for JK to Grade 3 Students Toronto Partnership Autism Services (TPAS) Community Services Connections: Supporting Seamless Transitions for Students with ASD Transition from Toronto Preschool Speech and Language Services (TPSLS) External Partnerships: Supplemental Student Services Policy/Program Memorandum No External Partnerships with Community Agencies and Services Care, Treatment, Custody, and Correctional Program (Section 23) Toronto District School Board Section 23 Programs Section Program Resources

7 Accessibility Barrier Free Committee TDSB Accessibility Working Group Special Education Accessibility Grant Accessibility for Ontarians With Disabilities Act (AODA) TDSB Special Education Staffing Chart Consultation Special Equipment Amount (SEA) Special Incidence Portion (SIP) Operational Procedure PR.699SCH Appendices Appendix A: Guide to Special Education for Parents/Guardians Appendix B: Individual Education Plan (IEP) Appendix C: Forms (1) Instructions for Ensuring Informed Consent for the Release of Confidential Information (2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form (3) ASD Team Services Referral Form (6) Behaviour Regional Services Consent Form (7) Developmental History Form (8) Professional Support Services Referral Form Appendix D: (1) Indicators of an Unusually Advanced Degree of General Intellectual Ability (2) Teacher Checklist for Student Behaviour (3) Parent(s)/Guardian(s) Checklist for Student Behaviour (4) Factors to Consider at IPRC Appendix E: Glossary of Terms (TDSB) Appendix F: Special Education Acronyms Appendix G: Resources Appendix H: Special Education-Related Websites Appendix I: Transportation (1) Policy P020 Transportation of Students (2) PR 504 Operational Procedure Transportation of Students (3) Student Transportation Application (4) Student Transportation Appeal Form (5) Safety Criteria for Drivers Appendix J: External Partnerships (1) PR 578 External Partnerships - Supplemental Student Services (2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by 217 Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals Appendix K: PPM 155 Diagnostic Assessment in Support of Student Learning and TDSB Approved List 220 6

8 TDSB Mission and Values Our Mission Is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society. We value: Each and every student A strong public education system A partnership of students, schools, family, and community The uniqueness and diversity of our students and our community The commitment and skills of our staff Equity, innovation, accountability, and accessibility Learning environments that are safe, nurturing, positive, and respectful 7

9 Background Each school board is required to maintain a Special Education Report, to review it annually, to amend it from time to time to meet the current needs of its exceptional students and to submit any amendment(s) to the Ministry for review each year (Regulation 306 amended). Guiding Principles for the Development of the Toronto District School Board (TDSB) Special Education Report We adhere to the Toronto District School Board Mission and Values Statements. Special Education decision-making will be guided by these principles: All students with exceptionalities, their families, and the staff who support them have the right to be treated with respect All students with exceptionalities have the right to a program developed in response to their strengths and needs All students with exceptionalities have the right to a range of placements, programs, and services to meet their individual requirements in their neighbourhood or Family of Schools wherever possible All students with exceptionalities and the staff who support them have the right to a safe, accepting, welcoming, secure, and encouraging environment A partnership of students, school, family, and support services is essential to the success of all exceptional students Every effort has been made to ensure that the TDSB Special Education Report complies with all legislation governing its content. Canadian Charter of Rights and Freedoms Ontario Human Rights Code The Education Act and regulations made under the Act And any other relevant legislation A regular review of the TDSB Special Education Report provides opportunities to evaluate current practices and to form important partnerships with supporting bodies outside the Board, such as agencies and associations both represented on SEAC and those who are not. The Special Education Report provides a consistent approach to special education services. In addition, the Report provides a vision which is student-focused and which recognizes the unique characteristics and linguistic, cultural, and racial diversity of schools and communities. We will continue to consult trustees, SEAC members, parents/guardians, special education staff, school administrators, classroom teachers, resource staff, support personnel, superintendents of education, and others in the development of the TDSB Special Education Report. The TDSB s Special Education Report reflects the Board s commitment to the development, implementation, and delivery of effective special education programs and services. 8

10 Vision The Vision of the Toronto District School Board s Special Education Report is that students with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. Some students with unique strengths and needs (behaviour, communication, intellectual, and physical) may require more specialized or intensive programs and supports. Our goal is to have these intensive programs and supports available at sites that are equitably located throughout the District. Collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions. The Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities. A further commitment is made to better serve our students by continuing to search out effective practices, as evidenced in research and practice in partnership with the Special Education Advisory Committee and the departments of the Board. 9

11 Special Education Philosophy of the Toronto District School Board The mission of the Toronto District School Board (TDSB) is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society. (TDSB Mission Statement, 1997). This responsibility extends to our students with exceptionalities, those who have additional social-emotional, physical, developmental, or learning requirements. Special Education resources and services are directed to the schools in order to provide challenging, enriching learning opportunities for students with a wide range of abilities. Students with exceptionalities have the same basic needs as their peers. They need to: Participate and be included as fully as possible, in all activities, curricular and co-curricular, of our school communities Be valued as individuals for their unique contributions to school life Have no boundaries placed on, or prejudgments made about, their capacity for learning Enjoy a safe and secure learning environment Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their learning Be unencumbered by stereotypical, outdated perspectives on abilities and disabilities Special Education is included in TDSB s ongoing self-improvement planning with respect to the Board Improvement Plan for Student Achievement. 10

12 Goals of an Inclusionary Model The TDSB, through its Special Education Department, is committed to active and meaningful collaboration with students, parents/guardians, schools, and agencies to ensure that the learning needs of all students with exceptionalities are met in the most equitable and inclusionary environment possible. An Inclusionary Model Inclusion is an attitude about the need and the right to belong to one s community. Inclusionary Education is the belief that all the students in a community, including those students with special learning needs, should receive their education to the fullest extent possible in the local community. An inclusionary model presupposes the following: Special needs are recognized and met through curriculum, teaching strategies, differentiated instruction, and learning environments that expand opportunities for students. Students exceptional needs are addressed by programs designed to focus on individual learning characteristics, progress, and success. School staffs share responsibility and accountability for the continuous, careful monitoring, as well as the assessment and evaluation of the academic, social, and emotional development, of each child. Resources of the school, Family of Schools, Special Education, and the community are made available to support the child. The school and community accept and share ownership for the education of the community s students, both at the elementary and secondary levels. The school, its community and parents/guardians continue to work collaboratively toward a vision of all children being part of the school culture. This requires processes and resources designed to develop everyone s commitment, involvement, and informed support. An inclusionary model does not ignore the fact that some students have complex needs that may require special consideration for more intensive support. Placements in special classes or schools must be considered when it is determined that a child s needs can be best met in a more congregated environment. Benefits to Special Needs Students Benefits to Regular Education Students Enhance social, communication and interpersonal skills Reinforce academic skills Enhance self-esteem and self-concept Provide naturally occurring real world practice Promote interdependence amongst peers Establish friendships Develop understanding of diversity, acceptance and empathy Reinforce academic skills Foster a sense of responsibility Develop problem solving skills adapting strategies, materials and resources Impact on future service providers teachers, architects, health care providers, information technologists Impact on general societal attitudes 11

13 Special Education Roles and Responsibilities as Outlined by the Ministry of Education The Ministry of Education has begun to define roles and responsibilities in elementary and secondary education in several key areas: Legislative and policy framework Funding School system management Programs and curriculum It is important that all involved in special education understand their roles and responsibilities, which are outlined below. The Ministry of Education: Defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality Establishes the funding for special education through the structure of the funding model, which 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/guardians 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 deafblind, or who have severe learning disabilities The District School Board: Establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda Monitors school compliance with the Education Act, regulations, and policy/program memoranda Requires staff to comply with the Education Act, regulations, and policy/program memoranda Provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board Obtains the appropriate funding and reports on the expenditures for special education 12

14 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 parents/guardians guide to provide parents/guardians 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 School Principal: Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda, and through Board policies Communicates Ministry of Education and school board expectations to staff Ensures that appropriately qualified staff are assigned to teach special education classes Communicates board policies and procedures about special education to staff, students, and parents/guardians Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies Consults with parents/guardians and with school board staff to determine the most appropriate program for exceptional pupils Ensures the development, implementation, and review of a student s Individual Education Plan (IEP), including a Transition Plan for students over the age of 14 and who are not identified solely as gifted, according to provincial requirements Ensures that parents/guardians 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 parents/guardians consent is obtained Special Education Advisory Committee (SEAC): Makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for exceptional students of the Board Participates in the board s annual review of its Special Education Report 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/guardians as requested The Teacher: Carries out duties as outlined in the Education Act, regulations, and policy/program memoranda Follows board policies and procedures regarding special education 13

15 Maintains up-to-date knowledge of special education practices Where appropriate, works with special education staff and parents/guardians to develop the IEP for an exceptional pupil Provides the program for the exceptional pupil in the regular class, as outlined in the IEP Communicates the student's progress to parents/guardians, and works with other school board staff to review and update the student s IEP The Special Education Teacher: Fulfills the responsibilities listed above for the teacher Holds qualifications, in accordance with Regulation 298, to teach special education Monitors the student s progress with reference to the IEP and modifies the program as necessary Assists in providing educational assessments for exceptional pupils The Parents/Guardians: Become familiar with and informed about board policies and procedures in areas that affect the child Participate in IPRCs, parents/guardians teacher conferences, and other relevant school activities Participate in the development of the IEP Become acquainted with the school staff working with the student Support the student at home Work with the school principal and teachers to solve problems Are responsible for the student s attendance at school The Student: Complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda Complies with board policies and procedures Participates in IPRCs, parents/guardians teacher conferences, and other activities, as appropriate Participates in the development of the IEP, where appropriate 14

16 Special Education Advisory Committee (SEAC) The Toronto District School Board (TDSB) has established a Special Education Advisory Committee (SEAC) in accordance with the Education Act. SEAC makes recommendations to the Board concerning any matter affecting the establishment, development, and delivery of special education programs and services. The TDSB and SEAC work together to protect the rights of students with special learning needs. The Role of SEAC Regulation 464/97 of the Education Act establishes the Special Education Advisory Committee (SEAC) as a statutory committee that advises the Board on matters relating to special education. The members of SEAC represent all students with exceptionalities, and, in so doing, participate in the annual review of the Board s Special Education Report and the annual budget process. They review the special education portion of the financial statements of the Board and provide input into the Board s annual budget process as it relates to special education. This is conducted according to budget timelines beginning the fall of each year. When a change or addition to the range of placements offered by the TDSB is being considered, SEAC is informed and input of members is invited during the monthly SEAC report of the Chief Academic Officer Special Education. SEAC members also act as an important resource for parents/guardians, providing information on IPRC procedures, and as a resource for schools and communities on matters related to special education. To provide input to the board on a variety of matters pertaining to Special Education, SEAC has formed the following subcommittees: Budget Subcommittee Communications Subcommittee Special Education Report Subcommittee Guidelines on Accessible Education and Equity Subcommittee By Laws Subcommittee Facilitator Subcommittee SEAC/PIAC Combined Work Group on Special Education Meeting Dates and Times TDSB SEAC meetings are open to the public and parents/guardians and interested members of the public are invited to attend. Meetings are held at the Board Office, 5050 Yonge Street in the boardroom, from 7:00 p.m. to 9:00 p.m. The meeting schedule is listed below and is posted on the SEAC pages at the TDSB website: (Special Education > Special Education Advisory Committee). Monday, January 7, 2013 Monday, June 3, 2013 Monday, February 11, 2013 Monday, September 16, 2013 Monday, March 4, 2013 Monday, October 7, 2013 Tuesday, April 8, 2013 Monday, November 4, 2013 Monday, May 6, 2013 Monday, December 9,

17 SEAC Membership The Committee consists of representatives from local associations, community representatives and trustees, all appointed by the Board. SEAC members are available as a resource for parents/guardians of students with exceptional needs, schools, educators, and the community. Most SEAC members are themselves parents/guardians of students with special needs and are willing to offer support to parents/guardians prior to and sometimes during the IPRC process. Representatives of the TDSB SEAC are listed at the end of this section, with contact information. If you call an association head office, please indicate that you are calling the TDSB SEAC representative and that you wish to leave a message to have your call returned. Membership Selection Procedures The TDSB values the role of SEAC members in making recommendations to the Board on any matter affecting the establishment, development, and delivery of special education programs and services for exceptional pupils. The TDSB strives to select SEAC members who are representative of its population of students with exceptionalities. As municipal elections occur every four years, a new Special Education Advisory Committee is also formed at that time. Association Membership Selection For purposes of SEAC, local association refers to an association or organization of parents that operates locally within the area of jurisdiction of the board and that is affiliated with an association or organization that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults. It may not be an association or organization of professional educators. Eligibility requirements for SEAC members are outlined in Regulation 464/97 of the Education Act, as follows: Member of a local parents/guardians association, which is affiliated with an incorporated provincial organization that works to further the well-being of exceptional students A Canadian citizen over the age of 18 Qualified to vote for members of the TDSB Board of Trustees Not employed by the TDSB An announcement inviting SEAC Association membership is posted on the TDSB web site and an invitation is extended to all interested associations to complete and submit a nomination form for a member and alternate to represent the association on SEAC. Nomination packages are made available to any associations wishing to have representation on the TDSB Special Education Advisory Committee. Applications are received and reviewed in order to ensure that the requirements of Regulation 464/97 are met. A list of twelve potential association representatives and alternates is prepared for the Board s consideration. 16

18 Community Representative Selection Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight community representatives and up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following: Diversity Equal representation from across the four geographical quadrants of TDSB Parents/guardians with children receiving special education programming in the Toronto District School Board In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC etc. Alternate Community Representative Selection Regulation 464/97 permits a Board to appoint additional representatives to SEAC. TDSB trustees have determined that up to eight alternate representatives can be appointed to SEAC. The same process used to determine association members is used for both community representatives and alternate community representatives. Eligibility requirements include those in Regulation 464/97 and consideration is given to the following: Diversity Equal representation from across the four geographical quadrants of TDSB Parents/Guardians with children receiving special education programming in the Toronto District School Board Public School Elector Resides within area of jurisdiction of the Toronto District School Board Not employed by the Toronto District School Board in any capacity In making the appointments, attention is paid to balancing a number of factors related to the perspective which candidates bring to SEAC, including school and community affiliations, school division, gender, exceptionalities or syndromes not represented on SEAC, etc. The following pages list the SEAC Association and Community members and their contact information. 17

19 Association Representatives and Contact Information SEAC Associations and Contacts Members Alternates Association for Bright Children The association provides information to parents/guardians about the social, emotional, and intellectual needs of bright and gifted students. Phone: Autism Society of Ontario This association of parents/guardians and professionals promotes public awareness and understanding of autism and pervasive developmental disorder. Its aim is to provide information, referral, and support services to parents/guardians and professionals involved with the autistic population. Phone: Brain Injury Society of Toronto The cognitive, physical, and emotional changes following a brain injury often require individualized educational programs to recover the survivor s potential. This association strives to educate the public about acquired brain injuries and offers support to families and survivors with brain injuries. Phone: Community Living Toronto This association provides support to families with children and adults who are developmentally disabled. Services offered are preschool and school inclusion, residential alternatives, job placements, behaviour management, vocational, industrial, and recreational programs and parents/guardians relief. Phone: Diana Avon Ginny Pearce Dr. Robert Gates Clovis Grant Krystyna Ross Oksana Romanov Judy Moir Margarita Isakov Down Syndrome Association This organization was created by parents/guardians to dispel myths and promote a positive, accurate image, about Down syndrome, a genetic disorder that usually causes delays in physical and intellectual development. The association pursues equality of opportunity and appropriate services for all persons with Down syndrome. Phone: Easter Seals Ontario Easter Seals Ontario is dedicated to helping children with physical disabilities achieve their full potential and future independence. Easter Seal people make a difference in the lives of the children and their families by providing direct services, programs, research, advocacy, and public education. Phone: Richard Carter Heather Breckenridge Elaine Dodsworth-Lever Deborah Fletcher (continued) 18

20 Association Representatives and Contact Information SEAC Associations and Contacts Members Alternates Epilepsy Toronto Epilepsy Toronto is a non-profit community agency serving people with epilepsy, their families and the general public. Its mission is the promotion of independence and optimal quality of life for all people with epilepsy and their families through support services, information, counseling, public education, and serving the needs of children and youth with epilepsy and seizures. Phone: FAS World Toronto This organization shares current information about FASD news, conferences, workshops and support groups throughout Ontario, helping parents and other caregivers who deal with FASD-related issues. Phone: Learning Disabilities Association (Toronto) Students with a learning disability exhibit difficulties in communication (reading, writing, mathematics, speaking, etc.), which can prevent them from reaching their assessed learning potential. This organization promotes their educational and general welfare by providing support, guidance and resources. Phone: VOICE VOICE works to ensure that hearing-impaired children have the right to develop their ability to listen and speak and have access to the support and services that will enable them to do so. VOICE provides parents/guardians support, auditoryverbal therapy, educational programs, information resources, and advocacy. Phone: Steven Lynette, Chair Gal Koren Loris Bennett Paul Cross Sheelagh Hysenaj Lori Mastrogiuseppe Michelle Brick Rebecca Rycroft Vacancy To Be Determined Vacancy To Be Determined 19

21 Community Representatives and Contact Information Region Members Alternates North East Quadrant North West Quadrant South East Quadrant South West Quadrant Jean-Paul Ngana Aline Chan Debra Hayden Nancy Turner Wright Yama Arianfar Olga Ingrahm Christina Buczek Phillip Sargent Wendy Huang Vacancy To Be Determined Karen Prizzon Bantyehun Tezazu Najia Shafi Melissa Melnitzer Cathy Mallove Nora Green Trustee Representatives Sam Sotiropoulos Ward John Hastings Ward 1 john.hastings@tdsb.on.ca Howard Kaplan (Vice Chair) Ward 5 howard.kaplan@tdsb.on.ca TDSB SEAC Liaison Margo Ratsep margo.ratsep@tdsb.on.ca 20

22 In-School Support Teams and School Support Teams (IST/SST) The Toronto District School Board (TDSB) believes that In-School Support Teams and School Support Teams (IST/SST) offer a tiered approach for the open discussion of student-related strengths and needs, within the context of the local school. In support of the Ministry of Education document, Learning for All K- 12, the IST/SST provides a consistent process to address the needs of our most vulnerable students. The IST/SST creates an opportunity to collaboratively develop, review, monitor, and evaluate coordinated plans of action to best serve the needs of all our students. The teams support students by providing a venue for teachers, school administrators, other TDSB staff and parents/guardians to discuss and decide on appropriate interventions. It is the expectation that all TDSB schools will have an IST/SST process in place and that an Administrator must be in attendance at all of these IST/SST meetings. Parents / Guardians / Student Involvement Active involvement of parents/guardians and students (who are 16 and older) enhances the effectiveness of the IST/SST process. Parents/Guardians are encouraged to be valued partners in this process. Parents/Guardians and students (who are 16 and older) must be invited to attend the SST meetings. Translations of the invitation for parents to attend the SST are available in 16 languages and translations should be made available for the meeting if necessary. In-School Support Team (IST) Team meetings should reflect local school needs. Prior to the SST meeting, an in-school consultation process, referred to as the In-School Support Team (IST), is in place in each school to review students strengths and needs and to recommend strategies and interventions. These IST meetings provide frontline support to the classroom teacher through collaboration among staff within the school to better understand and address the needs of a student. Team members share expertise and a sense of ownership for meeting the needs of the referred students being discussed. The IST will provide the SST with information and a record of interventions that have been tried to date with a particular student. In preparation for the IST meeting, teachers instruct and observe the student in a variety of learning situations to gain understanding of the student s development (physical, social, emotional, language, and intellectual), and record significant details of the student s growth and learning. When it appears that program accommodations and/or modifications may be necessary, the teacher consults with the members of the IST who review observations, recommend strategies, and determine next steps. The IST records student needs and recommended interventions on an Individual Learning Plan (ILP), which is stored in the student s Ontario Student Record. When further planning or consultation is needed, a referral is made to the School Support Team. School Support Team (SST) When the IST has done all it can to understand and address a student s needs, but has determined that more support/input is required, a referral to the SST is initiated. 21

23 Referral to the SST enables the strengths and needs of a student to be discussed by a broader team of representatives from Special Education, Professional Support Services (Psychology, Social Work, Attendance Counselling, Speech-Language Pathology, Occupational Therapy, and Physiotherapy), parents/guardians and students (who are 16 and older), and outside agencies or others, as required. All members bring complementary skills and knowledge to the team process to meet the student s and local school s needs. Note: In order to comply with privacy legislation, the Personal Health Information Protection Act (PHIPA) the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) and TDSB procedures, parents/guardians, students (who are 16 and older) must give written or oral permission to discuss the student s needs when a member of Professional Support Services is in attendance at an SST and identifying student information (e.g., name) is used. Assumptions Underlying the Creation of In-School Support Teams and School Support Teams: Providing for students needs is an ongoing assessment and evaluative process which initially includes teacher-based classroom assessment (e.g., reading running record) The majority of students needs can be met within the local school with differentiated instruction and school-based resources Ongoing classroom accommodation to address students needs is generally the initial approach to interventions recommended by the team Interventions evolve through a collaborative process involving members of the team The IST/SST process may stop at any point when the interventions implemented have met the needs of the student The input of parents/guardians and students (who are 16 or older) is valued and procedures are in place to facilitate communication Parents/guardians will be informed of all recommendations Recognizing the specific needs of both the elementary and secondary panels, the membership and the responsibilities assigned to the IST/SST are global in nature The In-School Support Teams and School Support Teams process provides a forum for: Presenting and analyzing students strengths and needs Discussing a range of support strategies and/or interventions/supports Developing and implementing plans for interventions/supports Assigning staff responsibilities and setting timelines Monitoring and evaluating recommended interventions/supports and follow-up Communicating between home and school Effective In-School Support Team and School Support Teams establish: Clear goals and roles/responsibilities Regular and efficient meetings Multi-disciplinary membership An ongoing evaluation plan for team effectiveness A school-based professional learning plan Partnerships among home, school, and community resources 22

24 Early and Ongoing Identification/Intervention Procedures Early and Ongoing Identification and Intervention are recognized as contributing to the well-being of all children. A continuous assessment and program planning process should be initiated when a student is first enrolled in a TDSB school, and should be ongoing throughout a student s school life. Procedures to identify each student s level of development, learning abilities, and needs should be in place, and educational programs should be designed to support these needs and to facilitate each student s growth and development. It is critical that early and ongoing identification and intervention strategies for students at risk be a priority in all grades, not just the primary grades. This is especially important as students make the transition to secondary school. Students who have difficulty achieving curriculum expectations are at risk of not completing their diploma requirements and dropping out of school. Boards are therefore expected to provide a range of programs to assist students in meeting the curriculum expectations. These programs should include early identification of learning needs; appropriate teaching strategies, ongoing assessment, and communication with parents/guardians and students. Procedures and communication should be sensitive to each student s family background. 23

25 Entry Plan for Students with Special Needs Some students with special needs, who are newly registered but not yet attending a TDSB school, may require an intensive support special education program upon enrolment. After principal consultation with members of the School Support Team (SST) it is determined whether or not a referral to a Special Education Program Recommendation Committee (SEPRC) is appropriate. Entry Plan for Students with Special Needs Person Responsible Timeline Child is pre-registered (paper pre-registration) in home school by address as early as possible in the year prior to the year of school entry School welcomes family and supports family throughout the pre-registration and, where one ensues, the SEPRC process. Parents/Guardians provide school with pertinent documentation with consents (as appropriate) to confer with others. Parents/Guardians are given Guide to Special Education for Parents/Guardians. The principal confers with the Family of Schools Consultant and other members of the SST as appropriate. Special education staff may visit those students who fall within the Low Incidence spectrum (i.e., Developmental Disability, Physical Disability). Where it is determined that a SEPRC meeting will proceed, a referral is completed by the home school and submitted to special education staff for scheduling. Home school Parent/Guardian Home school Parent/Guardian Home school Special education staff Principal Home school Up to 9 to 12 months before attendance in school for those students who are entering TDSB in JK/SK. Ongoing and throughout year for all other students Ongoing As soon as possible and ongoing As soon as possible Ongoing after registration occurs As soon as possible SEPRC meeting will be completed prior to school attendance. Special Education Coordinator May be completed prior to school attendance Where a Special Education intensive support program is recommended by the SEPRC and agreed to by the parents/guardians, a specific Special Education program, with location noted, is offered. Where an intensive support special education program is not recommended, the child may register in the home school by address where the school-based special education resources will be available to provide support if deemed appropriate by one of the school s support teams. Where an intensive support program is offered, parents/guardians are offered a visit to the program prior to signing final permission. If required, a transition planning case conference will occur to address the special needs and requirements that a student may have upon school entry. Parents/guardians and agency staff as appropriate may be involved. Special Education Coordinator Special Education Coordinator Home School Receiving School Special Education Staff Subsequent to Case SEPRC Subsequent to offer of placement Subsequent to determining school placement; will involve school administration, parents, special education staff, school staff and agency staff, as appropriate 24

26 Entry Plan for Students with Special Needs Person Responsible Timeline Transition planning strategies will be developed, as required. An entry process for September will be shared with families, including transportation arrangements. A written action plan may be completed and shared with all participants. Principal (or designate) May-June Follow up meeting(s) will be scheduled, as needed. Principal (or designate) May-June Where an intensive support special education program has been accepted by parents/guardians, an Identification, Placement and Review Committee (IPRC) will be convened after the student has been in the program for a period of approximately 3 to 6 months, with the exception of students in kindergarten who will have their IPRCs in the spring of their senior kindergarten year in preparation for the primary grades. Principal (or designate) 3 to 6 months after placement in the program for students in grades 1 and 2 Spring of senior kindergarten In addition to the above procedures the following also occurs for students who fall within the Low Incidence spectrum (i.e., students with developmental delays, physical limitations) Entry Plan for Students with Special Needs Person Responsible Timeline Presentations are made (prior to JK entry) to outside agencies regarding the entry process for students new to TDSB. TDSB will send a letter regarding pre-registration to selected preschool programs serving students with special needs. Letter will also be distributed through the Early Years Advisory Committee and the Child Care Committee. Principals will be informed. Preschool programs/agencies forward names of potential students to Special Education Low Incidence Coordinators. Special Education Low Incidence Coordinators will notify TDSB schools of pending pre-registrations. Special Education Low Incidence Coordinators maintain a list of preschool students and track them through the intake process. Please Note: Children who have attained the age of three years and who have a significant hearing loss, may qualify for a special education class placement in our Deaf and Hard of Hearing programs. Children who have an Autism Spectrum Disorder may receive additional transitional support (e.g. Connections for Students). Special Education Low Incidence Coordinators Special Education Low Incidence Staff Early Years Advisory Committee Child Care Committee Preschools/Agencies Special Education Low Incidence Coordinators Special Education Low Incidence Coordinators and Special Education staff Coordinator - Deaf and Hard of Hearing Central Coordinator Autism Services November January January Upon receipt of TDSB letter Upon receipt of information Ongoing Ongoing Ongoing Please contact your Family of Schools Special Education Consultant for further information. 25