Special Education Report & Next Steps for

Transcription

1 Special Education Report & Next Steps for P.O. Box 2558, Hamilton, Ontario L8N 3L1 Tel: Fax: All Students Achieving Their Full Potential!

2 HWDSB Special Education Report & Next Steps for A: Special Education Programs and Services Report on Special Education Programs and Services Additions/ Changes to Programs and Services for Model for Special Education 1 2. Identification, Placement, and Review Committee (IPRC) Process 4 3. Special Education Services Provided by the Board Individual Education Plans (IEP) Special Education Staff Specialized Equipment Transportation for Students with Special Education Needs Transition Planning 51 B: Provincial Information 1. Roles and Responsibilities Categories and Definitions of Exceptionalities Provincial and Demonstration Schools in Ontario 64 C: Other Related Information Required for Community 1. The Board s Consultation Process The Special Education Advisory Committee (SEAC) Early Identification Procedures and Intervention Strategies Educational and Other Assessments Coordination of Services with Other Ministries or Agencies Specialized Health Support Services in School Settings Staff Development Accessibility (AODA) Parent Guide to Special Education 102 Appendix A: Copy of Parent Guide: English Version 103 Appendix B: Copy of HWDSB Alternate Report Card 135 Page No.

3 D: Additional Information: 1. Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals (PPM 149) posted on school board website. 2. Special education is included in our ongoing self-improvement with respect to the Board Improvement Plan for Student Document: Format: Please indicate the URL of the document on your website (if applicable) Special Education Report / Plan Parent Guide to Special Education Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals (PPM 149). Board Website Electronic file Paper copy Board Website Electronic file Paper copy Board Website Electronic file ialed/report/ ialed/ policies/documents/partnership- Directive.pdf Name of the Director of Education: Dr. John Malloy Signature of the Director of Education June 2013 Date

4 Section A1: Model for Special Education Supports and Services The Board provides a spectrum of special education supports and services for students. This spectrum includes both in-school as well as itinerant support, short-term intervention services, and placements in regular class, special class and at Glenwood Special Day School. The Board endeavours to meet the needs of all students accessing Special Education/Student Services supports in the most enabling environment, in accordance with parental preference. The Board s practice, consistent with the Ministry direction is that, wherever possible, special learning needs are addressed within the home school. Continuous evaluation and assessment is an integral part of educational programming for all students. Monitoring progress, reviewing program interventions, and making changes in instructional practices that result in increased student achievement are the hallmarks of Special Education/Student Services. Many professionals, including classroom teachers, early childhood educators, itinerant teachers, special education teachers, educational assistants, school administrators, special education consultants, speech-language pathologists, kinesiologist, psychoeducational consultants, social workers, and system special education teams provide services to assist schools to meet the needs of all students, and in particular those with special education needs. In addition, the Board works collaboratively with many community partners in the provision of services for students. Strategic Directions Hamilton-Wentworth District School Board has established the following Strategic Directions: Vision All Students Achieving Their Full Potential Mission Providing relevant, responsive education so that each student becomes a lifelong learner and contributing citizen in a diverse world. Values Respect, Creativity, Excellence, Citizenship Achievement Matters HWDSB will prepare all elementary students to be ready for success at the secondary school level. HWDSB will provide all secondary students to be ready for success in their chosen pathway; apprenticeship, college, community, university or workplace. HWDSB will prepare all adult students to be ready for success in their chosen pathway; apprenticeship, college, community, university or workplace. Engagement Matters HWDSB will achieve high levels of student engagement in our schools. HWDSB will achieve high levels of parent engagement in our school communities. HWDSB will maintain and strengthen collaborative relationships with employee groups. HWDSB will maintain and strengthen collaborative relationships with community partners. Equity Matters HWDSB will ensure equitable resource allocation to schools, staff and students. HWDSB will ensure that our diverse learners receive the appropriate programming and support to achieve their full potential. HWDSB will provide safe, inclusive and respectful learning environments for all staff and students. 1

5 Special Education/Student Services Shared Beliefs The Special Education/Student Services Department hold the following shared beliefs: All students can succeed. All classes can and should offer differentiated and engaging forms of instruction. The majority of students with special education needs can and should have their needs met in a regular class environment in their home school. Successful instructional practices are founded on evidence-based research, tempered by experience. Each student has his or her own unique patterns of learning and as such assessment and instruction should be tailored to the student s particular learning and motivational needs. Success for all students occurs when teachers know their students, know where their students are and where they need to go in their learning, and know how to get them there. Successful plans, programs, and/or services for many students with special needs require a shared responsibility between schools, families, and community agencies/partners. Special Education/Student Services supports are focused on closing achievement gaps, raising the achievement bar, and nurturing the wellbeing of students. Inclusion and equity is provided through a spectrum of services (regular class, at-risk student intervention, self-contained setting with individualized and consultative integration). Special Education/Student Services supports are administered in a manner that respects the student s right to privacy, dignity, and cultural sensitivity. Special Education/Student Services supports are based on the principles of acceptance and inclusion of all students, such that students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honoured and all individuals are respected. Fairness is not sameness. Instructional Practices In HWDSB, instruction that can respond to a group of students and yet can also be tailored to the unique needs of students with particular needs is encouraged, based on the principles of three related instructional approaches: Universal Design using teaching strategies or materials that address the special needs of a specific student or students, but are also of benefit and appropriate for all students; Differentiated Instruction adapting instruction, materials, and assessment methods to suit the differing interests, learning styles and abilities of students; and The Tiered Approach to Prevention and Intervention employing a systematic approach to assessment, instruction, and appropriate interventions to respond to individual needs. The tiered approach facilitates the early identification of students experiencing difficulty which can lead to appropriate and timely interventions. It includes three distinct levels of interventions: Tier 1: whole class level instruction employing evidence-based instructional practices; Tier 2: targeted small group or individual intervention; and Tier 3: intensive intervention for individual or small groups. The tiered approach acknowledges the expertise of in-school personnel in addressing student needs, yet also includes the provision of support from system personnel and community partners. Although it appears sequential in nature, the progression through the tiers is fluid. Students can move about tiers as determined by assessed needs and individual responses to intervention. Each tier varies with respect to its focus, its assessment and evaluation methods, its level of response or intervention, and its avenues for supports. 2

6 Addition for : The following diagram illustrates the HWDSB Annual Operation Plan and Strategic Directions. The full Plan is available at 3

7 Section A2: Identification, Placement, and Review Committee (IPRC) Informal Approaches To Solving Problems Many informal processes can be put in place as soon as concerns/needs are identified. These can include a variety of different strategies based on information gathered regarding a child s specific needs, interests, and learning style. When parents/guardians identify that their child has special education needs or is experiencing difficulty learning, the first step is to talk with the classroom teacher. The teacher, in collaboration with the support services available at the school, will endeavour to help the student reach his/her full potential. For children who have needs that require additional support, a team is often formed to develop a plan. The School Resource Team can vary depending on the identified needs, but is made up of persons with various types of expertise. This team works collaboratively to determine the best program and teaching strategies for the student. The team may include: School staff (principal, vice-principal, learning resource teacher (the Special Education teacher assigned to your school), classroom teacher(s), educational assistant(s)); System staff (speech-language pathologist, psychoeducational consultant, special education consultant, social worker, special assignment teacher); Community partners (Community Care Access Centre (CCAC) manager, community agency representative). The team works with parents/guardians to support the student through collaboration, consultation, and the sharing of information in order to identify appropriate interventions and strategies. The active involvement of parents/guardians is encouraged as it enhances the effectiveness of the team. Parents/guardians provide insights and observations which may help in assessing a student s skills and identifying his or her interests. The team may decide to proceed to an Identification, Placement, and Review Committee (IPRC), to determine if the student meets criteria to be identified as exceptional. An exceptional pupil is defined as a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program. A special education program, in respect of an exceptional pupil, is defined as an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil. A special education program can be provided in a variety of settings, including a regular class or a self-contained special education class. Special education services are defined as facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. 4

8 The Identification, Placement, and Review Committee (IPRC) Regulation 181/98 of the Education Act requires all school boards to set up Identification, Placement and Review committees. The purpose of the committee is to determine if a student should be identified as an exceptional pupil and states the exceptionality and the appropriate special education placement that will best meet the student s needs. The Committee is composed of at least three people. One member will be either a supervisory officer or principal who acts as chairperson. Two or more members could include another principal, a vice-principal, a learning resource teacher (LRT), a classroom teacher, or a special education consultant. The Committee will decide: Whether or not the student should be identified as exceptional; Identify the areas of the student s exceptionality; and Decide an appropriate placement for the student. After the initial meeting, the identification and placement are reviewed by an IPRC at least once per school year. IPRC Process The IPRC process, as per Regulation 181/98, is as follows: 1. Informing Parents of the IPRC Process No later than 30 days prior to the date of IPRC meeting, the student s home school is notified of the date, time and location of the meeting. At least 10 days in advance of the meeting, through the school, the parents/guardians of the student will receive written notification of the meeting. If the notification of meeting is sent by mail, it must be mailed at least 17 days prior to the meeting date. If the parents/guardians are not able to attend a scheduled meeting, they should contact the school principal to discuss the possibility of an alternate date or time. In addition to the notification of an initial IPRC meeting, the parents/guardians of the student are to receive the HWDSB parents guide (Working Together: A Guide to Special Education and Student Services) in the appropriate format. The handbook is available on the HWDSB website ( ) in several languages. 2. Parent /Guardian Involvement The school will provide the parents/guardians with a copy of any information that will considered by the IPRC. The parents/guardians will be invited to attend and participate in all committee discussions and decisions, and have the right to request the attendance of others at the IPRC meeting. 5

9 3. Gathering Information Upon making the decision to proceed to an IPRC meeting, the school begins gathering information for the IPRC to consider in making its decision. Information gathered may include: The student s educational background; The Individual Education Plan (if one has been previously developed); Any previous system meeting or IPRC documentation; Parent information form; Medical or outside agency reports, as appropriate; Standardized test/reports; Curriculum-based assessment, diagnostic tests and checklists; Report cards; Work samples; and Statement of strengths and needs. 4. Identification The IPRC will issue a written Statement of Decision which will state: Whether the committee has determined that the student should be identified as exceptional; and The specific exceptionality/exceptionalities as per Ministry definitions and Board-approved criteria. 5. Statement of Strengths and Needs The Statement of Strengths and Needs should: Include individualized statements addressing academic, social/emotional and/or physical needs; Be completed in draft form by the referring school with parent/guardian and/or student input; Be included in draft form in the IPRC referral package; Be reviewed in its draft form at the IPRC meeting; and Be revised at the IPRC meeting, if necessary. 6. Recommending Placement The IPRC shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with appropriate special education services, will meet the student s needs and is consistent with the parent s/guardian s preferences. If, after considering all of the information, the IPRC is satisfied that placement in a regular class would meet the student s needs and is consistent with the parent s/guardian s preferences, the IPRC will decide in favour of placement in a regular class (Reg. 181/98 s.17). If, after considering all of the information, the IPRC is satisfied that placement in a special education class would meet the student s needs and is consistent with the parent s/guardian s preferences, the IPRC will decide in favour of this placement The decision of the committee, and the reasons(s) for the decision, will be written on the Statement of Decision form, issued by the committee. 6

10 7. Annual Review Meetings A Review IPRC meeting is to be held at least once in each school year unless the parent/guardian of the student gives a written notice dispensing with the annual review to the principal of the school at which the special education program is being provided. A Review IPRC considers the same information as an Initial IPRC. The committee will review: The progress the student has made in relation to the Individual Education Plan (IEP), with written permission of a parent; The placement and identification and decide whether they should be continued or whether changes should be made. 8. Requests for Reviews A review IPRC meeting may occur if a parent requests, in writing, for a review or if the principal of the school gives written notice to the parents regarding a review. Such requests may be made at any time after a placement has been in effect for three months, but may not be made more often than once in every three month period. (Reg. 181/98 s.21(2)). 9. Communicating the IPRC Decision As soon as possible after the IPRC meeting, the chair shall send a copy of the Statement of Decision to: The parent/guardian; The student, if he/she is 16 years of age or older; and The principal of the school that made the referral, for inclusion in the student s Ontario Student Record (OSR). 10. A Guide to Special Education and Student Services The parents guide, Working Together: A Guide to Special Education and Student Services), is a document that schools provide to parents/guardians before an IPRC meeting, or at any time, in order to provide parents/guardians with information regarding HWDSB services, and information about the Identification, Placement, and Review Committee (IPRC) process. The document is available on-line ( -> Program -> Special Education/Student Services) in several languages. 11. Process for Resolving Disputes Throughout the entire IPRC process, schools work with parents/guardians to resolve any disputes. The principal is responsible to ensure that parents/guardians understand their rights, that they have a copy of the parents guide Working Together: A Guide to Special Education and Student Services), and that any concerns are addressed in an atmosphere of cooperation and respect. A special education consultant, the Principal of Special Education, the school s Supervisory Officer and the Superintendent with responsibility for Special Education are available to assist both schools and parents/guardians with the process for resolving disputes. The Ministry document, Shared Solutions, may also help all parties to resolve issues that arise. ( ) 7

11 12. Pre-Appeal Process If the parents/guardians agree with the IPRC s determination, they will be asked to indicate, by signing their name(s) that they are in agreement. If the parents/guardians do not agree with the decision, they have 15 days following receipt of the decision to give written notification to the Secretary of the Board. The following steps will be offered to parents/guardians in the event that they wish to consider an appeal of the IPRC decision regarding exceptionality and/or placement: The Chair of the IPRC will offer to re-convene the members of the committee so that the parents/guardians can share their concerns. If this meeting is requested, it will occur prior to the dates for the formal appeal process as outlined in Regulation 181/98. If the parents/guardians are satisfied with the results of this meeting, the process leading to an appeal will end at this point. If parents/guardians are not satisfied with the results of the meeting, or do not wish to have this meeting, the Board will offer the parents/guardians an opportunity to discuss their concerns with an impartial mediator who has no previous knowledge of the case and who has a background in special education. The Chair of the IPRC will coordinate this meeting. The Board will pay the expenses of the mediator. If the parents/guardians wish to have this meeting, it will occur prior to the dates for the formal appeal process as outlined in Regulation 181/98. If parents/guardians are satisfied with the results of the meeting with the mediator, this mediation process is complete. If parents/guardians are not satisfied with the results of the meeting with the mediator, or do not wish to have this meeting, the appeal process as described in Regulation 181/98 will begin. 13. Appeal Process Regulation 181/98 If the parent/guardian does not agree with the IPRC decision, a written notice of appeal may be filed with the Secretary of the Board within 30 days of the original decision or within 15 days of receiving the decision of a review meeting. This notice of appeal must indicate the decision with which the parent/guardian disagrees and must include a statement explaining why they disagree. The appeal process involves the following steps: The Board will arrange for a special education appeal board to be established to hear the appeal. The appeal board will be composed of three people: one member selected by the Board; one member selected by the parents/guardians of the student; and a chair, who is selected jointly by the first two members. If those two members cannot agree, the appropriate district manager of the Ministry will select a chair. The first two selections shall be made within 15 days of the Board receiving notice of appeal. The Chair shall be selected within 15 days of the first two members being chosen. Members of the appeal board may not have any prior knowledge of the matter under appeal. The Chair of the appeal board will arrange for a meeting, which will be conducted in an informal manner, to take place at a convenient time and place within 30 days of his/her selection unless written consent is received from both the parents/guardians and the Board agreeing to a later date. 8

12 The Chair may invite to the meeting anyone who can contribute information with respect to the matters under appeal. The appeal board shall make its recommendation(s) in writing within 3 days of completing the meeting, stating whether it agrees or disagrees with the original IPRC decision, make recommendations about the pupil s identification and/or placement and give reasons for its decision and recommendations. The board shall provide written notice within 30 days indicating what action it will take after considering the appeal board s decision and recommendations. Parents/guardians may accept the appeal board s decision, or, if they do not accept the appeal board s decision, they may file a written request for a Special Education Tribunal. IPRC Roles and Responsibilities 1. Before the IPRC Meeting Participant IPRC Chair IPRC Committee members Special Education / Student Services Personnel Home School Personnel Parents /Guardians Role / Responsibility Review IPRC referral package for completeness. Ensure that committee members have received or had access to relevant documentation. Be familiar with referral package information and other relevant documentation. Review and understand IPRC procedures and requirements as well as pertinent legislation (Regulation 181/98). Review internal and external assessment reports that address student s needs and/or that provide diagnoses. Assist schools with the preparation of required documentation for IPRC referral package. Consult with school in regard to student s profile, as it pertains to specific identification criteria. Determine responsibilities of school personnel (principal, vice-principal, LRT, classroom teacher, etc.) Discuss and problem-solve issues for student with input from parents/guardians, Special Education/Student Services personnel, school staff, and involved outside agencies. Allow sufficient time to implement and review recommendations and/or interventions. Collaboratively discuss appropriateness of IPRC referral with all stakeholders, including review of pertinent assessments. Dialogue with parents/guardians and student regarding rationale, process and possible outcomes of IPRC referral and meeting, including discussion of parent/guardian rights. Ensure that parents/guardians receive and understand the parents guide Working Together: A Guide to Special Education and Student Services, as well as their copy of IPRC referral package. Prepare and submit IPRC referral package in accordance with established timelines and Board procedures. Invite parents/guardians (and student 16 years of age or older) to the meeting, within required timelines. Invite support staff and any other personnel required for IPRC presentation. Provide information and required documentation to the home school. Review the IPRC information in the parents guide, Working Together: A Guide to Special Education and Student Services prior to the meeting and direct any questions to the home school. 9

13 2. During the IPRC Meeting Participant Role / Responsibility IPRC Chair Set welcoming and invitational tone for entire IPRC. Clarify understanding of IPRC meeting. Set and enforce timelines/order for presentation. Invite other committee members to ask questions of school, parents/guardians and support staff. Review Identification Criteria and special class Admission/Demission Criteria, as appropriate. Facilitate a decision making process among committee members that occurs in the presence of all attendees. Seek consensus; if consensus not attained, then majority rules. Ensure that appropriate paperwork is completed and understood by parents/guardians. Ensure that requirements of Regulation 181/98 have been followed. IPRC Committee Assist in facilitation of IPRC process at direction of Chair. members Ask questions of any attendee in order to clarify information presented and/or further ascertain student s strengths and needs. Suggest recommendations re: student s strengths and needs. Participate in decision-making process. Special Education / Student Services Personnel Home School Personnel Parents/Guardians Assist in completion of IPRC paperwork at direction of Chair. Provide the committee with information related to test results, student s strengths and needs, programming recommendations, and relevant diagnoses as documented in assessment reports. Respond to questions from committee members and other participants. Participate in discussion regarding student s strengths, needs and programming strategies. Assist in finalization of Statement of Strengths and Needs. Make brief, timed presentation to IPRC committee to highlight pertinent information to support identification and/or placement criteria and discuss student s strengths and needs. Presentation should also provide overview of current program including discussion of current IEP. Address any questions from committee. Include parents/guardians and student as active participants during presentation. Provide input concerning the student s strengths, needs, and suggestions regarding programs. Make inquiries during the meeting and answer questions of the IPRC committee. Consent (or do not consent) to the identification and placement determinations. 10

14 3. After the IPRC Meeting Participant Role / Responsibility IPRC Chair Collect extra copies of IPRC documentation and ensure that they are shredded. Follow-up with Special Education Services regarding placement, if placement decision is special class. Inform home school principal of type and location of class, or of student s status on Awaiting Placement list, as appropriate. Facilitate appeal process if initiated by parents. Home School Personnel Parents/ Guardians Follow-up on required IPRC documentation, ensuring that originals are maintained within student s OSR, and copies sent to parents/guardians. Implement program as per IPRC decisions and recommendations. Initiate transition process, if applicable, with receiving school, make transportation arrangements, if necessary, and participate in an intake meeting with receiving school to promote a successful transition. Initiate pre-appeal or appeal process as outlined in Regulation 181/98 if not in agreement with the IPRC decision. 11

15 Service Options Section A3: Special Education Services Provided by the Board The Hamilton-Wentworth District School Board offers a spectrum of supports and placement options for students with special education needs. These options include regular class programs with support, itinerant teacher support, short-term intervention programs, special class programs, as well as a special day school. In consultation with stakeholders, including SEAC, special class programs are located strategically throughout the District. Where possible, a range of programs are placed within the same cluster of schools to provide clear pathways for students to remain with their classmates throughout their school career. Special classes are placed, where possible, in schools that offer maximum integration opportunities. The number and type of special programs and classes reflect system needs. The special learning needs of all students, wherever possible, can and should be addressed in regular class placement within the home school. Thus, before considering the option of placement in a special education class, the Board considers whether placement in a regular class, with appropriate special education services, will meet the student s needs. Consideration of special class placement generally occurs only after differentiated strategies and/or modified programs and/or short-term interventions have been implemented, documented and evaluated in the regular class setting but have not proven sufficient to meet the student's needs. Parents/guardians are always given the option, if that is their preference, to have the student s placement be in a regular class in the home school, regardless of the student s individual needs. Regular classroom interventions can include whole class or small group targeted instruction, accommodated programming, as well as differentiated and evidenced-based classroom instruction. Short-term targeted interventions may include differentiated instruction that is specific to an identified need, and involve individual or small group instruction that can occur in the home school or, for a specific period of time, in another board location. All program interventions, whether in the regular class or in a targeted group setting, should be documented and given reasonable time to demonstrate their effectiveness. Every special class placement recommendation is made to allow the student s needs to be met in the most enabling environment. Most exceptional students attend programs with their age appropriate peers, with a focus on integration opportunities that are in accordance with student s strengths and needs. Once an IPRC has recommended special class placement, and parents/guardians have consented, the Special Education Services Department informs the current school of the location of the program offered. Students are offered special class placements in accordance with their needs, and profiles, and as close to home as possible. Parents/guardians are given the opportunity to visit the potential receiving school. At any time, parents/guardians may withdraw their consent for special class placement. If the parent/guardian accepts the special class placement offer, then the principal of the sending school will initiate a transition plan that meets the needs of the student, and those of the sending and receiving schools. In rare instances, a student s name may be placed on an awaiting placement list if no appropriate special class has an available position. The student s specific program interventions are documented in an Individual Education Plan (IEP). 12

16 Special classes, with the exception of gifted classes, receive a base allocation of between 0.5 and 2.0 FTE Educational Assistants (EAs). Additional EAs may be allocated to special classes based on individual student needs. Students who transfer into the Hamilton-Wentworth District School Board from a special class placement in another board first register at their home school. The home school, with support from Special Education/Student Services staff, will review the student s profile to determine if identification and special class placement are necessary within HWDSB. Additional for : As much as possible, individual special classes will be defined by profiles in order to facilitate instruction that responds to the learning needs of the students placed in the various classes. While the category of exceptionality provides critical and helpful information to inform both placement and program, decisions regarding placing students in appropriate classes will be based more on the students needs rather than their exceptionalities. This is in alignment with the HWDSB Program Strategy. Program Strategy As part of the HWDSB Program Strategy, Special Education/ Student Services staff will work to support the directions inherent in the Strategy to develop/expand/support secondary students at tier 1, tier 2, and tier 3. The Program Strategy outlines the following: Tier 1: All of our schools will be places: That are large enough to offer a wide range of course and experiential learning opportunities Where students find engaging programs and can access what they need to graduate Where students feel safe, welcome and included within their school. There are a wide range of interventions to promote nurturing and diverse learning environments. There are peer-to-peer support structures Where compensatory supports are provided where needed. Tier 2: All schools may offer Tier 2 targeted interventions to meet the needs of some students who require them. These will include programs that provide additional support to students who are struggling academically such as the following: Literacy intervention programs (E.g. Empower High School, Wilson Reading Program) Numeracy intervention programs In-school personalized timetables (including in-school alternative education, credit recovery, self-directed/self-paced) Specific CO-OP and/or experiential learning opportunities Some students experience socio-emotional/mental health difficulties, and will receive Tier 2 support from the in-school Student Services Team to meet their specific needs. These supports could, as individually appropriate, include peer-to-peer support or Student Success staff support. Supports could also include system Special Education/Student Services support and/or support from community partners. Tier 3: Tier 3 Targeted Interventions include non-credit special education programs for students who require intensive, continuous, and individualized support to such an extent that they require a high student to staff ratio in order to reach their potential. Transportation is provided. Such programs include: Graduated Support Programs 13

17 o Specific support to students is provided plus integration in the school and community as appropriate to the individual student s strengths o Although not earning credits, students in this program have the ability to have a level of independence in the community upon graduation Extensive Support Programs o Provides intensive, continuous, and individualized support in all areas o Collaboration with parents and community partners in order to provide appropriate programming and transition to community supports Blind and Low Vision Itinerant Support The Blind/Low Vision team is comprised of 3.5 itinerant teachers that currently support 12 legally blind students (in accordance with Policy/Memorandum 76C) in both the elementary and secondary panels. Some of their responsibilities include: providing direct Braille instruction and transcription; modifying curriculum; supporting assistive technology; transitioning students to Secondary and Post-Secondary education/careers; assisting with the IPRC process and working as a liaison with system personnel and outside agencies. Deaf and Hard of Hearing Itinerant Support Itinerant teachers of deaf/hard of hearing students collaborate with school and board personnel (i.e. FM technician, educational audiologist), parents/guardians, and community agencies on an ongoing basis to ensure that their students are provided with an optimal learning experience. Recognizing the potential academic and social implications of hearing loss, and the need for early identification and intervention, they work closely with regular classroom teachers to design, implement, and assess individualized programs for their students as required utilizing the family s preferred mode of communication (i.e. oral or sign language). To further support student learning, these specialized teachers interpret audiograms and reports from the audiologist and instruct school staff about the use and care of technological resources (i.e. amplification equipment, such as: hearing aids and cochlear implants and FM systems). Direct programming for students typically focuses on supporting and developing auditory, speech, language, and academic skills. Deaf and Hard of Hearing Program A Total Communication (TC) approach for supporting students who are deaf or hard of hearing in grades one to six, as identified through the IPRC process is offered at Queensdale Elementary School. The program allows accessibility to language through a variety of modes including but not limited to sign language, written and spoken English, finger spelling, speech reading, gestures, drawings, and the use of amplification and technology. Total Communication allows the individual student to use the mode of communication that is most appropriate and comfortable in a given situation. Parent input is valued in determining communication methods. The ultimate goal of the Queensdale Deaf and Hard of Hearing program is to prepare students to return or move to the most appropriate program for their needs by providing extra language intensive support across all subject areas either in a special class setting or within a regular class/integrated setting with support from an Educational Assistant if needed and/or a specialized Teacher of the Deaf. 14

18 Making it KLLIC! (Kindergarten Language and Literacy in the Classroom), Levelled Literacy Intervention (LLI), and Empower TM Reading The Making It KLLIC! Program was provided to all schools in as a universal approach to supporting the development of oral communication and early literacy. School Speech-Language Pathologists (SLPs) continue to support the program s implementation. In addition, the program was differentiated and responsive to individual needs, with some schools offering the program as a tier 2 (an intervention for some students), rather than a tier 1 (an intervention for all students) strategy, depending on the needs of the particular students in the class. Class Act Phonological Awareness kits were developed in order to serve small groups of primarily Kindergarten students at tier 2 who required more assistance to develop critical early literacy and meta-linguistic skills. This year, school SLPs supported the continued implementation of the kits, differentiating the activities appropriately to meet individual student needs. The Nelson Levelled Literacy Intervention (LLI) Program has been implemented system-wide for the past two years to provide a specific tier 2 intervention for Grade 1 students. The program has also been used with selected Grade 2 French Immersion students and selected English Language Learners (ELL). The program is implemented district-wide through the collaboration between Literacy Improvement Project Teachers (LIPTs) and Learning Resource Teachers (LRTs). Data on the effectiveness of the intervention continues to be collected by the staff implementing the program. Empower Reading is a reading intervention program that was researched and developed by the Sick Kids Hospital Learning Disabilities Research Program (Toronto, Ontario). This is a tier 2 reading intervention strategy to support reading fluency that may be utilized in the classroom to support students literacy skills. Research indicates that appropriate implementation of the program serves to reduce the number of students that may otherwise be formally identified as Learning Disabled at some point during their academic careers. Learning Resource Teachers with special education qualifications have been trained and have administered the Empower TM Reading program over the current school year in all of the elementary schools across the Hamilton-Wentworth District School Board. There have been several pilot programs in 5 locations at the secondary level utilizing the Empower High School program during the current school year, and further expansion to other secondary schools during the school year will be explored. Only Empower trained teachers can deliver Empower Reading, and there are 3 trainers at the system level to provide this training to HWDSB teachers. Parameters for implementation in elementary school include: One Learning Resource Teacher delivers this program to groups of 4-8 children in grade 2 for 110 hrs of instruction beginning in September and finishing in May or June of the same school year; The program is delivered on a daily basis in sessions of one hour; The delivery of the Empower Program is scheduled outside of formal literacy instruction that takes place in the classroom. Additions for : KLLIC, LLI, and Empower KLLIC, Leveled Literacy Intervention (LLI) and Empower will continue to be offered in all schools with primary divisions. It will be necessary to continue to monitor the progress of the students participating in the programs. 15

19 Empower Lead Teachers will work to develop teacher capacity and provide appropriate supports to insure all students in our HWDSB classrooms are receiving a strong comprehensive literacy programs. It will be necessary to build the capacity in LRTs, classroom teachers and parents to facilitate the transfer of skills among a variety of settings (including sharing Empower language). The Lead Teachers will continue to work creatively and collaboratively with schools to solve problems related to program implementation, stressing the importance of program fidelity and its direct relationship to student achievement. The Empower Lead Teachers will work collaboratively with school-based staff to determine the unique characteristics of those students with low entry DRA scores that make them highly successful Empower candidates. Instructional videos created by the Hospital for Sick Children, (soon to be available on the web) will be used with the Lead Teachers for training purposes and to facilitate fidelity in program delivery. Finally, the Lead Teachers will promote high expectations for all Empower students and encourage adherence to the program delivery protocols, collaboratively supporting teachers whose student(s) need intense scaffolding for longer periods of time and consequently a slower pace, and continue to communicate and monitor schools re: Lesson Completion Guidelines, providing support as needed. Further, HWDSB will work with researchers from the Hospital for Sick Children to begin to implement an Empower program at the intermediate level, as well as expand/consolidate the Empower High School program that has been introduced in several HWDSB high schools. An additional Empower Lead teacher will be added to the team to assist with this expansion and consolidation. The Speech and Language Program In addition to the KLICC! Program in Kindergarten, HWDSB offers the Speech and Language Program, to provide intensive support for Grade 1 students with moderate to profound language delays accompanied, in many cases, by a speech impairment. A speech and language assessment indicates moderate to profound expressive language and/or articulation delays with average receptive language skills and/or average cognitive skills. The student has no evidence of sensory neural deafness. Instruction is based on the grade one curriculum with a speech and language focus. An Individual Education Plan (IEP) is developed for each student. Maximum class size is twelve students. Classroom support is provided by a teacher with Special Education qualifications, a half time Educational Assistant, and part time Speech-Language Pathologist. The program focus for students may include the following: development and remediation of basic skills in listening, speaking, vocabulary knowledge and functional language for students whose language difficulties are not primarily the result of second language acquisition or acculturation; assistance in developing social skills related to weak communication skills; and development of pre-reading/phonemic awareness skills. Placement is for up to one school year. The following year the student returns to a regular class in his/her home school. Transition meetings are held at the end of the school year with the parents and home school. 16

20 Character Network Program The Character Network Program is a tiered approach to addressing social-emotional needs of elementary students, and is so named to reflect the inter-connectedness of the program with other board and community initiatives aimed at improving student success though improved student behaviour, and to emphasize the positive and proactive approach to addressing behavioural challenges. The main goal of the program is to enable the students to be able to fully participate in, and be available to, learning activities. The program involves three differentiated levels of support: Character Network: Pathways Program - Universal Program - Inclusion Intervention; Character Network: Centre Program - Selected Program - Withdrawal Intervention; Character Network: Class Program: Tier 3- Targeted Program Special Class Character Network: Class Program: Transitions Targeted Program Special Class Character Network: Class Program: Foundations Targeted Program Special Class Character Network relies on an inter-disciplinary approach to addressing social-emotional needs including connections to other supports and resources. Referrals to other system supports may be deemed appropriate, as a result of determining what is the underlying cause of a particular student s behaviour. Community supports for students and families are also be explored, where appropriate. Character Network prioritizes having students remain in their home school, with both the student and staff receiving useable strategies and interventions within the least restrictive environment. Character Network: Pathways staff work in the home schools with staff and students, focusing on a variety of strategies reflecting individual student needs which are implementable in the home classroom environment. The purposes of the program are to: Improve the outcomes for students with behavioural concerns by: - identifying and addressing their unique behavioural needs; and - providing appropriate support. Increase the capacity of staff and students through: - focused interaction between system and school staff; and - improved knowledge of specific behavioural strategies. Address mitigating factors by: - approaching behaviours in a more proactive manner. The Character Network Program strives to improve the educational outcomes for students with behavioural challenges through a focus on the attributes of the HWDSB Character Builds initiative, and the core principles of: Justice: Will your actions be considered right or fair? Caring Relationships: Will your actions enhance or maintain a healthy relationship? Well-being of Others: Will your actions help others? The Program aims to assist the students through the development of social skills and anger management techniques, and through understanding themselves as learners. The goal is to enable the students to be able to fully participate in, and be available to engage in learning activities. The Character Network Program involves three differentiated levels of support: Character Network: Pathways Program; Character Network: Centre Program; Character Network: Class Programs (Transitions; Tier 3; Foundations Program). Interventions for students generally progress from the least intrusive to more intensive supports. The three programs represent this increase in intensity; however they are not necessarily to be seen as in a hierarchical order, as they involve different types of support. Therefore, particular cases are always discussed with the school s Special Education Consultant. 17

21 Character Network involves connections to other supports and resources as well. Referrals to other system supports may be deemed appropriate, as a result of determining what the cause of a particular student s behaviour is. Community supports for students and families may also be accessed as necessary and available. Character Network: Pathways Program The focus of this universal Program is inclusive intervention for students with behavioural issues in Junior Kindergarten to grade eight. Insofar as behaviour is contextual, the purpose of Pathways is to help students within their classroom and the school community, for a period of time, through assistance with classroom management and the development of specific behaviour and safe intervention plans. Staffing: 6 Pathways Teams Each Team: 1 Pathways Teacher Program Support: 1 Pathways Educational Assistant Special Education Consultant with Character Network System Portfolio Consultative support from Psychology Services Consultative support from Social Work Services Responsibilities: Analyze and Plan - proactively work with school teams to plan IEPs/SIPs/Behaviour Plans - conduct FBA /ABA / other behavioural assessments and provide feedback to the school team - assist with the implementation of plans in classrooms Intervention - provide small group / classroom instruction on social skills in collaboration with school staff - assist with the implementation of class-wide behaviour reinforcement programs - assist with the establishment of full school social skills programs Program Referral - assist in providing referral to other Character Networks programs, in consultation with appropriate school and system staff, as appropriate. Character Network: Centre Program The Centre Program offers a higher level of intervention for a particular group of students, while enabling them to remain connected and registered with their home school. The Program involves students remaining on the home school register and attending a Centre site for a 6-week block of time. The purpose of the Centre Program is to build the capacity of the selected students to function at an increased independent level in their home school through the transference of behavioural skills learned in a more intensive setting. Students entering the Centre Program generally have had previous Character Network: Pathways involvement. Key concepts of the revised program include: Pro Social Skills program based on Skill Streaming in the Elementary School by Ellen McGinnis. Professional development for Centre and Pathways staff. (This included Non-Violent Crisis Intervention, Behaviour Management Systems and Restorative Justice training). Collaboration of support between Centre and Pathways staff. Social workers in-services on the Brief Child and Family Interview (BCFPI) process as well as on depression and anxiety. In-service on programming for students at risk. 18

22 Program redesign and intake process by a multidisciplinary team consisting of special education, social work, psychological and communication services staff. A dedicated social worker who focuses on parent engagement supports. Four classes set up for an intervention time of 10 weeks including a transition in and out period of two weeks each and six weeks in-class time. Staffing: 4 Centre Teams Each Team: 1 Centre Teacher 2 Centre Educational Assistants Program Support: Special Education Consultant with Character Network System Portfolio Social Worker with Behaviour System Portfolio Consultative support from Psychology and Communication Services Character Networks Pathways Teachers Responsibilities: Analyze and Plan - proactively work with school teams to plan IEPs/SIPs/Behaviour Plans - conduct FBA/ABA/other behavioural assessments and provide feedback to the school team Intervention - provide direct instruction to a selected group of students on anger management, social skills, self awareness, and other skills as required - assist in the transference of skills to the home school environment - develop individual behaviour programs Program Referral - assist in providing referral to other Character Networks programs, in consultation with appropriate school and system staff, as appropriate. Transitions During the intake transition period, the teachers and educational assistants get to know the student and build capacity of the home school support staff in preparation for their time at the Centre. In the two-week transition period following the Centre session, students are transitioned back into their home school classroom. Centre staff work with the students on the transfer of their skills to the home environment. Character Network: Tier 3 and Transition Class Programs The Character Network: Class Programs are self-contained class interventions. The majority of students assigned to the Character Network: Class Program have an externalizing behaviour disorder diagnosis, as well as having experienced significant problems of a psycho-social issue and/or other learning difficulties. Many have had significant attendance issues. Character Network: Classes offer a self-contained setting with a high staff-to-student ratio. Although selected students may have had previous Character Network involvement, entry to the Class program is not necessarily following those intervention programs. However, significant documentation, including various formal and informal types of assessments and the effectiveness of previous interventions, is required. Currently the students in the Tier 3 classes have a higher pupil/teacher ratio of 8:3. Students in the Transitions classes have a pupil/teacher ratio of 10:3 with the understanding that students will work towards integration into the regular class environment as the student is capable of doing so. 19

23 Staffing 8 Class Programs: 2 Primary/Junior Tier 3 Classes 3 Junior/Intermediate Transition Classes 3 Junior/Intermediate Tier 3 Classes Each Class Program: 1 Class Teacher Program Support: 2 Class Educational Assistants Additional Educational Assistants may be assigned, through Ministry Special Incidence Portion (SIP) Funding, based on the severity of the behaviours exhibited by students attending the program Responsibilities Analyze and Plan - proactively plan IEPs/Safe Intervention Plans (SIP)s/Behaviour Plans for the students in the program - conduct FBA/ABA/other behavioural assessments as necessary in order to program for the students according to the needs identified in their IEPs Intervention - plan and deliver the pro social skills based program through a professional learning community team approach in consultation with the special education consultant with a behaviour specialty. - involve and work with the community support agencies to assist in anger management and social skill development - support social worker in parent engagement - assist in the transference of skills to other parts of the school environment - develop individual behaviour program - collaborate and work closely with school staff, system staff, and the students families on specific aspects of the program Character Network: Foundations Class The Foundations Class is a self-contained class focusing on assessment and intervention. In collaboration with parents, community agencies and HWDSB supports, the program provides accepted students with elements of the following, depending on assessed need: multidisciplinary and comprehensive assessments; individualized programming to address social-emotional learning needs and schoolreadiness skills and, transitional planning (including a recommendation for the most appropriate placement options, which may include a return, with support to their current placement). The CN Foundations Program Team, in cooperation with the CN Pathways and the Mental Health Strategy Team provide the receiving school staff with the following: a comprehensive student profile, behavioural support plan and individualized Social- Emotional Learning (SEL) resources; transitional support; capacity-building to address student need and staff mental health literacy; and connections and continuity with HWDSB and Community resources. Through this intensive, short-term program (17 weeks), the CN Foundations Program makes a recommendation for the most appropriate placement for the student. Students admitted to CN Foundations: have significant social emotional needs that impair daily functioning and prevent school attendance; may have had significant school and community interventions with limited success; 20

24 are currently registered in a K-8 school within the HWDSB; may enter the HWDSB from various pathways (including but not limited to: Section 23, other school boards, CPRI, special classes). Staffing: Each Class Program: 1 Class Teacher 2 Class Educational Assistants Number of students: 3 students in the a.m. program and 3 students in the p.m. program Referral Process for Character Network Classes and Centres: Inclusive in the intake section of the program are processes for referral, information gathering, observation, deciding on strategies to be used, planning with the stakeholders and implementation of the plan..a candidate for Character Network Classes and Centres is selected for admission through an inter-disciplinary committee which meets three times a year. Students do not need to be identified as exceptional to access the Character Networks Programs. Review and follow-up processes for each student are also done with parents and school staff. Additional for : The progress of students in Character Network Centres and Tier 3, Transition, and Foundation Classes will be reviewed three times per year to address next steps and future placement options. Some of the issues addressed at the review will include: The behavioural functioning of the student and the influence on the child s academic success or social adjustments in school; and How the student s social and/or academic needs can be successfully addressed in a regular school setting or through other school/system program interventions, using appropriate accommodations, modifications and/or compensatory strategies. Secondary Foundations Class The Foundations program is one of many programs offered within the Secondary System Alternative Education model. Foundations serves students who are in risk situations: who, due to their behaviour, have exhausted both Tier 1 and Tier 2 interventions, and students exiting Section classes and/or Corrections/Custody situations. The goal is to facilitate social /emotional growth and anti-criminalized thinking, in conjunction with assessing and developing literacy, numeracy, and educational pathways over a period of approximately 120 productive hours. Typically 8-10 students are enrolled at a time and program supports include a full time teacher, an educational assistant and a part time case worker from the John Howard Society. Upon completion of their hours students will be transitioned to an appropriate educational setting. Gifted Itinerant Support This year, HWDSB created a new position: an itinerant teacher for the Gifted. This teacher worked with classroom teachers throughout the year, assisting with the development of Individual Education Plans (IEPs) for students in the regular class and identified as gifted. The itinerant teacher provided in-service sessions for teachers of self-contained gifted classes, and in particular for a new teacher to the program, about the structure and development of the IEP and differentiated programming. Regular classroom teachers were supported through the gathering and sharing of resources, web pages and sites for teachers about gifted programming and higher order thinking skills. In addition, the itinerant teacher continued to build capacity with teachers and Learning Resource Teachers (LRTs) in understanding the complexities of the gifted learner. The Coffee House model was used for after-school sessions to support teachers in understanding the gifted learner and the twice exceptional learner. Through the Board s employee portal, the itinerant teacher facilitated networking opportunities for teachers and LRTS with teachers of gifted self-contained classrooms and the itinerant for questions, concerns and ideas for programming. In collaboration with Special Education and Psychological Services staff and school administrators, the 21

25 Itinerant assisted with the development of an acceleration process and participated as a member of the committee. The Itinerant teacher also assisted with the development of the Reach Ahead elearning Mathematics pilot. The Psychoeducational Consultant with the Gifted portfolio, along with the Itinerant Teacher of the Gifted, sit on the Inter Board Network for Gifted. Additional for : An additional itinerant teacher for the Gifted has been added. The Reach Ahead elearning Mathematics pilot will be expanded. Gifted Centre Program After a successful Gifted Centre Pilot Project in , HWDSB expanded the Gifted Centre model to include all Grade 5 students identified as gifted and enrolled in a regular class setting. Over 80 students participated in the four Gifted Centre groups offered at various locations. Project-based learning, as well as activities designed to help students learn more about their strengths and challenges, their learning style and how to self-advocate, have been utilized to encourage students to think beyond the curriculum, reach higher, and take academic risks. Students learned how to incorporate higher order thinking skills in all that they do. The theme for was The da Vinci Kids. Through an ongoing study of Leonardo da Vinci, students participated in activities including arts, mathematics, science, engineering, physics, drama, and literature. Additional for : HWDSB will be expanding the Gifted Centres, currently available in Grade 5, to include gifted students from grades 5 to 8. Gifted Class Program The gifted classes focus on developing higher order thinking skills with students. As a group, the teachers of these classes meet to share ideas, strategies and concerns. Many of the students in the classes have additional needs as well and so differentiated instruction is wide ranging. The use of technology plays a key role especially in the area of accommodations for many students. Extensions to the curriculum and "out of the box" lessons as well as individual and group projects assist students in learning more about themselves as gifted learners. Additional for : Gifted special class placement will now be available to students, considered to be at-risk even with the provision of more intensive programming in school and through the Centres, from grades 6 to 8. Some classes have been relocated in order to reduce the number of school changes for students in the program. Autism Spectrum Disorders (ASD) Team The ASD Team consists of 3 Itinerant Teachers, 2.5 SLPs and 2 system EAs, supported by a Manager and Admin Support. A dyad of SLP and Teacher support the schools within each cluster, with EAs provide short-term data collection, modelling of strategies and the production of the visual supports needed for programming and behavioral intervention. The team serves students with a diagnosis of ASD of any age across the spectrum through a referral from a student s school. For young children entering school for the first time and for urgent situations the team prioritizes their support to a school team. Over the past year Autism Services have more intentionally added new technology, social communication, self-regulation, and Assessment/IEP/ Alternate Report Card supports to their communication and behaviour framework. Structured teaching serves as the basis of programming for many students with ASD, although more and more students with HFA/AS 22

26 are being referred for social communication programming. Special projects for the team this year have included an ipad Project with ASD special classes, the Secondary Social Communication Program at Ancaster High School, and STACK (Social Thinking and Actions in the Classroom for Kids) a class-wide program for Grades 4 7 with a student with high-functioning Autism/Asperger Syndrome. Next year our concentration will expand to include an increased integration with our mental health framework, social communication for primary, junior and intermediate students with ASD and non-diagnostically specific group at secondary and a Supporting Your Student with ASD student-specific introduction for selected schools with staff receiving a student with ASD for the first time. STACK Program Social Thinking & Actions in the Classroom for Kids (STACK) is a series of class-wide social communication and self-regulation lessons offered by Autism Services. Teachers of Grades 4-7 are offered the option of STACK when the IEP of a student(s) with ASD or Asperger Syndrome include social communication and self-regulation goals. STACK is a set of 12 lessons conducted in collaboration with the classroom teacher. The teacher brings not only the class's priority needs and examples relevant to each lesson but supports the generalization of each set of skills introduced into daily learning between lessons and throughout the year. All children benefit from the STACK strategies and class parents are given an overview of the lessons. The parents of the identified student with ASD receive follow-up goals and strategies following each lesson (eg expected versus unexpected (social behaviours) to support at home and in the community. The STACK lesson framework is: Lesson 1: Expected and Unexpected Behaviour Lesson 2: Stop-Opt-Go Lesson 3: Size of the Problem Lesson 4: Triggers Lesson 5: The Zones Lesson 6: 5-Point Scale Lesson 7-9: SuperFlex Lesson Series Lesson 10: 4 Steps of Communication Lesson 11: The Social Detective & The Social Fake Lesson 12: Wrap Up and Culminating Activity: Yoga Autism Classes This year there are 16 Autism classes and a Secondary Social Communication Program in HWDSB, in Primary, Junior, Intermediate, and Secondary settings. Generally, each class has up to 6 students, supported by a Teacher and 2 Educational Assistants. These students have a diagnosis of ASD, require intensive supports and are not able to meet their potential in an inclusive setting. Each has significant communication challenges, intellectual disability, and/or ongoing self-regulation difficulties. Many have severe behaviour challenges as well. Generally students are considered for this placement from Grade 3 or onwards. Programming in these classes is highly individualized and structured for each student and generally ABA and other evidence-based strategies and a structured teaching approach are the basis of programming. Students can be placed in an Autism classes as needed during the school year although generally placements for a new school year are done in the spring though the collaboration of parents, Special Education Consultants, and ASD Team members. The Secondary Social Communication Program (SSCP) Beginning in , the Board opened a Secondary Social Communication Program, which is a cognitive behavioural approach to providing intensive support to students diagnosed with high- 23

27 functioning Autism or Asperger Syndrome. These students must be directly taught how to have successful interactions at home, at school and in their community, as they do not automatically assimilate the unwritten rules of social interaction. Although the students are able to earn secondary credits they are not able to reach their full potential without specialized support for their social thinking, executive function and self-regulation challenges. Program Description The Secondary Social Communication Program s focus is to teach and enhance the student s ability to understand the thoughts, feelings and motivations of other people. Social communication goals are collaboratively developed between school, student and parent. Skill areas to be addressed include understanding emotions of self and others, communication, relationship development, understanding of self as a learner, and self-advocacy. Transition supports to post-secondary and community opportunities are planned and facilitated. Program Structure A customized timetable is created for each student. Structured opportunities and instruction to increase social communication and understanding the perspective of others is provided for a minimum of one period each day. Thus, the timeline for earning a high school diploma may be extended. Explicit planning is provided to facilitate generalization of skills in all environments. The Secondary Social Communication Program teacher and classroom staff support students in their subject-specific classes as needed. For the school year, 9 students were supported by a teacher and Educational Assistant (EA). Students began and ended their school day in the program room, as well as often spending their lunch hours there. Subject teachers worked in partnership with the SSCP staff to support each student s learning of course material and social communication understanding. Additionally, students returned to the program room for one period a day to earn a learning strategy credit which targeted understanding their diagnosis and strengths and the thinking skills necessary to navigate the social world. Each student set weekly goals, specific to social communication, organization or behavior and reported on them daily with program staff. Parents are an essential part of their son or daughter s social learning and not only communicate closely with the teacher on goals and updates (with student permission) but also learn of general class initiatives through her blog. Additional for : This spring an equitable eligibility process was completed to admit 7 additional students for September An evaluation of student, parent and teacher perceptions of benefit and change will be completed by E-BEST (HWDSB Research Services) this summer. The Centre for Success Program A multi-disciplinary Special Education / Student Services team examined current research and best practices in other districts with regard to programming supports for elementary students with learning disabilities. From that research, the team developed a six-week intervention program for regular class grade five students who have basic literacy and numeracy skills, but who have experienced limited academic gains, and have become disengaged in their learning as a result of their learning challenges. The Centre for Success Program is a strength-based, strategy-focused intervention program, designed to enable students with diagnosed learning disabilities to be able to identify and explain their personal learning profiles, develop a thorough understanding of the use of their assistive technology in order to maximize opportunities for them to demonstrate their learning, and to be able to self-advocate for the implementation of specific strategies to support their learning. 24

28 All students accessing the program have IEPs in place and have received a psychoeducational assessment that provides a diagnosis of a learning disability. Students also have access to a laptop computer through a Special Equipment Amount (SEA) claim. In order for the skills learned in the program to be transferable to the home school setting upon the students return to the regular classroom, parents and home school staff form an integral part of the program. The students maintain daily contact with their home school teacher through , and parents and home school staff are provided with opportunities to visit the Centre for Success to observe the students progress. The program also incorporates a one week transition at the start of session, with special assignment teachers completing an initial observation in the home school environment, and a one week follow-up session in the home school at the conclusion of the Centre program. Students increase their knowledge of their personal assistive technology and develop an understanding of themselves as learners. In , HWDSB continued to operate 3 Centre for Success programs, supporting between 70 and 80 grade 5 and grade 6 students. As of June 2013, over 400 students have participated in the program since its inception in the school year. Learning Foundations Program The Learning Foundations Program assists in providing appropriate supports for students in our system that have learning needs that are difficult to determine. These students typically present as hard to serve students due to their complex needs. Students attend the Learning Foundations Class on a short term basis. Here they receive interdisciplinary supports, continuous progress monitoring and integrated assessments from Student Services and Special Education Staff. In collaboration with the Learning Foundation s teacher, appropriate programming goals and strategies will be determined that enable student success. The outcome is to identify the appropriate program and strategies that can be implemented and then be transferred to a classroom setting. Goals of the Learning Foundations Program Improve student achievement in literacy and numeracy through: the development of a comprehensive student profile the development of an Individual Education Plan Build teacher capacity through: an interdisciplinary approach that also includes the coordination of community resources the use of evidenced-based resources Obligations of the referring school and parent/guardian To be considered for entry into the program the home school will be required to have: evidence that the student has been resistant to tiered intervention strategies accessed system supports engaged in the student selection process Comprehensive: Classes The comprehensive classes in both the elementary and secondary panels are comprised of a maximum of 12 students and are staffed by 1 teacher with special education qualifications and a minimum of 0.5 Educational Assistant. The classes are asset-based and the students in each class share similar profiles. These profiles provide the detail that the teacher uses to create individualized and group instruction and upon which assessment will be based. Students in each panel have opportunities for integration into regular class programs based upon their interests and ability to do so. Students at the secondary level may also be receiving credits from integration. 25

29 Currently, there are 2 types of Comprehensive Classes at the elementary level: a) Comprehensive Communication Class - Students in this program meet the criteria for identification with a Language impairment or a Learning Disability with a severe language deficiency b) Comprehensive Intellectual Class - Students in this program meet the criteria for identification with a Mild Intellectual Delay Students in the Secondary Comprehensive Classes meet the criteria for identification with either a language Impairment, a learning Disability, or a Mild Intellectual Delay. For : Comprehensive Classes This year, we emphasized placement of students in special classes (for ) based on profile as opposed to exceptionality. Traditionally, we have had Elementary Comprehensive: Communication classes as well as Elementary Comprehensive: Intellectual classes. As we have been reducing special classes of this nature over the last few years, at least partially based on the implementation of more tier 1 and tier 2 interventions, we are beginning to place students by profile, based on the abilities and overall needs of the students instead of a particular exceptionality. For next year we will be calling all these classes Comprehensive Classes and no longer making a distinction between Communication and Intellectual. At Chedoke Elementary School for next year, we will be piloting a new model. Currently, we have two Intermediate Comprehensive Classes there. One will remain as a self-contained Comprehensive Class, with the students spending greater than 50% of their time in the class. The other will become a Comprehensive Program. In this second class, students will receive targeted literacy (Intermediate Empower as part of their balanced literacy program) and targeted math (Gap Closing and Leaps and Bounds, etc.) and then integrated for 50% of their day into regular intermediate classes. The Comprehensive Program teacher will offer Intermediate Empower or Math intervention for students in regular class when the Comprehensive Program students are integrated. This type of program is part of the elementary program strategy in order to align with the secondary program strategy. As such, we will be exploring the possibility of offering a secondary Comprehensive Program at Sir John A. MacDonald S.S. for semester 2. AACT Team The Augmentative Alternative Communication Team (AACT) was developed in order to meet the needs of students requiring some form of visually mediated, augmentative and/or alternative communication to support their learning. The AACT is an interdisciplinary team consisting of two teachers, a speech language pathologist and communicative disorders assistant. This team supports students by introducing and supporting augmentative and alternative communication (AAC) which includes all forms and strategies of communication (which supplement oral speech) that are used to express thoughts, needs, wants, and ideas in order to understand or be understood. These include familiar forms such as proximity, eye-gaze and eye-contact, gestures, facial expressions, photographs, pictures, sign language, symbols, written text, voice output/speech generating devices, high tech/computer devices and etc... The goal of AAC is to support a student in understanding the school environment and expectations, as well as communicating within the school community. 26

30 Developmental Disability Classes Students with developmental disabilities can be programmed for in a number of different environments within the Hamilton-Wentworth District School Board, given the specific strengths and needs of the student. These include: Graduated Support, Extensive Support and Glenwood Special Day School. The Graduated Support Program is a self-contained secondary class program for students who are not working towards a secondary diploma. However, students in the program are capable of a certain level of independence in the community, either as a future employee or as a volunteer. Although it is a self-contained program, students can be integrated into other classes as is individually appropriate for the particular student. The program is a 2 class program. The Junior Class, for students who are age appropriate for grades 9 through 12, focuses on solidifying functional, employability skills. Students receive instruction in functional communication, academics, self-care, life and social interaction skills. The Senior program, for students ages 18 to 21, focuses on community connections and involvement, and includes experiential work opportunities and other skill development (ex., bus training). Work-related skills and independence within the community are the primary goal for the older students. Extensive support programs for secondary students are available in each of the three clusters. These classes are housed within regular composite secondary schools and best meet the needs of students requiring increased levels of academic and socialization support. Students in Extensive support programs frequently have additional needs in additional to developmental disabilities, such as physical disabilities, autism, or medical needs. For parents requesting a special day school, the needs of children with developmental disabilities can be met at Glenwood. The vast majority of students at Glenwood have multiple disabilities. Although the school is located within the west cluster, students from the entire Hamilton- Wentworth District School can be transported to this site. This environment includes both elementary and secondary aged students, most of whom require alternative programming and whose profiles may include medical and behavioural needs which are best suited to the utilization of ABA practices. For : An additional Special Class is being added in the west cluster and will be housed at the Parkside site of the Dundas Secondary School, which is the current site of a Comprehensive class. Staff will explore the possibility of the 2 classes at this site becoming a third Graduated Support program. 27

31 Summary of HWDSB Special Classes / Programs Type of Special Class/Program Autism Class Social Communication Program Speech/Language Class Learning Foundations Class Centre for Success Program Comprehensive Program Comprehensive Class classes: Pr. / Jr. 4 classes: Jr. / Int. 4 classes: Secondary 5 programs Gr. 1 2 programs Gr. 5 & 6 1 class: Pr. / Jr. 9 classes: Jr. 22 classes: Int. 9 classes: Secondary 5 classes: Pr. / Jr. 5 classes: Jr. / Int. 5 classes: Secondary 1 Program Secondary 4 programs Gr. 1 5 classes: Pr. / Jr. 5 classes: Jr. / Int. 5 classes: Secondary 1 Program expanded Secondary 4 programs Gr. 1 1 class: Pr. / Jr. 1 class: Pr. / Jr. 3 programs Gr. 5 & 6 8 classes: Jr. 20 classes: Int. 9 classes: Secondary 3 programs Gr. 5 & 6 1 Program Intermediate 7 classes: Jr. 16 classes: Int. 8 classes: Secondary Gifted Centre Program 1 program: Gr. 5 4 programs: Gr. 5 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 Gifted Class 6 classes: Jr. / Int. 6 classes: Jr. / Int. 6 classes: Jr. / Int. Deaf/Hard of Hearing Program Character Network: Centre Program Character Network: Transitions Class Character Network: Tier 3 Class Character Network: Foundations Class Graduated Support Program Developmental Class 1 program: Pr. / Jr. 1 program: Pr. / Jr. 1 program: Pr. / Jr. 3 programs: Pr. / Jr. 3 programs: Pr. / Jr. 3 programs: Pr. / Jr. 2 classes: Jr. / Int. 3 classes: Jr. / Int. 3 classes: Jr. / Int. 1 class: Pr. / Jr. 2 classes: Jr. / Int. 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. 3 classes: Jr. / Int. 3 classes: Jr. / Int. 1 class: Jr. / Int. 1 class: Jr. / Int. 1 program: Secondary 2 programs: Secondary 3 programs: Secondary 3 classes: Pr./Jr. 4 classes: Int. 7 classes: Secondary 2 classes: Pr./Jr. 3 classes: Int. 6 classes: Secondary 2 classes: Pr./Jr. 3 classes: Int. 6 classes: Secondary Multiple Class 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. 2 classes: Pr. / Jr. Glenwood Special Day School 9 classes: 4 developmental 5 multiple 9 classes: 3 developmental 5 multiple 1 autism 9 classes: 3 developmental 5 multiple 1 autism 28

32 Summary of HWDSB Special Classes / Program Locations Type of Special Class/Program Autism Class classes: Pr. / Jr. Billy Green Dr. Davey Queen Victoria Westwood 5 classes: Pr. / Jr. Bellmoore Dr. Davey Mount Albion Queen Victoria Westwood 5 classes: Pr. / Jr. Bellmoore Dr. Davey Mount Albion Queen Victoria Westwood 4 classes: Jr. / Int. Billy Green Dr. Davey Queen Victoria Westview 5 classes: Jr. / Int. Ancaster Senior Dr. Davey Mount Albion Queen Victoria Westview 5 classes: Jr. / Int. Ancaster Senior Dr. Davey Mount Albion Queen Victoria Westview Social Communication Program Speech/Language Class Learning Foundations Class Centre for Success Program Comprehensive Program Comprehensive Class 4 classes: Secondary Glendale (2 classes) Hill Park MacNab 5 programs: Gr. 1 Cathy Wever Franklin Road Green Acres Queen Victoria Prince Philip 2 programs: Gr. 5 & 6 Elizabeth Bagshaw Linden Park 1 class: Pr. / Jr. Linden Park 5 classes: Secondary Glendale (2 classes) Hill Park MacNab (2 classes) 1 Program: Secondary Ancaster High 4 programs: Gr. 1 Franklin Road Green Acres Queen Victoria Prince Philip 1 class: Pr. / Jr. Linden Park 3 programs: Gr. 5 & 6 Elizabeth Bagshaw Guy Brown Linden Park 5 classes: Secondary Glendale (2 classes) Hill Park MacNab (2 classes) 1 Program: Secondary Ancaster High 4 programs: Gr. 1 Franklin Road Green Acres Queen Victoria Prince Philip 1 class: Pr. / Jr. Linden Park 3 programs: Gr. 5 & 6 Elizabeth Bagshaw Guy Brown Linden Park 1 Program: Int. Chedoke 9 classes: Jr. Bennetto Billy Green Earl Kitchener Hillcrest Holbrook Linden Park Queen Mary Riddell Yorkview 8 classes: Jr. Bennetto Billy Green Earl Kitchener Hillcrest Holbrook Linden Park Queen Mary Riddell 7 classes: Jr. Bennetto Billy Green Buchanan Park Earl Kitchener Hillcrest Holbrook Linden Park 29

33 Type of Special Class/Program Comprehensive (cont.) 22 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke (2 classes) Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest (2 classes) Memorial (city) Mount Albion Prince of Wales Queen Mary R.A. Riddell Ryerson (2 classes) Sir W. Osler Spencer Valley W.H. Ballard 20 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke (2 classes) Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest Memorial (city) Prince of Wales Queen Mary R.A. Riddell Ryerson Sir W. Osler Spencer Valley Templemead W.H. Ballard 16 classes: Int. Adelaide Hoodless Billy Green Cathy Wever Chedoke Dalewood Elizabeth Bagshaw Gatestone G.L. Armstrong Green Acres Hillcrest Memorial (city) Ryerson Sir W. Osler Spencer Valley Templemead W.H. Ballard 9 classes: Secondary Barton Delta (2 classes) Hill Park Orchard Park Parkside Parkview Sir A. MacNab Sir W. Churchill 9 classes: Secondary Barton Delta (2 classes) Hill Park Orchard Park Parkside Parkview Sir A. MacNab Sir W. Churchill 8 classes: Secondary Barton Delta (2 classes) Hill Park Orchard Park Parkview Sir A. MacNab Sir W. Churchill Gifted Centre Program 1 program: Gr. 5 Various locations Gifted Class Deaf/Hard of Hearing Program Character Network: Centre Program 6 classes: Jr. / Int. Dalewood (2 classes) Dundas Central Holbrook W.H. Ballard Westview 1 program: Pr. / Jr. Queensdale 3 programs: Pr. / Jr. Glen Brae Mountview Parkdale 4 programs: Gr. 5 Various locations 6 classes: Jr. / Int. Dalewood (2 classes) Dundas Central Holbrook W.H. Ballard Westview 1 program: Pr. / Jr. Queensdale 3 programs: Pr. / Jr. Glen Brae Mountview Parkdale 5 programs: Gr.5 4 programs: Gr. 6 4 programs: Gr. 7/8 Various locations 6 classes: Jr. / Int. Dalewood (2 classes) Holbrook W.H. Ballard(2 classes) Westview 1 program: Pr. / Jr. Queensdale 3 programs: Pr. / Jr. Glen Brae Mountview Parkdale 30

34 Type of Special Class/Program Character Network: Transitions Class Character Network: Tier 3 Class classes: Jr. / Int. Cardinal Heights Queen Victoria 1 class: Pr. / Jr. Lincoln Alexander 3 classes: Jr. / Int. Cardinal Heights Glen Brae Ryerson 2 classes: Pr. / Jr. Glen Echo Lincoln Alexander 3 classes: Jr. / Int. Cardinal Heights Glen Brae Ryerson 2 classes: Pr. / Jr. Glen Echo Lincoln Alexander Character Network: Foundations Class Graduated Support Program * Developmental Class 2 classes: Jr. / Int. Bennetto Sir W. Laurier 1 program: Secondary Westdale 3 classes: Pr. / Jr. Beverly Central Highview Woodward 3 classes: Jr. / Int. Bennetto Lisgar Sir W. Laurier 1 class: Jr. / Int. Lisgar 2 programs: Secondary Sherwood Westdale 2 classes: Pr. / Jr. Beverly Central Woodward 3 classes: Jr. / Int. Adelaide Hoodless Lisgar Sir W. Laurier 1 class: Jr. / Int. Lisgar 3 programs: Secondary Dundas School Sherwood Westdale 2 classes: Pr. / Jr. Beverly Central Woodward 4 classes: Int. Highview Hillcrest Mount Albion Spencer Valley 3 classes: Int. Hillcrest Mount Albion Spencer Valley 3 classes: Int. Hillcrest Mount Albion Spencer Valley Multiple Class Glenwood Special Day School 7 classes: Secondary Ancaster High Orchard Park Sherwood (2 classes) Sir A. MacNab Sir W. Churchill 2 classes) 2 classes: Pr. / Jr. Huntington Park Queen Mary 9 classes: 4 developmental 5 multiple 6 classes: Secondary Ancaster High Orchard Park Sherwood Sir A. MacNab Sir W. Churchill 2 classes) 2 classes: Pr. / Jr. Huntington Park Queen Mary 9 classes: 3 developmental 5 multiple 1 autism 6 classes: Secondary Ancaster High Orchard Park Sherwood Sir A. MacNab Sir W. Churchill 2 classes) 2 classes: Pr. / Jr. Huntington Park Queen Mary 9 classes: 3 developmental 5 multiple 1 autism *Each Graduated Support Program has two classes. 31

35 HWDSB Special Class Locations NORTH CLUSTER Delta Comprehensive (2 classes) Parkview Comprehensive Memorial City Adelaide Hoodless Queen Mary Prince of Wales (JK-8) (JK-8) (JK-8) (JK-8) Int. Comprehensive Int. Comprehensive Pr./Jr. Multiple Jr./Int. Char. Networks A.M. Cunningham (JK-5) Sir John A. Macdonald Bennetto Cathy Wever Dr. Davey Hess Street Queen Victoria (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Jr. Comprehensive Int. Comprehensive Pr./Jr. Autism Pr./Jr. Autism Jr./Int. Autism Jr./Int. Autism Gr. 1 Speech/Language Glendale Autism (2 classes) System Alternative (2 classes) Sir Wilfrid Laurier Glen Brae Elizabeth Bagshaw Lake Avenue (JK-8) (JK-8) (JK-8) (JK-8) Jr./Int. C.N. Jr./Int. C.N. Transitions Int. Comprehensive Glen Echo (JK-5) Pr./Jr. C.N. Sir Isaac Brock (JK-5) 32

36 Sir Winston Churchill Comprehensive Developmental (2 classes) Hillcrest Viscount Montgomery W.H. Ballard (JK-8) (JK-8) (JK-8) Jr. Comprehensive Jr. Gifted Int. Comprehensive Int. Gifted Int. Developmental Int. Comprehensive Woodward Roxborough Park Rosedale Parkdale (JK-5) (JK-5) (JK-5) (JK-5) Pr./Jr. Develop. Orchard Park Comprehensive Developmental Collegiate Ave. Eastdale Green Acres Memorial S.C. Mountain View R.L. Hyslop Winona (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Int. Comprehensive Gr. 1 Speech/Language 33

37 SOUTH CLUSTER Barton Comprehensive System Alternative C.B. Stirling Lawfield Helen Detwiler (JK-8) (JK-8) (JK-8) Lincoln Alexander (JK-6) Pr./Jr. Char. Networks Richard Beasley (JK-5) Sherwood Developmental Graduated Support Program Highview Billy Green Huntington Park Lisgar Ray Lewis Templemead (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Jr. Comprehensive Pr./Jr. Multiple Jr./Int. C.N. Int. Comprehensive Int. Comprehensive C.N. Foundations Elem. Gateway Saltfleet Gatestone Janet Lee Mount Albion Tapleytown Bellmoore Michael Jean (FI) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (1-4) Int. Comprehensive Pr./Jr. Autism Pr./Jr. Autism Int. Autism Int. Developmental 34

38 Hill Park Autism Comprehensive Mountain Franklin Road Cardinal Heights G.L. Armstrong (JK-8) (6-8) (JK-8) Gr. 1 Speech/Language Jr./Int. C.N. Transitions Int. Comprehensive Pauline Johnson Linden Park Ridgemount Eastmount Park Queensdale (JK-5) (JK-6) (JK-6) (JK-6) (JK-6) Jr. Comprehensive Pr./Jr. Learning Foundations Deaf/Hard of Hearing Sir Allan MacNab Comprehensive Developmental Autism (2 classes) Chedoke Gordon Price Westview R.A. Riddell (JK-8) (JK-8) (6-8) (JK-8) Int. Comp. Program Int. Autism Int. Comprehensive Int. Gifted Mountview James MacDonald Holbrook Westwood Buchanan Park (JK-6) (JK-6) (JK-6) (JK-5) (JK-6) Jr. Comprehensive Pr./ Jr. Autism Jr. Comprehensive Jr. Gifted 35

39 WEST CLUSTER Ancaster High Developmental Social Communication Ancaster Senior Ancaster Meadow Mount Hope (7-8) (JK-8) (JK-8) Int. Autism Fessenden Rousseau C.H. Bray Queen s Rangers Bell-Stone (JK-6) (JK-6) (JK-6) (JK-6) (JK-6) Dundas School: Highland Dr. John Seaton (JK-8) Beverly Central (JK-5) Pr./Jr. Developmental Sir William Osler (JK-8) Int. Comprehensive Dundana (JK-5) Dundas School - Parkside Graduated Support Program System Alternative Program Spencer Valley (JK-8) Int. Comprehensive Int. Developmental Dundas Central (JK-8) Greensville Millgrove Yorkview (JK-5) (JK-5) (JK-5) 36

40 Waterdown A.A. Greenleaf Guy B. Brown Flamborough Centre Balaclava (JK-8) (JK-8) (JK-8) (JK-8) Mary Hopkins (JK-5) Westdale Graduated Support Program Norwood Park Dalewood Ryerson (K-8) (6-8) (JK-8) Int. Comp. Comm. Jr./Int. C.N. Transitions Jr./Int. Gifted Int. Comprehensive Jr./Int. Gifted Prince Philip G.R. Allan Central Earl Kitchener Strathcona (JK-5) (JK-5) (JK-5) (JK-5) (JK-5) Gr. 1 Speech/Language Jr. Comprehensive SYSTEM SUPPORT CLASSES Glenwood Special Day School Vincent Massey Site King William Site James Street Site Mohawk College Site Nu Deal Site 3 developmental classes; 5 multiple classes; 1 autism class Secondary Gateway; Supervised Alternative Learning (SAL); 2 Alternative Education Classes Secondary Gateway; Secondary Foundations Class; 4 Alternative Education Classes 3 Alternative Education Classes 4 Alternative Education Classes 1 Alternative Education Class 37

41 Special Education/Student Services Supports The Special Education/Student Services Department offers these additional support services: Support Service Elementary Secondary Learning Resource Teachers (school-based resource) X X Educational Assistants (school-based resource) X X Psychoeducational Consultants X X Speech-Language Pathologists X X Special Education Consultants X X Social Workers X X Character Network Pathways (behaviour support) Character Network Centres (short-term behaviour intervention) Centres for Success (short-term learning disability intervention) X X X Alternative /Augmentative Communication Team X X Autism Spectrum Disorders Team X X Assistive Technology Team X X Itinerant Teachers: Deaf / Hard of Hearing X X Itinerant Teachers: Visual Impairment X X Itinerant Teachers: Empower Reading Program X Itinerant Teachers: Gifted X X Kinesiologist X X Communicative Disorders Assistants X X 38

42 Section A4: The Individual Education Plan (IEP) In September 2000, the Ministry of Education released the policy document Individual Education Plans: Standards for Development, Program Planning, and Implementation. In 2004, an additional document entitled The Individual Education Plan (IEP): A Resource Guide was made available to schools. The purpose of these documents was to improve the consistency and quality of program planning for students who are receiving special education programs and services. The standards are also intended to help improve communication with parents about how their child will progress through the Ontario curriculum and about how that progress will be monitored. Individual Education Plans An IEP is a written plan describing the special education program and/or services required by a particular student. It is based on the student s strengths and needs as identified through appropriate assessment tools. The IEP identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations. If the IPRC identifies a student as an exceptional pupil, and if the parent/guardian agrees with the IPRC identification and placement decisions, then an IEP will be developed for the student within 30 school days of the student s placement in a special education program. An IEP can also be developed for a student in order for him/her to receive a special education program and/or related services, even if he/she has not been identified through the IPRC process. In this case, the school may determine an IEP is necessary in order to assess the student s achievement based on modified and/or alternative expectations, or the student requires accommodations for instruction and/or assessment purposes. Accommodations Accommodations are teaching strategies, supports, and/or services that provide students with access to the curriculum and enable them to demonstrate learning based on assessed areas of need. They may include human supports and/or individualized equipment. Accommodations do not alter the curriculum expectations for the grade. Modifications Modifications change the grade-level curriculum expectations for a subject or course to meet the learning needs of the student. These changes may involve developing expectations for the student that are taken from a different grade level and/or from decreasing the number and/or the complexity of the regular grade level expectations. The student may also require certain accommodations to help him/her achieve the learning expectations in subjects or courses with modified expectations 39

43 Alternative Expectations Alternative expectations are developed to help students acquire learning related to skill development in areas not represented in the Ontario curriculum. Examples of alternative expectations include social skills and personal care programs. Ministry IEP Audits Since 2000, the Ministry of Education has conducted periodic reviews of IEPs with respect to compliance with the standards and appropriate content. Samples of IEPs were reviewed with respect to ensuring that they had measurable goals, appropriate instructional strategies, and appropriate accommodated, modified and/or alternative expectations. In response to the audit findings, HWDSB staff have provided in-service and support sessions over the last few years to ensure that IEPs developed in our school system are the best they can be in order to address student needs for individualized programming. This year the Ministry requested an internal audit of a minimum of 10 IEPs to be reviewed utilizing a Ministry rubric. Results of the audit were reported to the Ministry in June IEP Engine In , HWDSB introduced SpedAssist to all schools as its new IEP format. SpedAssist is a web based solution facilitating collaboration in IEP development and review. Full implementation began in September For HWDSB will continue to provide in-service sessions on SpedAssist, as well as additional support as we connect to the Board s new Student Information System. 40

44 Hamilton-Wentworth District School Board IEP STANDARDS REVIEW TOOL IEP STANDARD Student Profile Essential profile information is provided: student s full name, OEN, current school year, grade, school, current Principal, date of birth, gender. IPRC Information Date of most recent IPRC annual review is included Date of waived annual review is included Reason For Developing an IEP Reason for IEP development is clearly stated and consistent with identified exceptionality, if applicable Relevant Assessment Data Date and Source of assessment data is noted Summary of Results support identified strengths and needs and the identification of exceptionality if applicable Strengths and Needs Strengths identified and supported by assessment data Needs identified and supported by assessment data Health Support Services Specialized health support services required to enable the child to attend school (e.g. tube feeding) Subjects or Courses to Which the IEP Applies All subjects or courses in which student requires accommodations and/or modified expectations and all alternative programs are listed and are identified appropriately SCHOOL: GRADE/PLACEMENT: STUDENT NAME: MET STANDARD N/A STANDARD IS NOT MET YES NO (Give reason or rationale for No) SECTION OF STANDARDS DOCUMENT Student Profile Page 21-IEP Resource Guide Page 21-IEP Resource Guide Reason for Developing an IEP Student Profile The Student s Strengths and Needs The Student s Strengths and Needs Review and Updating Student Profile The Special Education Program Page 27-IEP Resource Guide 41

45 IEP STANDARD Subjects, courses and alternative programs selected for IEP are appropriate to the student s strengths and needs Program Exemption/Substitution Information Program exemptions and/or substitution information is included and educational rationale is provided Diploma/Certificate Attainment (Secondary) Statement indicating student is working towards attainment of secondary school diploma (OSSD), school certificate or certificate of accomplishment is included Accommodations Accommodations are listed separately according to the following categories: Instructional - Assessment Environmental Unique to student Individualized Equipment is included (not confined to SEA equipment) Provincial Assessment Accommodations for provincial assessments are noted if it is an assessment year (Gr. 3, 6, 9, 10) Provincial assessment exemption information is identified MET STANDARD N/A STANDARD IS NOT MET YES NO (Give reason or rationale for No) SECTION OF STANDARDS DOCUMENT The Special Education Program Page 25-IEP Resource Guide Student Profile Report Card Standards Special Education Strategies, Accommodations, and Resources Page 28- IEP Resource Guide Individualized Equipment Provincial Assessment Educational rationale for exemption is included Modified Programs Current Level of Achievement-Elementary Letter grade/mark and curriculum grade level (usually previous June) for modified subjects is included Current Level of Achievement-Secondary Name of prerequisite course if applicable, letter grade/mark and curriculum grade level (usually previous semester) for prerequisite course is included The Special Education Program 42

46 IEP STANDARD Annual Program Goal Year long or semester outcome statement, observable, realistic and measurable for all subjects that are modified. Learning Expectations Developed by term/semester Reviewed every reporting period and updated as necessary (record on consultation page) Based on student s learning strengths and needs and incorporate relevant ABA methods where appropriate Specific, realistic, measurable outcomes upon which performance will be evaluated and which child can demonstrate independently and should emphasize transfer or generalization of skills Grade level is identified and is consistent with assessed strengths and needs. Differentiated Teaching Strategies Focused instructional strategies that are unique to student Relates to particular expectation Assessment Method Record assessment method used to assess achievement of each learning expectation Measurable Alternative Program Current Level of Achievement Progress relative to achievement of alternative expectations described in current level of achievement MET STANDARD N/A STANDARD IS NOT MET YES NO (Give reason or rationale for No) SECTION OF STANDARDS DOCUMENT The Special Education Program The Special Education Program Page 32, 39- IEP Resource Guide The Special Education Program PPM 140 page 4 The Special Education Program Page 32- IEP Resource Guide 2004 PPM 140 page 5 The Special Education Program Page 32-IEP Resource Guide Special Education Strategies, Accommodations, and Resources Assessment, Evaluation and Reporting Ministry Audit Report Card The Special Education Program 43

47 IEP STANDARD Annual Program Goal Annual program goal for alternative subjects is based on student s strengths and needs. Year long/semester outcome statement, observable, realistic, and measurable for all subjects/courses. Learning Expectations Developed by term/semester Reviewed every reporting period and updated as necessary (record on consultation page) Based on student s learning strengths and needs and incorporate relevant ABA methods where appropriate Specific, realistic, measurable outcomes upon which performance will be evaluated and which child can demonstrate independently and should emphasize transfer or generalization of skills Differentiated Teaching Strategies Focused instructional strategies that are unique to student Relates to particular expectation Assessment Method Record assessment method used to assess achievement of each learning expectation Measurable Human Resources Type of service; intensity/frequency and location is noted Evaluation Reporting dates noted MET STANDARD N/A STANDARD IS NOT MET YES NO (Give reason or rationale for No) SECTION OF STANDARDS DOCUMENT The Special Education Program The Special Education Program The Special Education Program Page 32, 39- IEP Resource Guide The Special Education Program PPM 140 page 4 The Special Education Program Page 32- IEP Resource Guide 2004 PPM 140 page 5 Special Education Strategies, Accommodations, and Resources Assessment, Evaluation and Reporting Special Education Strategies, Accommodations, and Resources Page 39-- IEP Resource Guide Assessment, Evaluation and Reporting 44

48 Transition Plan IEP STANDARD For student who are 14+ years unless solely identified as gifted Goals, actions required to meet the goals, names of individuals responsible for coordination and development of transition plan and timelines are included IEP Developed By Names and position of staff members involved with IEP development are included Parent/Guardian/Student Consultation Parents, and the student (if 16 or older) asked to indicate they were consulted, declined the opportunity to be consulted, received a copy of the IEP and invited to provide any comments Parents, and the student (if 16 or older) are consulted in the development of the student s IEP MET STANDARD N/A STANDARD IS NOT MET YES NO (Give reason or rationale for No) SECTION OF STANDARDS DOCUMENT The Transition Plan The Transition Plan Page 40- IEP Resource Guide Staff Involvement with the Development of the IEP Parent/Student Consultation Parent/Student Consultation Review and Updating 45

49 Section A5: Special Education Staff / Special Education Staff: Elementary Panel 12/13 13/14 Staff Qualifications Self-Contained Class Teachers Special Education Additional Qualifications Learning Resource Teachers Special Education Additional Qualifications Principal: Special Education Services Principals I-II Special Education Consultants Special Education Specialist Itinerant Teachers: Deaf/Hard of Hearing Special Education Additional Qualifications Itinerant Teachers : Blind/Low Vision Special Education Additional Qualifications Itinerant Teachers: Augmentative Commun Special Education Additional Qualifications Itinerant Teachers: Autism Spectrum Disorder Special Education Additional Qualifications Itinerant Teachers: Character Networks Special Education Additional Qualifications Itinerant Teachers: Centre for Success Special Education Additional Qualifications Itinerant Teacher: Assistive Technology Special Education Additional Qualifications Itinerant Teachers: Empower Trainers Special Education Additional Qualifications Itinerant Teachers: Gifted Special Education Additional Qualifications Educational Assistants: Special Education College Training Certificate Communication Disorders Assistants College Training Certificate Kinesiologist B.A.; Kinesiology Certification Manager: Psychological Services 0.5 O.5 Psychologist Psychoeducational Consultants Master of Psychology Manager: Autism Services Speech-Language Pathologist Manager: Communication Services Speech-Language Pathologist Speech-Language Pathologist Speech-Language Pathologist Manager: Social Work Services Master of Social Work Social Workers Master or Bachelor of Social Work Mental Health ASSIST Lead Master of Social Work Mental Health Strategy Implementation Lead Master of Psychology Special Education Staff: Secondary Panel 12/13 13/14 Staff Qualifications Self-Contained Class Teachers Special Education Additional Qualifications Learning Resource Teachers Special Education Additional Qualifications Principal: Special Education Principals I-II Special Education Consultants Special Education Specialist Itinerant Teacher: Deaf/Hard of Hearing Special Education Additional Qualifications Itinerant Teacher: Blind/Low Vision Special Education Additional Qualifications Itinerant Teachers: Augmentative Commun Special Education Additional Qualifications Itinerant Teachers: Autism Spectrum Disorder Special Education Additional Qualifications Itinerant Teacher: Assistive Technology Special Education Additional Qualifications Educational Assistants College Training Certificate Kinesiologist B.A.; Kinesiology Certification Manager: Psychological Services 0.5 O.5 Psychologist Psychoeducational Consultants Master of Psychology Manager: Autism Services Speech-Language Pathologist Manager: Communication Services Speech-Language Pathologist Speech-Language Pathologist Speech-Language Pathologist Manager: Social Work Services Master of Social Work Social Workers Master or Bachelor of Social Work Mental Health ASSIST Lead Master of Social Work Mental Health Strategy Implementation Lead Master of Psychology. 46

50 Section A6: Special Equipment HWDSB purchases specified equipment for students with special education needs in order for these students to be able to access the Ontario Curriculum and/or to attend school. As per Ministry direction, HWDSB is expected to make cost effective choices about acquiring appropriate equipment and will ensure that students (where appropriate), teachers and board staff who work with the student have received training in order to make the best use of the equipment. HWDSB Board responsibilities include ensuring that: equipment is functioning properly and that the equipment is meeting students needs; equipment is replaced as required when students outgrow equipment or when equipment wears out through use; upgrades and refurbishment are considered as an option before replacement; equipment is reused by/transferred to other students when no longer required by the student for whom it was purchased; efforts are made to share equipment among several students when appropriate and possible; and reasonable efforts are made to acquire a fair market value when disposing of used equipment. The need for special equipment must be supported by the IEP for the student. The IEP must demonstrate that the student is using the equipment, and, where appropriate, that the student is using the equipment for provincial testing. Special Equipment Amount (SEA) Funding HWDSB allocates internally an adequate amount of funding to support the costs associated with purchasing equipment for students with special needs who require it. In addition, the Ministry provides Special Equipment Amount (SEA) funding to school boards to assist with the costs of equipment essential to support students with special education needs where the need for specific equipment is recommended by a qualified professional. The SEA per pupil amount for computer related equipment and all training has changed. The Board receives a SEA per pupil amount allocation of $10,000 plus an amount based on the Board s average daily enrolment. For noncomputer based equipment, the Board is responsible for the first $800. Anything in the excess of this amount is covered by the SEA claim. The Board is responsible for: the purchase of equipment that costs less than $800 for students who require low-cost items; insurance costs; consumables such as toner and paper for printers; the cost of parts for upgrading or refurbishing equipment; and staff costs for managing and purchasing equipment, set-up, repairs and training. Students do not have to be identified as exceptional students through the Identification, Placement, and Review Committee (IPRC) process for boards to apply for SEA funding, but their need for equipment must be recommended by a relevant qualified professional and the equipment cannot be available through the board s regular funding arrangements. Prior to ordering, a trial period occurs in order to determine the benefits of the recommended equipment. 47

51 Eligible equipment includes items required to meet students personal care and safety needs such as lifts. Other examples of eligible expenses include: FM systems; soundfield systems; print enlargers for students with low vision; computer hardware; software that provides access to curriculum (e.g., operating systems and accessibility programs); adjustable desks or computer tables; Braillers; symbol or letter voice translators; communication aids; positioning devices for sitting, standing and lying; personal care items; lifts or harnesses for moving students; warranties; and/or service contracts for technology where possible, equipment is to be shared among several students where possible, SEA equipment will be re-used. 48

52 Section A7: Transportation for Students with Special Needs The Board-designated school for Special Education students will be the school at which the student is placed in a self-contained classroom as determined by the Identification Placement and Review Committee. Eligibility for transportation services will be dependent on an assessment of the individual student s physical or intellectual capabilities. As well, students with special needs who attend their own home school, but are limited by conditions relating to intellectual, physical, emotional or severe communicational challenges may also receive special transportation to and from school. The request for this service is initiated by the school principal and must be supported by the appropriate Superintendent of Education. Transportation services will be provided for secondary special education students who meet all of the following criteria: an Identification Placement Review Committee has identified student as exceptional; out-of-catchment application is submitted by or on behalf of the student for special education program purposes; out-of-catchment application is approved by all of the following: o Principal of sending secondary school; o Principal of receiving secondary school; and o Superintendent of Education for the receiving school; and the student meets the distance eligibility requirement Students in Care, Treatment and Correctional Facilities and students attending Provincial and Demonstration Schools are eligible to receive transportation services. Access to transportation is initiated through a request by the Principal through Special Education/Student Services to Transportation Services. For students enrolled in the Gateway program (for suspended and/or expelled students), the parent will arrange for the transportation of his/her child to and from this temporary placement. In most cases, students are transported in the most cost-effective manner possible. However, from time to time, students may be transported in smaller groups, or individually. Decisions regarding mode of transportation are made by Transportation Services, in consultation with the school and/or Special Education/Student Services and the parent/guardian. Vehicles 1. All vehicles used for transporting pupils must be properly licensed and equipped according to current Provincial and Municipal regulations. 2. The interior of the vehicle is to be maintained in a clean and sanitary condition. 3. The vehicle must be maintained in good mechanical repair to provide optimum safe and trouble-free service. 4. Vehicles will carry no more pupils at anyone time than the licensed seating capacity of any such vehicle. 5. All vehicles must be equipped with an operable two-way radio capable of direct contact with the Operator's dispatch centre. 6. All vehicles exceeding a seven-person capacity will be equipped with an operable reverse movement alarm. 7. All vehicles must meet all CSA-D250 and D-409 standards. 8. All vehicles exceeding a sixteen-person capacity will be painted in the chrome yellow school bus colour. 9. No vehicle with greater than a seven-person capacity shall be older than ten years from the date of manufacturer. 10. No vehicle with less than eight-person capacity shall be older than eight years from the date of manufacturer. 49

53 11. The Operator will provide a video camera housing unit on every vehicle exceeding a 24- passenger capacity. If space permits and at the request of the Board the Operator will provide video camera housing units in vehicles with less than a 24-passenger capacity. The Board will provide the housing units for installation by the Operator. The Board will provide some video cameras for use on vehicles where the Principal has granted permission for such use. The Operator may choose to supply additional cameras at it's own expense, however those will only be used with the permission of the school Principal. 12. Wheelchair accessible vehicles will be equipped with an emergency blanket located by the rear door. 13. Safety harness use must be approved by the Superintendent with responsibility for Special Education. Drivers 1. Each driver shall have and maintain in good standing at all times, licenses required by the Public Vehicles Act, the Highway Traffic Act or any Regulations to either statute, or any Municipal By-law. 2. No smoking of any substance is permitted at any time. The driver will not eat or drink while transporting pupils. Profane or abusive language in front of the pupils will not be tolerated. 3. Drivers are not to reward or discipline the pupils in any way. Any problem with the pupil should be reported to the school Principal. The Operator must supply the driver with an appropriate supply of Student Misconduct Reports for completion and submission to the school Principal. The Board shall supply the Operator with the revised "Code of Conduct on School Buses of the Board, and each driver is to be made aware of the Code of Conduct. 4. The flashing signals lights shall be activated when the vehicle is stopped to pick up or discharge pupils. 5. The vehicle ignition is to be turned off and the ignition key removed by the driver when leaving the vehicle. 6. All breakdowns or delays, which will cause the pupils to arrive later than usual at school or at home, must be reported by the driver to the key person in time for him to notify the Principal. 7. All drivers must wear an identification badge which includes the following information: company name and logo; driver name; and photograph. 8. The Operator acknowledges that the Board has the right to require the removal of any driver from any trip. 9. The Operator will conduct or arrange for the training of each driver such that he/she is ably skilled in all emergency situations which include: bus/vehicle evacuation, defensive driving, basic first aid and epi-pen administration. In the case of wheelchair vehicles, this will also include the loading and unloading of students, manual ramp operation and tie-down procedures. 10. The Operator will conduct criminal checks/vulnerable person checks on all the drivers and notify the Board when any employee's record could place the safety of pupils at risk. 11. The Driver will ensure that all students disembark the vehicle at the end of each trip. 12. The Operator will train drivers in the inspection requirements under the Regulations to the Highway Traffic Act. 50

54 Section A8: Transition Planning Transition planning for students with special education needs begins with the student s entry to school and continues throughout their school career until the student exits from school. Transition planning is an important process for all students. Entry to School Process In the HWDSB engages in a collaborative partnership with our community with regard to the entry to school process for students with special needs who have been involved with community partners. A committee with representation from the Hamilton-Wentworth District School Board, Hamilton-Wentworth Catholic District School Board, Community Care Access Centre (CCAC), McMaster Children s Hospital, Early Words, the City of Hamilton, Early Childhood Integration Support Services, District Council of Co-operative Pre-schools, and Community Living meet to implement the process for a smooth transition into school. This entry to school process was developed to build parent confidence by communicating the programs, supports and services that are available to students in schools. It also assists the schools to have available the resources required for September when the student arrives. The committee begins meeting in September a year prior to the student entering school. In December, an information sheet entitled Tell Us About Your Child (that is to be completed for the designated school board) and an invitation to a Parent/Guardian Information Night (held in January and a part of the Parents as Partners series) is distributed. In the spring, individual intake meetings are held with the parents, individuals they wish to invite, school and board staff, preschool teachers and resource teachers, and case managers from CCAC. Discussions at these meetings focus on the child s strengths and needs, in order to arrange appropriate supports and services to be available in September. With parents /guardians consent, school staffs are encouraged to visit the student in their pre-school setting. As well, in the spring the Parents as Partners workshop series for parents of students with special needs offers a Kindergarten Program evening at school. During this evening parents get the chance to see several Kindergarten classrooms, talk with Kindergarten Educators to help them understand how the Full Day Kindergarten (FDK) program meets the needs of all students and meet other parents. A light dinner and child minding is provided. Grade to Grade Transition Process Policy/Program Memorandum 140 requires that school board staff must plan for the transition between various activities and settings involving students with ASD. The HWDSB believes that the transition process is important for all students with special needs. Elementary to Secondary School Transition Students with special needs transitioning from elementary to secondary school have the following components to their transition plan: Same as any other student where appropriate; The Identification, Placement and Review Committee (IPRC) review is held in the Fall of each student s grade eight year with the appropriate secondary special education staff in attendance with parents, other support staff and community services; Transition meetings with secondary schools occur at varying times throughout the grade eight year as determined mutually by the sending and receiving school. Students with special needs are a focus in these discussions to ensure a successful transition; Host secondary schools also host a variety of visits and events to which their incoming grade nine students are invited; Community and Continuing Education (CEC) offers summer school programs in the home secondary school for students entering grade nine. 51

55 Transition for Inclusive Pathways materials were shared with various stakeholders and are available in the web portal under Special Education Documents. Further inservicing will take place around the use of this resource in the academic year. A Parents as Partners session entitled Transition to Secondary School is offered in a high school in the spring. Parents of students with special needs, in inclusive settings or in a special class, hear an overview of that important process and have the chance to talk with pairs of teachers from elementary, middle, and secondary schools about how they support that important time in their son s or daughter s life. Beyond Secondary School Transitions The transition from school to work, further education, and community living can be particularly challenging for some exceptional students. The probability of a successful transition is significantly increased when schools work with parents/guardians, employers, community agencies, and providers of further education to develop coordinated transition plans for exceptional students. School principals are required to ensure that a transition plan is prepared, as part of the Individual Education Plan (IEP), for each exceptional student who is 14 years of age or older, unless the student is identified as exceptional solely on the basis of giftedness. These requirements are set out in Ontario Regulation 181/98. The Regulation designates the school principal as the individual responsible for ensuring that transition plans are developed and maintained in accordance with the regulation. The process must include consultation with: the parent/guardian (and the student, if age 16 or over); and such community agencies and postsecondary educational institutions as the principal considers appropriate. Students with developmental disabilities usually leave high school in their 21 st year although some students choose to leave earlier. Transition from high school can be a very challenging time; uncertainty about the future coupled with the loss of familiarity and routines can be trying. This can also be an exciting time as students and their families anticipate the next phase in their lives. HWDSB continues to work with CONTACT Hamilton on new processes for transitioning students with intellectual disabilities from high school to community supports. Transitional Aged Youth (TAY) protocol has been initiated for students between the ages of 14 and 17, via a collaborative community endeavour through the lead agency, Contact Hamilton. Transition plans for students with developmental disabilities will be developed and shared between schools, parents, students and TAY staff. In addition Community Care Access Centre (CCAC) works with HWDSB staff to support the transitioning of students with physical needs from one location to another and from one program or grade to another. This is done through the referral process set up by CCAC. For : Parents as Partners The Parents as Partners program will continue to evolve, based on feedback from participants in the program, in order to be responsive to parental needs. Transitions to Post Secondary HWDSB will continue to work with community partners to provide transitional supports for students leaving secondary settings. For example, we will continue to work with Hamilton Street 52

56 Railway (HSR) and other organizations on a bus training program, as well as with Mohawk College on a post-secondary program offered there. HWDSB will continue to work with CONTACT Hamilton on the new processes for transitioning students with intellectual disabilities from high school to community supports. As the TAY protocol is initiated, we will work with CONTACT Hamilton on the development of appropriate transition plans for students. 53

57 Section B1: Roles and Responsibilities The Ministry of Education: Defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services, and prescribes the categories and definitions of exceptionality; Ensures that school boards provide appropriate special education programs and services for their exceptional pupils; Establishes the funding for special education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education Grant, and other 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 deafblind, or who have severe learning disabilities. The district school board or school authority: 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. 54

58 The Special Education Advisory Committee: 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; SEAC participates in a wide range of committees. 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; Ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies; Consults with parents and with school board staff to determine the most appropriate program for exceptional pupils; Ensures the development, implementation, and review of a student s Individual Education Plan (IEP), including a transition plan, according to provincial requirements; Ensures that parents are consulted in the development of their child s IEP and that they are provided with a copy of the IEP; Ensures the delivery of the program as set out in the IEP; Ensures that appropriate assessments are requested if necessary and that parental consent is obtained. The teacher: Carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda; Follows board policies and procedures regarding special education; Maintains up-to-date knowledge of special education practices; Where appropriate, works with special education staff and parents to develop the IEP for an exceptional pupil; Provides the program for the exceptional pupil in the regular class, as outlined in the IEP; Communicates the student s progress to parents; Works with other school board staff to review and update the student s IEP. The special education teacher, in addition to the responsibilities listed above under 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. 55

59 The parent/guardian: Becomes familiar with and informed about board policies and procedures in areas that affect the child; Participates in IPRCs, parent-teacher conferences, and other relevant school activities; Participates in the development of the IEP; Becomes acquainted with the school staff working with the student; Supports the student at home; Works with the school principal and teachers to solve problems; Is responsible for the 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, parent-teacher conferences, and other activities, as appropriate. 56

60 B2: Categories and Definitions of Exceptionalities The Ministry of Education provides the list of categories and definitions of exceptionalities. The following five categories of exceptionalities have been identified in the Education Act definition of exceptional pupil: Behaviour; Communication (autism; deaf and hard-of-hearing; language impairment; speech impairment; learning disability); Intellectual (giftedness; mild intellectual disability; developmental disability); Physical (physical disability; blind and low vision); and Multiple. The HWDSB identifies students as exceptional through the Identification, Placement and Review Committee (IPRC) process, according to the Ministry categories and the HWDSB criteria. Behaviour Ministry Definition Board Criteria 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 learn that cannot be traced to intellectual, sensory or other health factors, or any combination thereof. A written report from a member of either the College of Psychologists or the College of Physicians and Surgeons or a Social Worker from the College of Social Work and Social Service Workers which identifies and describes significant and persistent behaviour problems (externalizing or internalizing); and Evidence of all of the following which adversely affect educational performance of self and/or others: a) consistently poor educational performance that is primarily due to severe and persistent behaviour problems rather than to learning factors; b) behaviour problems that are evident in more than one setting at school and may be evident in the home and the community and have persisted for more than six months; and c) current documentation (ex., report cards; IEP; assessment; work samples) that indicates the strategies and/or supports in academic and behavioural programming that are in place to support the student s learning needs. 57

61 Communication: Autism Ministry Definition Board Criteria Autism A severe learning disorder that is characterized by: a) disturbances in: rate of educational development; ability to relate to the environment; mobility; and perception, speech, and language; and b) lack of the representational symbolic behaviour that precedes language. A written report from a professional member of the College of Psychologists or the College of Physicians and Surgeons which gives a diagnosis of: a) Autism/Autism Spectrum Disorder, or other forms of Pervasive Developmental Disorder (PDD) (Current DSM criteria); or b) Childhood Disintegrative Disorder; c) Asperger s Disorder; or d) Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS); and Documentation (ex., report cards; IEP; assessment; work samples) of one or more of the following which adversely affect educational performance: a) social interaction impairment; b) communication impairments as documented by a Speech and Language assessment; c) restricted and stereotyped patterns of behaviour, interests and activities (ex., repetitive motor mannerisms or persistent preoccupation with parts of objects); d) ritualistic and compulsive behaviour; and/or e) poor self-regulation skills. Communication: Deaf and Hard-of-Hearing Ministry Definition Board Criteria An impairment characterized by deficits in language and speech development because of diminished or non-existent auditory response to sound. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance, social and/or other activities are adversely affected by the following: a) a significant chronic conductive or permanent hearing loss (bilateral or unilateral) as documented by an audiologist, and b) a delay or disorder in one or more communication skills, such as receptive/expressive language or articulation as documented by a Speech and Language assessment. 58

62 Communication: Language Impairment Ministry Definition Board Criteria A learning disorder characterized by an 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: 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; and/ or voice and articulation development, which may or may not be organically or functionally based. Evidence of the following which adversely affect educational performance as documented by a Speech and Language assessment: a) moderate to profound impairment in oral expressive language functioning, which may be accompanied by a speech disorder and/or receptive language disorder, which is not due to intellectual deficits and/or cultural difference; and b) a Psychoeducational assessment which indicates that the best estimate of cognitive functioning is within the average range or higher or a Speech and Language assessment which indicates that the best estimate of receptive language functioning is within the average range or higher. Communication: Speech Impairment Ministry Definition Board Criteria 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. Evidence of the following which adversely affect communication and educational performance: a) a severe to profound impairment in articulation, phonology, motor speech and/or fluency which may significantly reduce social and/or emotional development as documented by a Speech and Language assessment; and/or b) phonological or motor speech disorders resulting in severely to profoundly unintelligible speech as documented by a Speech and Language assessment. 59

63 Communication: Learning Disability Ministry Definition Board Criteria 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. Evidence of each of the following five criteria which adversely affect educational performance: a) the best estimate of assessed intellectual functioning is within the average range or higher as documented by a psychoeducational assessment; and b) a significant discrepancy between assessed cognitive ability and academic achievement in one or more of the following areas: reading (decoding and/or comprehension); mathematics (computation and/or application); written language; and/or listening comprehension as documented by a standardized academic assessment; c) learning difficulties associated with one or more of the following psychological processes as documented by a psychoeducational assessment: memory and attention; processing speed; perceptual motor integration; language processing; visual spatial processing; executive functioning skills; and or linguistic awareness; d) documentation (ex., report cards; IEP; assessment; work samples) that indicates that Special Education resources and/or strategies are in place to support the student s learning needs; e) documentation (ex., report cards; IEP; assessment; work samples) indicates that the student s programming includes modified expectations and/or significant accommodations. 60

64 Intellectual: Giftedness Ministry Definition Board Criteria 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. Evidence of the following : a) WISC-IV Full Scale at the 99 th percentile; or b) WISC-IV Verbal Comprehension Index (VCI) at the 99 th percentile, General Ability Index (GAI) at the 99 th percentile, and the Perceptual Reasoning Index (PRI) at or above the 50 th percentile; or c) WISC-IV Perceptual Reasoning Index (PRI) at the 99 th percentile, General Ability Index (GAI) at the 99 th percentile and the Verbal Comprehension Index (VCI) at or above the 50 th percentile. For Board designated ESL students, evidence of the following: a) WISC-IV Full Scale at the 95 th percentile, and b) either the Verbal Comprehension Index (VCI) or Perceptual Reasoning Index (PRI) at the 98 th percentile, with the other Index (PRI or VCI) at or above the 50 th percentile. Intellectual: Mild Intellectual Ability Ministry Definition Board Criteria 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; and c) the potential for academic learning, independent social adjustment, and economic self-support. Evidence of each of the following four criteria which adversely affect educational performance: a) the best estimate of assessed intellectual functioning is below the 9 th percentile as documented by a psychoeducational assessment; and b) adaptive functioning skills (if assessed) are above the Moderate to Profound range of delay according to current DSM criteria as documented by a member of the College of Psychologists or the College of Physicians and Surgeons; and c) weak academic functioning as documented by a standardized academic assessment (or, for very young students who cannot demonstrate a baseline score on standardized tests, school documentation as evidence); d) documentation (ex., report cards; IEP; assessment; work samples) indicates that academic performance is considerably below grade level curriculum expectations and requires significant curriculum modifications and/or accommodations and/or alternative specialized programming. 61

65 Intellectual: Developmental Disability Ministry Definition Board Criteria A severe learning disorder characterized by: a) inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) ability to profit from a special education program that is designed to accommodate slow intellectual development; and c) a limited potential for academic learning, independent social adjustment, and economic self-support. Evidence of each of the following criteria which adversely affects educational performance: a) a Moderate to Profound delay according to current DSM criteria in overall intellectual functioning as documented by a psychoeducational assessment (augmented by a language assessment where appropriate; and b) a Moderate to Profound delay in adaptive functioning skills according to DSM criteria as documented by a member of the College of Psychologists or by the College of Physicians and Surgeons; and c) a severe delay in academic functioning as documented by a standardized academic assessment (or for students who cannot demonstrate a baseline score on standardized tests, school documentation as evidence) or a written statement in the psychoeducational report which may indicate that the student is not testable; and d) documentation (ex., report cards; IEP; assessment; work samples) indicating that academic performance is severely below grade level curriculum expectations and requires extensive curriculum modifications and/or accommodations and/or alternative specialized programming. Physical: Physical Disability Ministry Definition Board Criteria 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. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance is adversely affected by a chronic physical and/or orthopaedic condition which requires special assistance in learning situations as documented by a qualified medical practitioner. 62

66 Physical: Blind and Low Vision Ministry Definition Board Criteria A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Documentation (ex., report cards; IEP; assessment; work samples) that educational performance is adversely affected by a condition of partial or total impairment of sight or vision as documented by a written medical diagnosis from an eye specialist. Multiple Ministry Definition Board Criteria 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 disorder, impairments, or disabilities. Evidence of the following criteria: a) students must meet the criteria of at least two exceptionalities, and it is not possible to determine a primary exceptionality which accounts for the student s difficulties in educational achievement; and b) the combination of disorders, impairments or disabilities are of such severity and complexity that, for educational achievement, the student requires a multi-faceted approach to learning; and c) documentation (ex., report cards; IEP; assessment; work samples) of academic achievement which is well below age-appropriate curriculum expectations that indicates the need for considerable curriculum modifications and/or accommodation, and/or alternative specialized programming. 63

67 Section B3: Ontario Provincial and Demonstration Schools Provincial Schools and provincial Demonstration Schools: Are operated by the Ministry of Education; Provincial Schools Branch oversees the policies and operation of these schools; Qualified teachers who are employed by the Provincial Schools Authority or seconded from District School Boards deliver the educational programs; The Provincial Schools Resource Services Department provides a range of services to families and school boards in support of students who are blind, deaf-blind, low-vision, deaf, hard of hearing or who have a severe learning disability; Programs include workshops, on-line learning opportunities and early intervention programs designed to facilitate the sharing of knowledge and ideas so that students across the province are able to achieve their full academic potential Provide an alternative education option; Serve as regional resource centres for students who are deaf, blind, or deaf-blind; Provide preschool home visiting services for students who are deaf or deaf-blind; 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; Provide residential services and programs for those students living outside the day travel area. 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 centre 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 non- sheltered 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; The Resource Services Library, which provides Braille and alternate print formats for students across Ontario. For more information on this service please go to aero.psbnet.ca; A learning centre that offers information to parents, students, educators and other professionals. 64

68 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-Léger 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; In the elementary grades, the ASL curriculum is fully implemented to provide the student with an understanding of their first language (American Sign Language); 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-of-hearing preschool children by teachers trained in preschool and deaf education. Provincial Schools for those with Learning Disabilities 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. 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 Demonstrations Schools were established to: 65

69 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 Deliver specialized educational instruction; Residential services and programs; Specialized programming in association with Attention Deficit hyperactivity Disorder (ADHD); Teacher training and consultation services to school boards who have similar services and programs serving the needs of LD students in their local community. In addition to providing residential schooling for students with severe learning disabilities, the provincial Demonstration Schools have special programs for students with severe learning disabilities in association with attention-deficit/hyperactivity disorder (ADD/ADHD). These are highly intensive, one-year programs. The mandate of these programs is to return students to their home boards at the end of one year (2 semesters). Service agreements will be signed by all parties shortly following admissions, and transition planning will be initiated during the first semester of the program. Program interventions include: Individualized instruction in academic and social skills; Frequent use of computers; Low stimulus, structured environments; Physical activities that promote pro-social and team values; Support and counseling programs that focus on understanding, accepting and coping with ADHD and learning disabilities; Cognitive behaviour modifications and cognitive behaviour therapy; Ongoing psychiatric assessment and monitoring by a specialist in this area; Effective medication control; Parent education and support groups that focus on understanding and managing behaviour; and A partnership with the home, the school board and the provincial demonstration school to facilitate the return of the student to an appropriate school placement, including teacher training in understanding and accommodating the needs of the ADHD student in the school setting. 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. The LEAD program provides a milieu designed to support these students, thereby increasing their ability to benefit from the specialized teaching and learning environment that the Demonstration Schools provide. 66

70 W. Ross Macdonald School 350 Brant Avenue Brantford ON N3T 3J9 Phone: (519) HWDSB Special Education Report & Next Steps for Further information about the academic, residential, LEAD, and LD/ADHD programs is available from the Ministry of Education through the website: 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. Transportation The Hamilton-Wentworth District School Board provides transportation to and from Provincial Demonstration schools upon approval from a Superintendent of Education. Transportation to and from E.C. Drury or W.R. MacDonald occurs daily from a pupil s residence to either E.C. Drury or W.R. MacDonald respectively. With respect to Trillium Demonstration School, transportation occurs from a pupil s residence Monday morning of the school week and return to a pupil s residence on Friday afternoon of the same school week.

71 Criteria For Applying For Placement in a Provincial Demonstration School The following criteria are used for applying for placement: Admissions Prospective students must demonstrate the ability to benefit from the methods and techniques of the school. All appropriate and available programs and services available in the board have been utilized but the student is still experiencing significant academic delays; Admission to a Provincial School is determined by an admission committee and the appropriate superintendent. General Criteria: Students applying to the secondary program must be under the age of 21 on the first day of the school year for which the application is made; Students applying for the junior kindergarten programs (offered only by Schools for the Deaf) must be 4 years of age by December 31 st of the school year for which the application is made. Process: Families interested in enrolling their child(ren) in a Provincial School must contact their local school board; In most cases, an Identification, Placement and Review Committee (IPRC) meeting will be arranged; Completed applications for a Provincial School should be submitted to the School Admission Committee; Process details may vary depending on the Provincial School for which admission is sought; A school s special education consultant has been involved in the decision-making process to apply to a provincial or demonstration school; The school has discussed the possible application with the Board s Principal of Special Education Services. The Admission Committee and/or the Educational Consultant may request additional information regarding community support services required by the student, such as services from the Ministry of Health (MOH) or Community Care Access Centre (CCAC). Residence: Students will be considered for admission to residence if they live beyond reasonable commuting distance from the school; Students with additional needs may not be eligible for the residence program; Students must meet all school eligibility requirements. Note: student placement in a Provincial School is reviewed annually. The home school is responsible for compiling the application package. The Principal of Special Education Services is responsible for submitting the application package to the provincial or demonstration school and acts as Board contact with the provincial or demonstration school. 68

72 Section C1: The Board s Consultation Process The Board defines consultation within its organizational context as the process of seeking opinions from and asking the advice of the public through the effective sharing of information and perspective. At its heart, consultation is about interactive two-way communication and dialogue. The process is an opportunity for the Board to inform the public about key issues and their implications, and to be better understood, and for the public to have meaningful and substantive opportunities to influence Board decisions. The full HWDSB Consultation Policy 2.02 can be viewed at 69

73 Section C2: Special Education Advisory Committee (SEAC) In accordance with Education Act Regulation 464/97, every district school board shall establish a Special Education Advisory Committee (SEAC). The Hamilton-Wentworth District School Board SEAC has established the following parameters: HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE MISSION STATEMENT The Special Education Advisory Committee (SEAC) of The Hamilton-Wentworth District School Board is committed to working in partnership with the staff and resources of the Board to assure quality educational services for all students. SEAC advocates for students with special needs by: assisting students to receive the best programs that meet their social, physical, emotional and educational needs; advising the Board about best practices; and working to ensure that all students are welcomed and included within their schools. Name: The name of the committee shall be The Hamilton-Wentworth District School Board Special Education Advisory Committee. TERMS OF REFERENCE Mandate: The mandate of the Special Education Advisory Committee of the Board is to make recommendations to the Board regarding matters related to the establishment, development, and delivery of special education programs and services. Composition: The Special Education Advisory Committee shall consist of: one representative from no more than twelve local associations. Local association is defined as an association or organization of parents/guardians that operates locally within the area of jurisdiction of a board and that is affiliated with an association or organization that is not an association or organization of professional educators but that is incorporated and operates throughout Ontario to further the interest and well-being of one or more groups of exceptional children or adults; one alternate for each representative to sit at the table; two trustees appointed by the Board; and up to eight additional members. Additional members are defined as members who represent an organization which furthers the interests and well-being of one or more groups of exceptional children or adults and who are neither representative of a local association or members of the Board or another committee of the Board. The composition of the SEAC membership shall reflect the range of exceptionalities within The Hamilton-Wentworth District School Board. Qualifications: A member of SEAC must be a Canadian citizen, 18 years of age or older, a resident within the area of jurisdiction of the Board and a public school board elector. A person is not qualified to be a member of SEAC if he/she is employed by the Board. 70

74 Terms of Office: The members of the Committee shall hold office during the period of time for which the Board of Trustees holds office. The Board may fill vacancies for the remainder of the term of the vacancy. Until the vacancy is filled, the alternate shall act in the member s place. Responsibilities of Committee Members: Each member is expected to: respond to the needs of all exceptional students under the jurisdiction of the Board; respect the right to privacy of individual exceptional pupils by avoiding discussion of individual cases; acquire and maintain a working knowledge of the special education programs and services provided by the Board; present to the Committee the interests, concerns, and suggestions of the association which he/she represents, regarding the programs or services of the Board; suggest items of concern for inclusion on the agenda; suggest appropriate educational topics for discussion; make motions for debate and decision; keep the local association which he/she represents informed of the proceedings of the Committee; be available as an informed and knowledgeable resource to the parents/guardians of exceptional children. This could include providing information on the special education programs, services, and procedures of the Board, including, in particular, the Identification, Placement and Review (IPRC) procedures and appeals; be available as an informed and knowledgeable resource for the schools and the community; attend meetings on a regular basis, or to inform the alternate and the SEAC chair or SEAC secretary when he/she cannot attend the meeting. When so informed, it is the responsibility of the alternate to attend the meeting and act in the member s place. CODE OF ETHICS A member shall promote a positive environment in which individual contributions are encouraged and valued. A member shall treat all other member and guests with respect and allow for diverse opinions to be shared without interruption. A member shall recognize and respect the personal integrity of each member of the committee, and of all persons in attendance at the meetings. A member shall act within the limits of the roles and responsibilities of the Special Education Advisory Committee as identified by the Education Act of Ontario, and by the Board of Education in the Terms of Reference. A member shall become familiar with the Board of Education policies and operating practices and act in accordance with them. A member shall acknowledge democratic principles and accept the consensus of the committee. A member shall use established communication channels when questions or concerns arise. A member shall promote high standards of ethical practice at all times. 71

75 COMMITTEE MEETINGS Meeting Dates and Times: The Hamilton-Wentworth District School Board SEAC committee meets on the last Wednesday of each month between September and June unless otherwise decided by the Committee. The meetings begin at 7:00 p.m. and end at 9:15 p.m. Extensions may be made by a majority vote. Quorum: A quorum is defined as the majority of the members of the Committee. Rules of Order: The appropriate rules of the Board shall govern the order and conduct of the meetings of the Committee. Election of the Chair/Vice-Chair: At the first meeting of the Committee following the Board s initial meeting, the members shall elect one of their members as chair and one of their members as vice-chair for a one-year term. The vicechair shall act as the chair in the chair s absence. Voting: Every member present at a meeting, or his/her alternate when attending the meeting in place of the member, shall have one vote. The chair may vote with the membership. In the case of a tie vote, the motion shall be lost. DUTIES OF THE BOARD the Board shall make available to SEAC personnel and facilities necessary for the proper functioning of the committee; the Board shall provide the members of SEAC and their alternates with timely information and orientation regarding: o The role of SEAC and the Board in relation to special education and o Ministry and Board policies and Board decisions relating to special education; prior to making a decision on a recommendation made by SEAC, the Board shall provide an opportunity for SEAC to be heard by the Board or any other committee of the Board to which the recommendation is referred; SEAC shall have the opportunity to participate in the Board s annual review of the Special Education Plan; SEAC shall be provided with the opportunity to participate in the annual budget process as it relates to special education; and SEAC shall be provided with the opportunity to review the financial statements of the Board that relate to special education. THE MEETING AGENDA The agenda is the responsibility of the Chair, with assistance as necessary from the Superintendent with responsibility for Special Education. All members have the right to suggest items for the agenda. The agenda should be prepared well in advance of the meeting; copies should be in the hands of the members before the meeting begins. Agendas should include: items of current importance, relevant information, and topics for study or discussion dealing with special education, including the annual review of the Special Education Plan, as mandated by the Ministry of Education; reports from trustee members concerning current or projected Board activities and, in particular, information concerning proposed changes, which might affect special education, programs and services; reports from members representing the local associations, including association concerns and suggestions, in addition to information about conferences and meetings; 72

76 reports from administrators providing new or updated information on special education matters; discussion of priority items established by the Committee on an annual basis; and any other matters of importance to the members relating to the mandate of the Committee. Meeting Attendance by SEAC Members: SEAC members are expected to attend all meetings. It is the SEAC member s responsibility to contact the alternate to attend the meeting in his/her place. It is the responsibility of a SEAC member to inform the Minute Room that he/she will be absent and that an alternate will attend (if possible). As much notice as possible should be given to the Minute Room. A representative will lose his/her seat as a member of SEAC if he/she is absent from three consecutive regular meetings without authorization by resolution. ANNUAL REVIEW OF THE SPECIAL EDUCATION PLAN (as per Education Act Regulation 306) Each school board must submit an annual review of its special education plan, which provides information about delivery of programs and services to the exceptional students residing within the Board. The Ministry of Education sets the parameters of the annual review. Every board shall ensure that the board reviews the Special Education Plan of the Board annually and that the review is completed prior to July 31 st in each year. Every board shall ensure that its Special Education Plan provides for the enrolment and placement of each person under the age of twenty-one years who is qualified to be a resident pupil of the Board and who resides or is lodged within the area or jurisdiction of the Board. DOCUMENTS Ministry of Education Documents Documents of which the Committee members should be aware are as follows: the Education Act and Revised Regulations, and in particular o Regulation 181/98 (Identification and Placement of Exceptional Pupils), o Regulation 306 (Special Education Programs and Services), and o Regulation 464/97 (Special Education Advisory Committees); Ministry Memoranda (available at ); and Additional Ministry resource information (available at ). Board of Education Documents Special Education Plan; Annual Accessibility Plan; and other documents and information which may be available through the supervisory officers, principals, managers, or consultants of the Board. 73

77 Section C3: Early Identification Procedures and Intervention Strategies The Hamilton-Wentworth District School Board Early Identification Policy and Procedure has been designed to create a smooth transition from pre-school into our school system and to establish a positive relationship with the families of children with special needs. Early intake meetings put in motion the processes for additional support, equipment, augmentative communication supports, and occupational or physiotherapy supports. Involvement of other Ministry/Agencies Involvement with Ministry and Community agencies is an essential component to the Early Identification School Entry Process for student with special needs. Ongoing planning and coordination occurs to facilitate a smooth transition from pre-school agencies to the school system. The agencies involved in this process are as follows: Affiliated Services for Children and Youth; Early Words, Blind-Low Vision and Infant Hearing Programs Community Care Access Centre Early Childhood Integration Support Services Hamilton Association For Community Living McMaster Children s Hospital (Children s Development and Rehabilitation Program, Autism Intervention Program, Specialized Developmental and Behavioral Services Red Hill Regional Family Day Care Ministry of Child and Youth Services (MCYS) Hamilton & District Council of Co-operative Preschools Integration Program The Hamilton-Wentworth District School Board also has links to the following agencies: Umbrella Family and Child Centres of Hamilton The Ontario Association for Child Care in Education The Association of Early Childhood Educators: Hamilton Branch The Hamilton-Wentworth Catholic District School Board School board support staff provide in-service annually to preschool resource teachers on topics related to school entry, and the School Entry Intake process for the upcoming school year. A parent/guardian information night presented by members of the school entry committee provides an overview of the transition process to Junior and Senior Kindergarten programs as well as specific programs and services available in the board. School Entry Intake Process The School Entry Intake Process has been designed to meet the needs of children for whom concerns in development have been identified during their preschool years. Parents/guardians are invited to attend a School Entry Intake Meeting, along with the preschool agencies and therapist involved in their child s care, to provide information about their child to school board personnel (e.g. board resource staff, school principal, learning resource teacher, Kindergarten teacher). Each student s strengths and needs are presented, required equipment and services are discussed, and plans are made for September placement and programming. Parents/guardians are encouraged to share as much information as possible, including professional assessments. 74

78 Determination of the need for system resources is made during the School Entry Intake Process, and includes: Augmentative/Alternative Communication Team; Autism Spectrum Disorders Team; Early Childhood Consultant Support (consultation); Occupational Therapy Support (provided through Community Care Access Centre); Physiotherapy Support (provided through Community Care Access Centre); and Nursing Support (provided through the Community Care Access Centre). Documentation received during the School Entry Intake Meetings is reviewed by Special Education Services during the allocation of resources to schools for the upcoming school year. Parents/guardians are encouraged at registration time to share as much information as possible, regarding any services they have received. It is the teacher s responsibility to gather information regarding a student through the Social History form, completed by the parent, as well as through observation and informal assessments. The teacher is required to inform parents/guardians regarding any concerns they have during scheduled parent/guardian observations in February, although open dialogue is expected at any time the teacher has a concern. Parents/guardians and school board personnel need to work together to be sure that the necessary supports are in place to provide a positive school-entry experience. A planned transition to school will help to prepare for future success. Depending on the specific needs, the process may include: Identifying the persons who have worked with the child in the past; Identifying the persons who will play a role in supporting the child at school; Identifying the support staff who will continue to work with the school as part of the transition to school; and Developing the program, supports and services that will be in place to meet the child s needs once in school. Additional meetings at the school may be scheduled to discuss specific program requirements. The Principal may request assistance from system Special Education / Student Services staff. The school will consult with parents/guardians regarding any meetings. 75

79 Section C4: Educational and Other Assessments The Hamilton-Wentworth District School Board considers assessment as an integral part of the instructional process. Classroom teachers and learning resource teachers (LRTs) regularly use educational assessments to determine student achievement and student progress. Psychoeducational consultants and speech-language pathologists conduct specialized assessments to determine learning needs. Teachers use a variety of assessment tools as an ongoing part of the instructional process. These include observation, journaling, running records, ongoing review, curriculum-based assessments, and standardized achievement tests. The Development Reading Assessment (DRA) assessment is one of the assessment tools used to evaluate the reading skills of students at the elementary level. The Woodcock-Johnson Achievement Test is also used as a tool for assessment of individual learning needs. LRTs across the district receive training in the administration of this assessment instrument. Results of the teacher s assessments may be kept in the Ontario Student Record or the teacher s classroom files. Parental/guardian consent is not obtained for regular, ongoing curricular assessments that are part of the instructional process. Parents/guardians are informed through the regular reporting and interview process of their child s progress. In the spring of 2012, a committee was struck to explore the possibility of an Alternate Report Card for students in self-contained Developmental, Graduated Support, Autism, Multiple, Secondary Comprehensive classes and students attending Glenwood Special Day School. As the program in these classes is primarily built on objectives that are considered alternative (i.e., not based on the Ontario Curriculum), it was felt that a report card that was more aligned with the program would provide parents/guardians with a better understanding of the students growth. The Alternate Report Card is designed to: better connect the student s report with the goals and strategies of the student s IEP; report more specifically on the student s alternative programming; and look like the report card format that all other students receive. For the final reporting period for , the Alternate Report Card was used to report the achievement of the students in the above classes (see Appendix B). For Teachers will continue to use the Alternate Report Card format for the above classes. An interim report form will be explored. Parent/guardian feedback will be sought after the first reporting period. EQAO assessments are conducted during grade 3 (reading, writing and mathematics), grade 6 (reading, writing and mathematics), grade 9 (mathematics) and grade 10 (literacy) by classroom teachers and LRTs as part of the instructional process. Informed parental/guardian consent is required for all assessments that are undertaken by professionals that are not employed as teaching staff (e.g. speech/language pathologists, psychoeducational consultants and social workers). Consent is obtained and filed with the report in the student s Ontario Student Record (OSR). Information regarding students or student data is shared with outside agencies only through signed, informed parental/guardian consent. 76

80 Communication Services Assessments in the area of speech and language are conducted to evaluate and develop programs for students with communication difficulties. The Board s Speech-Language Pathologists are registered members of the College of Audiologists and Speech-Language Pathologists of Ontario provide assessments. Speech-Language Pathologists are governed by various pieces of legislation including Regulated Health Professions Act, Education Act, Municipal Freedom of Information and Protection of Privacy Act and the Personal Health Information Protection Act. Criteria for acceptance as outlined in the document, Standards of Referral, are: Evidence of oral language errors that are not developmental; Difficulties consolidating skills necessary for literacy; Previous involvement with pre-school services, if errors persist; and Voice and fluency problems. Parental/guardian consent is required for all referrals. Once an assessment has been completed parents/guardians are provided with the opportunity to have the results shared with them orally, by telephone or face-to-face contact. A copy of the report is provided to parents/guardians. The results of the assessment are provided to school staff and other appropriate professional staff involved with the student for the purposes of programming appropriately for student. Autism Services Assessments in the area of social communication development are conducted to evaluate and develop programs for students with Autism. Autism Services Speech-Language Pathologists are registered members of the College of Audiologists and Speech-Language Pathologists of Ontario provide assessments. Speech-Language Pathologists are governed by various pieces of legislation including Regulated Health Professions Act, Education Act, Municipal Freedom of Information and Protection of Privacy Act and the Personal Health Information Protection Act. Parental/guardian consent is required for all referrals. Once an assessment has been completed, parents/guardians are provided with the opportunity to have the results shared with them orally, by telephone or face-to-face contact. A copy of the report is provided to parents/guardians. The results of the assessment are provided to school staff and other appropriate professional staff involved with the student for the purposes of programming appropriately for student. Psychological Services Psychological assessments are conducted to evaluate and to address the learning, social-emotional or behavioral needs of children and adolescents. The components of the assessment process may include, as required, the administration of standardized measures of various domains of functioning such as cognitive, academic and adaptive, questionnaires, classroom observations, examination of the Ontario Student Record, and interviews. Psychological assessments maintain adherence to current best practices guidelines. Diagnostic statements are included in assessment reports. Board identification criteria across several categories require a psychological assessment. 77

81 Although the majority of psychological assessments are psychoeducational in nature, there are other assessments, which focus on the behavioural and emotional status of students. Also, individual cognitive assessments to identify giftedness are conducted. Psychological assessments are provided by registered members of the College of Psychologists of Ontario or individuals working under the supervision of a member of the College. Registered members are both Psychologists and Psychological Associates. Psychological staff is governed by various pieces of legislation including the Education Act, the Regulated Health Professions Act, 1993, and the Psychology Act, The process to obtain informed consent from parents/guardians for psychological involvement with their child or adolescent includes obtaining a dated signature on a formal consent form. The results of the psychological assessment are typically communicated to parents/guardians at an arranged meeting, which includes school personnel, and, at times additional staff from Special Education / Student Services. Parents/guardians receive a copy of the assessment report. Parents/guardians sign a consent form for the psychological assessment report to be shared with outside agencies or community professionals. Social Work Services Social Work Services provides support across all three tiers of intervention. School-wide and system-wide support is available through system assignments such as Violence Prevention and Mental Health Coordination. In addition, school social workers work closely with schools to support programming and professional development that assist students with their social and emotional wellbeing as well as enhancing academic achievement. Social Work Services also provides targeted interventions for groups of students in a specific area as well as individualized assessment, consultation and direct intervention. These types of direct service require parental/guardian consent unless the student has reached the age of 16. Students between the ages of 12 and 16 may consent to individual counselling without parental consent if deemed to be in the best interest of the student not to inform the parent at that time. Prior approval must be granted by the Manager of Social Work Services in such extenuating circumstances. Social workers may administer a variety of assessment tools to assist them in better understanding the student s needs, such as the Brief Child and Family Phone Interview (BCFPI) tool, which is a screening tool used to guide clinical interventions or the Kearny School Refusal Assessment Scale. School social workers can provide direct intervention as well as facilitate referrals to outside community agencies. Interdisciplinary Activities Autism Services All Autism Services referrals are student specific, coming directly from schools. The Autism Spectrum (ASD) Team is interdisciplinary and consisting of teachers, speech-language pathologists, and educational assistants. The team works collaboratively with schools to support a wide range of students with ASD. The individual needs of students are supported by a student team that combines a strength based approach with evidence-based practices, including Applied Behavioural Analysis (ABA), Augmentative and Alternative Communication (AAC) and the principles of Structured Teaching. 78

82 In , the ASD Team supported: more than 480 elementary and secondary students in regular class settings or in one of our Autism classrooms; 36 Connections for Students children and their parents; 29 young students with ASD entered school for the first time A wide range of inservices including Non-Violent Crisis Intervention Autism (NVCI-A), Structured Teaching, Social Thinking and Challenging Behaviours for Students with Autism Pars 1, 2, and 3 the implementation of a Secondary Social Communication Program and eligibility process at Ancaster High School the implementation of a series of class-wide social communication modules for students with ASD in grades 4 to 6; the establishment of an Autism Professional Learning Community for 17 Autism class staff; and a set of in-class, in-school, and after-school professional development and peer awareness activities in partnership with McMaster Children s Hospital including Overview of Autism, IEP Writing and The Incredible 5 Point Scale. Autism/Speech-Language Services This year, a Parents as Partners Advisory Committee ran several evening series for parents of young children with special needs. The Advisory Committee was comprised of members of SEAC, Special Education, Communications Services and Autism Services. These workshops took place at various locations in our board and featured topics such as The Kindergarten Program, IEPs, The IPRC process and transitions. The workshops were well received by parents who attended. Communication Services During the school year, the Communication Services Team embarked on a small pilot with kindergarten educators to align with the HWDSBs Strategic Directions and Annual Operating Plan of providing a tiered approach to pre-k-2 literacy focus. Critical to this pilot is that strong skills in the use and understanding of oral language are the foundation to developing skills in reading and writing. For this pilot, in some kindergarten classes across the board, speech-language pathologists (SLP) worked with the educators in the kindergarten classroom to offer a new model of student support. This new model allows the SLP to team with the educator(s) in a classroom-based approach, to help develop students' oral communication and literacy skills. These skills include speech pronunciation, understanding of spoken language and correct use of words, word order and word endings, as well as early pre-reading skills. Parents were provided with information at all steps of the process and were offered programming materials to do at home. Classroom support occurred across three tiers: All Students (Tier 1) The SLP offered classroom-wide oral language skills and literacy instruction or programming such as the Making it KLLIC! program that all students would participate in. Some Students (Tier 2) The SLP, in consultation with the teacher(s), determined that some students have some similar needs and may benefit from small group and specific classroom activities for oral language and/or literacy skills. Informed written parent consent was required for this to occur. 79

83 Few Students (Tier 3) Some students required formal, more detailed speech, language and early literacy assessments to determine the level of classroom support needed, or to make referrals for other services. For these students, an information brochure and a referral form was required for parents to consent. By providing services in the classroom, there was a marked reduction in the number of students that required formal speech and language assessment. The classroom program has the power and the flexibility to facilitate communication development for all children (Effective instruction is the greatest predictor in student achievement). Professional learning between educators and SLPs supported the capacity building in both professions knowledge. Kindergarten educators valued the opportunity to increase their knowledge base and capacity of supporting students with oral communication difficulties and the link to early literacy while SLPs reported more job satisfaction. Psychological Services Psychoeducational consultants participate in important ways in various system initiatives and programs. The following outlines briefly their involvement: Pilot Project: Peer-Assisted Learning Strategies (PALS) o Coordinate and support the introduction of this Vanderbilt University reading program in five schools, Kindergarten to Grade 2, involving over 525 students, including collecting pre- and post-data; HWDSB Mental Health Strategy o Participate in various aspects of this board-wide strategy including piloting several mental health modules for teachers, supporting the implementation of Coping Power in several schools and contributing to the work of the Mental health Steering Committee; Centre for Success Program o Assist in screening students for Centre for Success classes, building classrooms with the Centre teachers, and providing interactive presentations about learning disabilities to all classes (approximately 96 students) as well as to a group of parents; Gifted Programming o ASD Team o Along with the itinerant teacher of the gifted, Special Education, and other stakeholders, continue to shape the programming at Gifted Centres for students identified as Gifted in our Board. Assist in planning the Go conference, and presenting the Board at the Inter-Board Network for Gifted Students Along with their speech-language pathologists colleagues, psychoeducational consultants continued to shape the pilot Secondary Social Communication Program (SSCP) at Ancaster High. Their focus was to assist in the design of the intake process and the screening of eligible candidates for the school year. SSCP is designed to teach and enhance each student s ability to understand the thoughts, feelings and motivations of other people. o Providing support to Character Networks staff through presentations, conducting informed discussions concerning student psychological profiles, piloting mental health modules for teachers, conducting behavioural and psychoeducational assessments (CN Foundations Class), and participating in the intake screenings meetings of Character Networks student candidates. 80

84 Section C5: Coordination of Services with Other Ministries or Agencies Educational Programs in Care, Treatment and Corrections Programs Overview The Hamilton-Wentworth District School Board continues to provide extensive programming for those students whose needs are such that they cannot be met in a regular community school. In the Board signed 14 separate Care, Treatment and Corrections Program agreements with 10 different approved community agencies for the delivery of Care, Treatment and Corrections programming in 31different classrooms (6 elementary, 25 secondary) across Hamilton. Of these classes: 18 were Treatment classes with foster/mental health agencies (6 elementary & 12 secondary); 5 classes were delivered in Care settings (1 elementary & 4 secondary); and 8 classes were delivered at the secondary level in Corrections sites. The total number of students registered in Care, Treatment and Corrections classes on any given day will vary from approximately 245 to 260 individuals. Over the course of a year three or more times this number of individuals may be served due to high student mobility, especially in custody settings. Grades will extend from the primary to the senior division. As in previous years, reducedday summer programming for students in custody settings is planned. The agencies with whom the Board partnered in the delivery of Care, Treatment and Corrections services in are: Banyan Community Services; Lynwood Charlton Centre Dawn Patrol Child & Youth Services; Hatts-Off Specialized Services; Hamilton Health Sciences; Salvation Army in Canada; White Rabbit Treatment Homes; Woodview Children s Centre; and Grand River Children and Youth Services Treatment and Corrections in the Leadership and Learning Department Care, Treatment and Corrections programs fall within the Hamilton-Wentworth District School Board Leadership and Learning Department. There is a close functional relationship with Special Education Department personnel including the principal and consultants. Liaison is enhanced by close administrative and field-level contact between these two program areas and the other departments in the Board s Student Services Division. While a student is registered in a Care, Treatment and Corrections treatment program, case conference, admission/demission procedures and discharge planning necessitates the involvement of and collaboration between Care, Treatment and Corrections and Special Education Consultants. When discussions surrounding programming and planning for transition occur, representation from the various Special Education/Student Services (Psychological Services, Communication Services, Social Work Services) departments may become necessary. Information about students entering community schools from care, treatment, and correctional classrooms is shared with the school often through the Special Education Department. Before and during this reintegration phase, for any given pupil, there is extensive dialogue and considerable documentation (facilitated by Care, Treatment and Corrections staff) involving the multi- 81

85 disciplinary team, the parents/guardians, the home school and the Special Education Department, plus other Student Services personnel as needed. The majority of students in the Board s Care, Treatment and Corrections treatment classes are students with mental health concerns, and social/emotional issues. Previously documented assessments detailing academic and treatment issues/concerns accompany the student back into a community school setting and, generally, additional assessment work is not a precondition for admission unless there are significant major changes concerning the student s case. IPRC work and subsequent assessments, if deemed necessary, are undertaken after admission. In almost all cases, there is sufficient documentation derived from pre Care, Treatment and Corrections assessments, combined with treatment plan goals/outcomes, to provide an adequate basis for re-entry into an appropriate community school context. In the case of a student leaving one of the Board s community schools/programs to enter one of its partnership programs in a care, treatment, or correctional facility, information regarding students in need of care and/or treatment is also shared in a similar fashion to that described above for students re-entering community school/programs. The liaison functions previously described are utilized, as needed, for demission from community school/programs and transfer to Care, Treatment and Corrections programming. In all cases, the OSR legislation is the governing document regarding transfer of Special Education Information. The Principal of Special Education and the Principal of Care, Treatment and Corrections Programs carry the primary responsibility to ensure the successful admission or transfer of students from one program to another, under the supervision of the Superintendent with responsibility for Special Education. Woodview Delta Day Treatment The goal of the Woodview Delta Day Treatment program is to support youth who are experiencing significant social, emotional and/or behavioural difficulties in a regular school setting. The youth may also be experiencing difficulties at home and/or in the community. This program offers a solution-focused, strength based treatment approach for youth in grade 9, typically aged 14 and 15 years, experiencing difficulties. Referrals are required to complete a trial period prior to admission. Physical activities are emphasized. Students are required to participate in a gym and a swim period once a week as well as group games, activities and outings. Overnight camps are also offered. Families are involved in setting goals and developing methods to promote change. The ultimate goal is to reintegrate the student successfully to an appropriate setting, which may be the student s home school or an alternate school. Students can also earn high school credits. Delta Transitions This program offers a solution focused, strength based treatment approach for youths in grade 7 and 8, typically aged 12 and 13 years, experiencing difficulties at home and/or in the community. Referrals are required to complete a trial period prior to admission. Parental involvement and program content are similar to the Day Treatment Program. Students earn marks applied to their elementary report card and are considered placement in senior program. 82

86 Social Work Services Overview Social Work Services at the Hamilton-Wentworth District School Board aims to assist students who are experiencing social, emotional and/or behavioural difficulties that are adversely affecting their learning. In order to best meet the diverse needs of our students, Social Work Services has developed specific mental health partnerships with local agencies and hospitals. We have also collaborated with a number of community services to enhance the services being offered to students and their families. The Board has continued to utilize the services of Dr. Pytka, a community Psychiatrist who provides consultation to HWDSB staff regarding students who may have psychiatric issues or who have severe behavioural difficulties and board resources have been exhausted. The service provides staff with insights and recommendations for programming /interventions. Additional Partnerships Lynwood Hall Child and Family Centre John Howard Society Alternatives for Youth Bereaved Families of Ontario (Hamilton/Burlington) The Children Aid Society of Hamilton The Catholic Children s Aid Society of Hamilton CONTACT Hamilton Community Child Abuse Council Child and Adolescent Services The Family Health Team Banyan Youth Services Student Support Leadership Initiative Hamilton Police Services Public Health Youthnet Sexual Health Network FASD Leadership Team Hamilton Pathways to Education McMaster University School of Social Work Wilfred Laurier School of Social Work Mohawk College The Provincial Centre of Excellence for Child and Youth Mental Health The Offord Centre Hamilton-Wentworth Catholic District School Board Social Work Department Special Education In order to support students who are blind or have low vision, and those who are deaf or hard of hearing, or are deaf/blind, HWDSB has contracts with outside agencies to provide Orientation and Mobility Services and Audiology Services. 83

87 Autism Services Connections for Students: Hamilton-Wentworth District School Board and McMaster Children s Hospital (MCH) s ASD Services (ASDS). Connections for Students - is a cross-ministry initiative between the Ministry of Children and Youth Services (MCYS) and the Ministry of Education (EDU). Connections ensures that a student being discharged from McMaster Children s Hospital s Intensive Behavioural Intervention (IBI) program transitions to full time attendance at school in a coordinated and seamless way. This is accomplished through the support of an identified collaborative team and process. Each student s Connections team is chaired by the student s school principal (or designate) and includes parents/guardians, teacher(s), the classroom teacher (and, as possible, Educational Assistant) the school s Learning Resource Teacher, a MCH School Support Program consultant (SSP), members of the Hamilton-Wentworth District School Board Autism Spectrum Disorders (ASD) team, and other relevant community or school board personnel. Prior to the first Connections meeting the Manager of ASD Services meets with the team SSP Consultant and the parents to review the Connections process and obtain parental consent. A joint observation of the student in IBI is also completed. On request, Manager of ASD Services also meets with the principal and relevant school staff to introduce the Connections process and their roles on the student s team. Connections meetings do not occur without a parent/guardian present and reminders are provided to all team members prior to each meeting. The student s IBI Senior Therapist attends the first Connections meeting to provide a summary of intervention strategies. The school s Special Education Consultant is also invited to attend meetings as required. The role of the team SSP team member is act as liaison to the IBI program regarding coordination and consistency of goals and strategies prior to discharge and to provide formal peer support and professional development sessions as requested by the Connections team. A student s Connections team works together within a student-centered and strength based model, facilitating the use of evidence based practices, including those of Applied Behaviour Analysis (ABA), to achieve the goals established by the team through assessment and the systematic use of data. Joint problem-solving, classroom consultation, visual strategies and resources, formal schoolbased professional development, peer awareness presentations, and assistance with incorporating structured teaching and other evidence based strategies within the student s IEP and programming are amongst the supports provided. The Connections team meets monthly prior to a student s IBI discharge date. The Connections team continues to meet regularly to support the student for up to 6 months after he or she has been discharged from IBI. At each meeting current goals are reviewed and updated. Between meetings those collaboratively set goals are tracked and hands-on support is provided to the school and classroom by the identified members of the student s Connections team. Following the Connections process, the designated members of the Hamilton-Wentworth District School Board Autism Spectrum Disorders team continue to provide ongoing classroom and school support to the student. 84

88 Coordination with Hamilton Preschool Speech and Language Services Early Words A closely coordinated relationship exists between the HWDSB and Hamilton Preschool Speech and Language Services Early Words for students in junior and senior kindergarten. Early Words will accept referrals from school board speech-language pathologists for children who are new referrals to Early Words, present with severe speech delay/disorders, are in JK, and the referral is made prior to March 1st of the year the child is eligible for SK. These children will be eligible for up to, but not necessarily 10 sessions, of treatment, and will be discharged from Early Words upon completion of their block of treatment, by SK entry or upon pickup by CCAC SHSS (whichever comes first). For children who are currently being served by Early Words and are in JK as their services are completed they will be discharged, at the latest by SK entry. For children with speech concerns who are entering JK in September, they will be offered at least one block of intervention during the JK year. If there is a severe speech delay/disorder, then that child will be eligible for up to but not necessarily 10 sessions of treatment. All children in this group will also be discharged from Early Words by SK entry or pickup by CCAC SHSS, whichever comes first. Early Words will accept referrals from school board speech-language pathologists for children who present with concerns for fluency who are enrolled in JK and SK, and the referral is made prior to March 1st of the year the child is eligible for Grade 1; Early Words will serve these children until they are picked up for service by the Community Care Access Centre (CCAC) School Health Support Service (SHSS) or grade 1 entry (whichever comes first). Relationships with Third Party Professionals/Paraprofessionals HWDSB developed a procedure to address working relationships with third party professionals / paraprofessionals in , in collaboration with the employee groups representing board social workers, psychologists, speech-language pathologists, and educational assistants. In , the procedure was redeveloped to bring it into accordance with the recently released Ministry of Education Policy/Program Memoranda (PPM) 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and Paraprofessionals. The objective of this directive is to provide schools with a framework to manage successful working relationships with third party professionals/paraprofessionals that provide support and/or services to students. The procedures were further reworked in 2011 to include an application process for community professionals and agencies who wish to partner with Board. The purpose of the application process is to ensure adherence to PPM 149 as well as other Board policies and guidelines such as Safe and Caring Schools and the District Mental Health Strategy. 85

89 Section C6: Specialized Health Support Services in School Settings The School Health Support (SHSS) Program of the Ministry of Health and Long-Term Care (MOHLTC) is responsible for providing health supports for students in the school setting. The Ministry of Community and Social Services (MCSS) is responsible for ensuring the provision of health support services in children's residential care and treatment facilities. In order to access the services of the SHSS Program for nutrition counseling, nursing, occupational therapy, physiotherapy or speech services, the school, in consultation with the parent/guardian, is required to complete an application form. This form is sent to the Community Care Access Centre (CCAC) where a case manager is assigned. CCAC makes the determination of the need for services and, if services are to be provided, the specifics regarding that service. An assessment is conducted by a health care professional at the student s school. Results are shared with parents/guardians and school staff. A written report is provided which is included in the student s Ontario Student Record (OSR). If the assessor determines that the student requires continued support, a plan of consultation services is developed. A review of the student s progress and needs is conducted annually. Where a student requires specialized medical care, a CCAC case manager will assess the level of medical care required. Some students may require the services of a full time nurse in order to attend school. Others may require nursing part-time (e.g., a student with diabetes requiring an injection during the school day). Nursing staff may also provide health teaching to school staff specific to the care of an individual student. Board staff are responsible for the administration of oral medication where such medication has been prescribed for use during school hours. For physically disabled pupils, Educational Assistants with the Board provide such services as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises. Speech-language pathologists with the Board provide language and literacy and correction programs. In December 2010, Hamilton-Wentworth District School Board approved the Medical/Health Supports Pillar Policy: Equity #1.03. The purpose of this policy is to: demonstrate the Hamilton-Wentworth District School Board s commitment to ensuring the provision of plans, programs, and/or services that will enable students with health/medical needs to attend school; share the responsibility for providing such plans, programs, and/or services with families and community agencies/partners; and ensure that key principles of independence, dignity, integration and equality of opportunity are reflected and valued in our learning and working environment. 86

90 The guiding principles of the policy are as follows: All health support services must be administered in a manner that respects, to the degree possible in the circumstances, the student s right to privacy, dignity, and cultural sensitivity. All procedures related to medical/health supports for individual students will include consultation processes with families and, where required, appropriate service providers. Students with special medical/health needs will be maintained in their home school settings whenever possible; however, when this is not possible, students will be supported in appropriate facilities within the system to address their individual needs. Procedures related to medical/health needs of individual students will address physician or health professional prescribed plans of care and relevant legislation and policies. Medical/health services may be requested in accordance with the Ministry of Education Policy/Program Memorandum 81: Provision of Health Support Services in School Settings. The designation of roles and responsibilities for medical/health support services in school settings does not preclude, in emergency situations, the provision of assistance by school board personnel. Staff who provide health supports to students shall have full coverage under the Board s liability policies. Services and supports as described in the directives contained within this policy shall be rendered by authorized personnel only (i.e., Board staff who have received pertinent information and training). Students and volunteers are not considered authorized personnel. The following directives were established under the policy: Administration of Oral Prescription Medication; Diabetes Management and Education; Blood Borne Pathogens; Anaphylaxis; Pediculosis; Use of Service Dogs in Schools; Catheterization and Suctioning, Lifting, Positioning, and Physical Management. Use of Automated External Defibrillators (AEDs) If it is determined, in future, that other directives need to be developed depending on system needs and as additional issues arise, they would also be located under this policy. 87

91 Services provided by both SHSS and the Board are as follows: Support Service sterile, intermittent catheterization manual expression of bladder stoma care postural drainage deep suctioning tube feeding Administered By: Health Professional Provided By: Ministry of Health Training / Direction Ministry of Health clean, intermittent catheterization shallow surface suctioning Educational Assistant School Board School Board and Ministry of Health lifting and positioning assistance with mobility feeding toileting Educational Assistant School Board School Board and Ministry of Health physio/occupational therapy: - consultative model Qualified Therapist Ministry of Health Ministry of Health physio/occupational therapy: - general maintenance exercises Educational Assistant School Board Ministry of Health nutrition counseling Health Professional Ministry of Health Ministry of Health speech therapy speech assessment and referrals for services speech remediation CCAC Speech- Language Pathologist Board Speech- Language Pathologist Communicative Disorders Assistant Ministry of Health School Board School Board Ministry of Health School Board School Board 88

92 Section C7: Staff Development The goal of staff development is to increase staff expertise and capacity (i.e. knowledge and skills) in order to provide appropriate support and programming for students who are at-risk and/or have special education needs. It is important that staff development be provided for the system by Special Education/Student Services staff. However, it is equally important that Special Education / Student Services staff receive professional development in order to increase their knowledge and ability to provide expertise to the system that is relevant and current. The following staff development sessions/opportunities were provided to the system in : Special Education Staff: Sped Assist Training for new LRTs and Special Class Teachers Individual Education Plan (IEP) standards esis training for Learning Resource Teachers Special Education Regional Consultants and Coordinators Conference Moderation process for Levels of Need with School Teams IPRC training for School Administrators chairing system IPRCs Woodcock-Johnson III (WJIII) Training for new LRTs in conjunction with Psychological Services IEP writing support at schools Introduction of an IEP for NTIP Working with individual schools to write Behaviour Support Plans Gifted Programming Presentation for Special Class Teachers Introduce HWDSBs new alternate report card and provided time for teachers to consolidate their understanding Introduced Transition for Inclusive Pathways (TIPs) materials Informed SEAC members about new special education system initiatives, (CN, Learning Foundations, Gifted Centres, Transitions) Fetal Alcohol Spectrum Disorder and our Schools Transitioning Inservices to parents of students with developmental disabilities done in conjunction with Contact Hamilton and HWCDSB Non Violent Crisis Intervention (NVCI) Training, NVCI-Autism and NVCI Verbal Intervention Behaviour Management System Training (BMST) Tier 2 Behavioural Intervention for compliance training Gifted Itinerant Teacher support for IEP planning schools Psychological Services Staff: Canadian Cognitive Abilities Test (CCAT) training for Learning Resource Teachers Inservices on sharing resources and ideas for teachers of Gifted Special Classes Understanding the Gifted / LD Student Coordinating the Gifted Outreach Conference Understanding the Gifted Learner for Parents Woodcock-Johnson III (WJIII) training for Learning Resource Teachers Mentally Health and Fostering Resiliency for Classroom teachers and parents Learning Disabilities student focused workshop for LD students in the Centre for Success Social Thinking / Communication for Learning Resource Teachers ADHD understanding the disorder for Educational Assistants Learning Disabilities student focused workshops for LD students in the Centre for Success classes 89

93 Understanding student learning profiles Learning Disabilities presentations to Teachers, Parents of LD students in the Centre for Success classes, and at other teacher staff meetings Autism Services Staff: Structured Teaching August 2012 for special class teachers and EAs Challenging Behaviors for Students with Autism Part 1, Part 2, Part 3, hosted at Hillcrest School with Woodward staff joining The Role of The Educational Assistant Presentation Hillcrest School Social Communication Pilot Programme Presentation to LRTs Autism Special Class Teachers o NVCI Autism o Next Steps in Structured Teaching Principles ongoing throughout the year In coordination with MCH: School Support Program: o Challenging Behaviours Part 1, Part 2, Part 3 (3 different sessions of a 3 part series ran this school year during after school sessions) o Autism Overview o Peer Awareness Sessions (presented in schools) o Leveled Breaks (presented in schools) IEP Writing Alternative Report Card Roll Out Whole Class Sessions: The Incredible 5 Point Scale Self Regulation o Behaviour Mapping Templates Expected/Unexpected Behaviours o STACK Lessons o PEERS Pilot Project: IPads School In-services on IPad Apps BoardMaker Inservice to EAs (individual school) Staff Sessions on: Overview of Autism High Functioning Autism and Asperger s Programme Planning Social Communication Parent Session: Disability Awareness Night Social Thinking Providers Conference San Francisco STACK Social Work Services Staff: Positive School and Classroom Climate Domestic Violence Presentation Coping Power a CBT program for Aggressive Behaviour Numerous presentations on mental health awareness and literacy, including Mentally Healthy Classroom, Anxiety and Suicidal Behavour Duty to Report Child in Need of Protection Roots of Empathy In-Service on Child Abuse Role of Social work Peer Mediation Bullying and Anti-Violence Forums and Presentation Attendance in-services pertaining to new legislation Fetal Alcohol Syndrome Disorders (FASD) presentation Presentations on legislation changes regarding Supervised Alternative Learning 90

94 Communication Services Staff Making it KLLIC! Kindergarten Language and Literacy in the Classroom Class Act Phonological Awareness Activities Phonological Awareness in the Classroom Differentiated Instruction for Oral Language Skill Development START (Structural Reading Activities to Read Together) Reading Program Savvy Signing An Introduction to Sign Language (6 week course) Kindergarten Intake Kits for Special Needs Oral Motor Skill Development Functional Independent Skills Handbook (FISH) Enhanced Bridge Reading Program Curriculum-based Visual Material Differentiated Instruction for At Risk Readers Apps for oral language and early literacy Selective mutism Voice, resonance and fluency disorders in children Curriculum-based resources for Literacy Augmentative and alternative standardized materials All Special Education/Student Services staff participated in the following staff development sessions/opportunities in Anaphylaxis Safe Schools WHMS Training Care, Treatment and Corrections Staff Promoting Positive Behaviour Report Card Expectations Woodcock Johnson Assessment Restorative Justice Awareness Use of I-Pad in the Classroom Measuring Student Success TLCP in Literacy elementary Education Plans Psychological Services Staff: Early Literacy, Teaching Strategies and Progress Monitoring Engaging the Gifted Learner Applied Suicide Intervention Skills Training (ASIST) Anxious Kids and Anxious Families, strategies that work for school and home Training Workshop on specific psychological assessment measures Alternative Education HWDSB Mental Health Strategy and Suicide Prevention Protocol Ontario Disability Support Program Language difference from language learning disabilities in English Language Learners Transitions from elementary to secondary school in HWDSB Augmentative/Alternative Communication Jurisprudence (e.g., consent and confidentiality issues) and Best Practices 91

95 Autism Services Staff: TEACCH Training Autism Pro There s An App for That Technology Woodview Conference Stages of Autism Adolescence and Beyond Social Thinking Informal Dynamic Social Thinking Assessment and Core Treatment PALS Network Helping Your Worried Anxious Child Cope HELP Overview NVCI and NVCI Autism Training Social Work Services: Cognitive-Behaviour Therapy Training Ontario Association for Counselling and Attendance Services Numerous workshops/presentations related to mental health Numerous workshops/presentations related to child behaviour How to support victims of crime Respond, Reflect, Recharge Compassion Fatigue School Refusal and non-attendance Motivational Interviewing Applied Suicide Intervention Skills Training Violent Threat Risk Assessment training Numerous workshops and conferences on Suicidal Behaviour and Self Harm Training specific to boys who struggle in school Conferences: Learning the Language of Teenage Depression this conference was an interactive workshop that provided concrete strategies on how Social Workers can assist in helping young women develop into healthy, independent and confident individuals Sudden Death and Suicide Grief Grief workshop in which Dr. Alan Wolfelt explores the special features of sudden death Dual Diagnosis: Resource Manual for Direct Support Professionals speaking about understanding behaviour and understanding the challenges people experience with regard to Mental Health and the diagnosis of mental illness. Look at the guide to health and medications for people who have a Dual Diagnosis, plus the primary care guidelines and primary caregivers toolkit Introduction of Motivational Interviewing Workshop a directive, client-centered approach used to strengthen clients motivation for positive behaviour change by exploring and resolving feelings of ambivalence. Problematic Absenteeism and School Refusal attendance counselling to students and families through Dr. Kearney s overview of his assessment process to determine the function for not going to school Ontario Healthy Schools Coalition Mental Wellness FADS/Neurobehavioural Conditions to enhance the understanding of people with Fetal Alcohol Spectrum Disorder and the effectiveness of caregiving/parenting and support services in our area. The Neurobehavioural Model for assessment and intervention planning is strength and outcomes based, and proven to be effective 92

96 Communication Services Staff Language processing disorders in students Use of the I-pad with students with special needs Boys Literacy Reading Recovery Motivational interviewing HWDSB Mental Health Strategy The HWDSB Mental Health Strategy is designed to mobilize our system around issues of child and youth mental health, enhance district capacity to recognize and respond to mental health issues, decrease fragmentation in service delivery, and increase community collaboration. As HWDSB is the provincial lead board for School Mental Health ASSIST (Awareness, Strategy Selection & Implementation Support Team) our HWDSB strategy aligns with the areas of focus for the ASSIST program as well. Finally, the HWDSB Mental Health Strategy is an integral part of the district s work with regard to promoting positive school climates in all our schools, alongside our work in the areas of equity, inclusion, and safe schools. To assist in the promotion of positive mental health and well-being, the HWDSB Mental Health Strategy has focused on programs and interventions to support: Tier 1 the promotion of school conditions to support all students; Tier 2 prevention strategies to support some students who are experiencing greater difficulties than their peers; and Tier 3 interventions for the few students who require significant support. TIER 1 FEW: INTERVENTION for students with significant risk factors; community collaborations Protocols to support students at significant risk / protocols with the community TIER 2 SOME: PREVENTION effective school-based strategies for students experiencing difficulties Strategies to address both externalizing and internalizing behaviours TIER 1 ALL: PROMOTION expectations for all schools and all classrooms Strategies to support social-emotional learning / build supportive school conditions 93

97 Positive Action, a JK-12 program, has been selected as an effective vehicle for providing all students with appropriate social-emotional learning. Plans have been developed to support the implementation of the program in several schools over the next school year. In addition, staff continue to review the roles that many departments have in supporting mental health and wellbeing for all students and will continue to work to align services for our students. Some schools have been provided with additional literacy information and supported to implement appropriate strategies. Staff will continue to expand this support to other schools. Staff have selected and have been providing support in the delivery and implementation of Coping Power, a Tier 2 intervention program that promotes student social-emotional literacy and mental health. This work will be continued and expanded to other sites over the next school year. Protocols for schools and staff responding to the risk of student suicide and high profile tragic events have been drafted and reviewed by principals and Executive Council. Supports for schools in the prevention, intervention and postvention of incidents of suicide will continue and be refined/revised as appropriate. Training to support staff and students will continue to be provided. HWDSB Mental Health staff will continue to collaborate with other boards in the School Mental Health ASSIST program. Information from various data sources has been collected and will support our strategy as it moves forward. Over the course of the last 2 years, we have worked closely with community partners in the area of mental health, and will continue to do so. HWDSB staff are participating in the Hamilton Service Collaborative, looking at identifying gaps in service with the goal of developing plans to address local areas of need. For The Mental Health Strategy will be focusing on the final areas for : Tier 1: A. Supporting Social-Emotional Learning Five schools have committed to the implementation of the social-emotional learning program, Positive Action, in the upcoming 2013/14 school year. Mental Health Leads will support the schools both in the implementation and the evaluation of the program. From the survey of mental health supports within HWDSB, we will continue to work on clarity of roles to better align services for students, as well as working to ensure that supports being provided are evidence-based. As well, we will assist schools with the implementation and evaluation of the effectiveness of these supports. B. Building School Conditions to Support Mental Health and Well-Being School Mental Health ASSIST has developed a principal resource guide: Supporting Health Minds at School: A Vision for Student Mental Health and Well-Being in Ontario Schools: A resource for School Administrators, to enhance school capacity for mental health. We are currently developing plans to implement this guide during the school year. Mental Health Leads will continue to support the expansion of the implementation of the mental health literacy modules that have been developed, to increase the basic understanding of mental health and well-being among staff in order to better support students. Tier 2: We will continue to work with the initial pilot schools to sustain these programs and examine the effectiveness of the intervention over time. Additional schools will be invited to participate in order for us to expand district implementation. Information regarding the program will be shared with other system staff offering support to similar difficulties, such that services are aligned and part of 94

98 the district s continuum of services. As participation in this type of facilitation is not currently part of a social work or psycho-educational consultant role, this will require some re-examination in order to expand the implementation of the Coping Power program. Tier 3: A. Protocols to support students at significant risk The Mental Health Steering Committee, our Mental Health Leads, and the other mental health and educational professionals within our system will continue to develop appropriate responses and protocols to deal with high risk situations and incidents. We will continue to support schools in the implementation of these protocols. We are committed to learning from our experiences to date and, in collaboration with school administrators, continue to refine our procedures such that we are able to provide schools with appropriate and effective strategies and training. In order to remain current with ASIST and SafeTALK procedures, we will explore a train-the-trainer model in order to have internal staff to provide on-going training and support. This training will be part of our district s work to promote positive school climates in all our schools, and as such will be aligned with other training occurring in the areas of Safe Schools, Inclusion, and Equity. B. Protocols with the community As part of our lead responsibilities in the School Mental Health ASSIST program, we will share our learnings with other districts as well as benefit from the dialogue with other boards as they implement this program. In order to best serve our needs, the Mental Health Steering Committee will collate information received from principal and support staff recommendations, community partnership initiatives, student surveys, and other data sources to focus on envisioning the ideal connections-to-care process between HWDSB and our community partners. We will continue to work together with community agencies to provide linked services that help students and families, and continue to refine and solidify community protocols and partnerships. HWDSB will continue to participate in the Hamilton Service Collaborative as it moves to further develop and implement strategies to address the area of need that the group is in the process of identifying as a community gap in service. 95

99 Section C8: Accessibility The purpose of the Ontarians with Disabilities Act (ODA) and the Accessibility for Ontarians with Disabilities Act (AODA) is to improve opportunities for people with disabilities and to provide for their involvement in the identification, removal and prevention of barriers to their full participation in the life of the province. To this end, the Hamilton-Wentworth District School Board is committed to: providing services to our students that are free of barriers and biases; and ensuring that the key principles of independence, dignity, integration and equality of opportunity are reflected and valued in our learning and working environment; continually improving the access to school board facilities, programs, and services for students with disabilities. The Hamilton-Wentworth District School Board continues to identify, remove, and prevent barriers for people with disabilities through the following processes: Architectural o The Board continues to move forward on its vision of School Revitalization by building new schools with accessibility features. o As a feature of the Boards School Revitalization Program all newly constructed schools incorporate Barrier Free Design. Physical o Hamilton-Wentworth District School Board continues to access the Ministry of Education Special Equipment Amount (SEA) funding, which assists with the costs of equipment essential to support students with special education needs. o Each year the Board allocates an amount from the annual School Renewal Grant (SRG), provided by the Ministry of Education, to address school accessibility issues (ie: washroom upgrades, auditorium upgrades), or to meet the emerging needs of a specific handicap (accessibility upgrades ramps, visible fire alarms, acoustic treatments). Information / Communication o The Board s website will continue to be monitored to ensure accessibility to staff, students, and the community, including accessibility to JAWS, which is a web-page screen reader. o The Hamilton-Wentworth District School Board Special Education Plan is available on the Board website. 96

100 Attitudinal o In schools were again provided with websites and information about the International Day of Disabled Persons (December 3, 2010), and encouraged to have their staff and students participate in activities associated with the day. o Through Character Builds (a character development initiative), the Hamilton- Wentworth District School Board endeavours to help every student strengthen their character, become caring and contributing citizens, and reach their full potential. The ten attributes associated with Character Builds and they are acceptance, caring, citizenship, courage, empathy, honesty, integrity, respect, responsibility, and trustworthiness. o The Hamilton-Wentworth District School Board Equity Policy states Hamilton- Wentworth District School Board s commitment to the principles of equity through inclusive programs, curriculum, services, and operations, in accordance with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code and the Education Act. Technology o Assistive technology plays an increasing role in the provision of differentiated instruction. o Hamilton-Wentworth District School Board continues to access the Ministry of Education Special Equipment Amount (SEA) funding to provide students with accommodations to access the Ontario curriculum and/or a board-determined alternative program and/or course. This equipment includes such items as soundfield systems, FM systems, computer hardware, computer software that provides access to curriculum, Braillers, and other communication aids. o In addition to this equipment, the Board has purchased the license for Premier Assistive Technology, an assistive technology software package, which has been installed on the Board Computer Image in order to provide all students access to this technology in their home schools. o Additional assistive technology (such as Smartboards) is being purchased by schools for the use of all students, under the universal design premise of good for all and essential for some. Systemic o As policies/procedures are developed and/or revised, they will be examined to reflect the Hamilton-Wentworth District School Board directions with regard to accessibility. 97

101 School Ground Floor Wheelchair Access Exterior Auto Door Opener. Ground Floor All At One Level HWDSB School Accessibility Data All Ground Floor Levels Wheelchair Accessible Number of Storeys Elevator Corridor Lifts Boys Wheelchair accessible washrooms. Girls Wheelchair accessible washrooms. A separate Co-Ed accessible washroom. A. M. Cunningham Yes No Yes No 3 No No Yes Yes No Adelaide Hoodless No No No No 2 No No Yes Yes No Allan A. Greenleaf Yes Yes Yes Yes 2 Yes No Yes Yes Yes Ancaster High Yes Yes Yes Yes 2 Yes No Yes Yes No Ancaster Meadow Yes Yes Yes Yes 2 Yes No Yes Yes Yes Ancaster Memorial No No Yes No 2 No No No No No Ancaster Senior Yes Yes Yes Yes 2 Yes No No No No Balaclava Yes No Yes Yes 1 No No Yes Yes Yes Barton Yes Yes No Yes 2 Yes Yes No No Yes Bellmoore No No No No 1 No No No No No Bell-Stone Yes No Yes Yes 1 No No Yes Yes No Bennetto Yes No No No 2 No No No Yes Yes Beverly Central Yes No Yes Yes 1 No No No No No Billy Green Yes No Yes Yes 2 Yes No Yes Yes No Buchanan Park Yes Yes Yes Yes 1 No No No No Yes C. H. Bray Yes No Yes Yes 1 No No No No No Cardinal Heights Yes Yes Yes Yes 1 No No Yes Yes Yes Cathy Wever Yes Yes Yes Yes 3 Yes No Yes Yes Yes Cecil B. Stirling Yes No Yes Yes 2 No No Yes Yes No Central Yes Yes Yes Yes 2 Yes No Yes Yes Yes Chedoke Yes Yes No Yes 2 Yes No Yes Yes Yes Collegiate Ave. Yes No Yes Yes 1 No No Yes No No Crestwood Yes No Yes Yes 1 No No Yes Yes Yes Dalewood Yes No Yes Yes 2 No No No No No Delta Yes No Yes Yes 3 No No No No No Dr. J. Edgar Davey Yes Yes Yes Yes 3 Yes No Yes Yes Yes Dr. John Seaton Yes No Yes Yes 1 No No Yes Yes Yes Dundana Yes Yes Yes Yes 2 No No Yes Yes No Dundas Central Yes Yes No No 2 No No No No No 98

102 School Ground Floor Wheelchair Access Exterior Auto Door Opener. Ground Floor All At One Level All Ground Floor Levels Wheelchair Accessible Number of Storeys Elevator Corridor Lifts Boys Wheelchair accessible washrooms. Girls Wheelchair accessible washrooms. A separate Co-Ed accessible washroom. Earl Kitchener Yes Yes Yes Yes 3 Yes No Yes Yes Yes Eastdale Yes No Yes Yes 2 No No No No No Eastmount Park Yes No Yes Yes 1 No No Yes Yes No Education Centre Yes Yes Yes Yes 5 Yes No Yes Yes No Elizabeth Bagshaw Yes No Yes Yes 2 Yes No Yes Yes No Fessenden Yes Yes No No 1 No Yes Yes Yes No Flamborough Centre Yes No Yes Yes 1 No No No No No Franklin Road Yes No No No 1 No No Yes Yes No Gatestone Yes Yes Yes Yes 2 Yes No Yes Yes Yes George L. Armstrong Yes No No No 3 No No Yes No Yes George R. Allan Yes No Yes Yes 3 No No No No No Glen Brae No Yes Yes 2 No No No No No Glen Echo Yes Yes Yes Yes 1 No No No No Yes Glendale Yes Yes No Yes 2 Yes Yes Yes Yes Yes Glenwood Yes Yes Yes Yes 1 No No Yes Yes Yes Gordon Price Yes Yes Yes Yes 1 No No Yes Yes No Green Acres Yes No Yes Yes 1 No No No Yes No Greensville Yes No Yes Yes 1 No Yes Yes Yes Yes Guy Brown Yes No Yes Yes 1 No No Yes Yes No Helen Detwiler Yes Yes Yes Yes 1 No No Yes Yes Yes Hess Street Yes No Yes Yes 2 No No No No No Highland Yes Yes No Yes 2 Yes No No Yes No Highview Yes No Yes Yes 2 No No No No No Hill Park Yes Yes No No 2 Yes No Yes Yes Yes Hillcrest Yes Yes Yes 3 Yes No Yes Yes Yes Holbrook Yes No No Yes 2 No Yes Yes No Yes Huntington Park Yes No Yes Yes 1 No No Yes Yes Yes James MacDonald Yes No Yes Yes 1 No No Yes Yes Yes Janet Lee Yes No Yes Yes 1 No No Yes Yes Yes Lake Ave. Yes No Yes Yes 1 No No Yes Yes Yes Lawfield Yes Yes Yes 2 Yes No Yes Yes Yes 99

103 School Ground Floor Wheelchair Access Exterior Auto Door Opener. Ground Floor All At One Level All Ground Floor Levels Wheelchair Accessible Number of Storeys Elevator Corridor Lifts Boys Wheelchair accessible washrooms. Girls Wheelchair accessible washrooms. A separate Co-Ed accessible washroom. Lincoln Alexander Yes No Yes Yes 1 No No Yes Yes Yes Linden Park Yes No No No 1 No No No No Yes Lisgar Yes No Yes Yes 1 No No Yes Yes No Maple Lane Yes No Yes Yes 1 No No Yes Yes Yes Mary Hopkins Yes Yes No No 3 No No Yes Yes Yes Memorial (City) Yes Yes No Yes 2 Yes Yes Yes Yes Yes Memorial (County) Yes No Yes Yes 1 No No Yes No No Millgrove Yes No Yes Yes 1 No No No No No Mount Albion Yes No Yes Yes 2 No No No No No Mount Hope No No No 2 No No No No No Mountain Sec. Yes No Yes Yes 2 No No Yes Yes No Mountain View Yes No Yes Yes 1 No No Yes Yes No Mountview Yes Yes Yes Yes 1 No No No No Yes Norwood Park Yes No Yes Yes 2 No No No No No Orchard Park Yes Yes Yes Yes 2 Yes No Yes Yes Yes Parkdale No No No No 2 No No No No No Parkside Yes No Yes Yes 3 Yes No No No No Parkview No No No No 3 Yes No No No No Pauline Johnson No No No No 1 No No No No No Prince Of Wales Yes Yes Yes Yes 3 Yes No Yes Yes Yes Prince Philip Yes Yes Yes Yes 1 No No Yes Yes Yes Queen Mary Yes Yes Yes Yes 3 Yes No Yes Yes Yes Queen Victoria Yes Yes Yes Yes 3 Yes No Yes Yes Yes Queen's Rangers Yes No Yes Yes 1 No No No No No Queensdale Yes Yes Yes Yes 1 No No Yes Yes No R. A. Riddell Yes No Yes Yes 2 No No No No No R.L. Hyslop Yes No Yes Yes 2 No No Yes No No Ray Lewis Yes Yes Yes Yes 2 Yes No Yes Yes Yes Redhill Yes No Yes Yes 1 No No Yes Yes No Richard Beasley Yes No Yes Yes 1 No No No No No Ridgemount Yes Yes Yes Yes 1 No No Yes Yes Yes 100

104 School Ground Floor Wheelchair Access Exterior Auto Door Opener. Ground Floor All At One Level All Ground Floor Levels Wheelchair Accessible Number of Storeys Elevator Corridor Lifts Boys Wheelchair accessible washrooms. Girls Wheelchair accessible washrooms. A separate Co-Ed accessible washroom. Rosedale Yes No Yes Yes 1 No No No No No Rousseau Yes No No No 1 No No No No No Roxborough Park Yes No No No 2 No No No No No Ryerson Yes No Yes Yes 1 No No Yes Yes Yes Saltfleet Yes Yes Yes Yes 2 Yes No Yes Yes Yes Sanford Avenue No No Yes Yes 3 No No No No No Sherwood Sec. Yes Yes No No 3 Yes No Yes Yes Yes Sir Allan MacNab Yes Yes No Yes 3 No Yes Yes Yes Yes Sir Isaac Brock Yes No No No 1 No No No No No Sir John A. MacDonald Yes No Yes Yes 5 Yes No Yes Yes Yes Sir Wilfrid Laurier Yes Yes Yes Yes 2 Yes No Yes Yes No Sir William Osler Yes Yes Yes 2 Yes No Yes Yes Yes Sir Winston Churchill Yes No No Yes 2 Yes Yes Yes Yes Yes Spencer Valley Yes Yes Yes Yes 1 No No Yes Yes Yes Strathcona Yes Yes No Yes 2 No Yes No No Yes Tapleytown Yes No No Yes 1 No No No No Yes Templemead Yes Yes Yes Yes 1 No No Yes Yes Yes Vincent Massey Yes No Yes Yes 1 No No No No No Viscount Montgomery Yes Yes Yes Yes 1 No No Yes Yes Yes W. H. Ballard Yes Yes Yes Yes 3 Yes Yes Yes Yes Yes Waterdown Yes Yes Yes Yes 2 Yes No Yes Yes Yes Westdale Yes Yes Yes Yes 3 Yes No Yes Yes No Westmount Yes No No No 2 Yes No Yes Yes No Westview Yes Yes Yes Yes 2 No No No No Yes Westwood Yes No No No 1 No No No No Yes Winona Yes No No Yes 1 No No Yes Yes No Woodward Ave. Yes Yes Yes Yes 1 No No No No Yes Yorkview Yes No Yes Yes 2 No No No No No 101

105 HWDSB Special Education Report Section C9: Parents Guide Education is a responsibility shared by parents/guardians, school staff, and the students themselves. Regular, ongoing communication, initiated by families or staff, is a valued part of the team approach. Students, parents/guardians, and educators all play important roles in the planning and implementation of a student s special education program. Special Education/Student Services information for parents/guardians is available on the HWDSB website at There are several versions of the guide (including an interactive version) located on that site. It is hoped that the information summarized there and on the connecting pages is helpful to families. After browsing through the web site, should further information about programs, services and supports in special education or student services be required, parents/guardians are directed to contact their local school or call x 2625 to have their call directed to the appropriate staff/department. The Parents Guide for Special Education/Students Services was revised in collaboration with the HWDSB Special Education Advisory Committee (SEAC) in , and was entitled: Working Together: A Guide to Special Education and Student Services. SEAC began a review of this document in April An undated version was completed and distributed in A Ministry of Education Parent Reaching Out grant was obtained in order to print the handbook in the following languages: Arabic; Chinese; English (see Appendix A); French; Spanish; and Urdu. Print copies of the guide are available to schools by contacting the Special Education/Student Services department. All versions are also available on the above listed website. 102

106 Working Together A guide to Special Education and Student Services Vision All Students Achieving Their Full Potential Mission Providing relevant, responsive education so that each student becomes a lifelong learner and contributing citizen in a diverse world. Values Respect, Creativity, Excellence, Citizenship A L L S T U D E N T S A C H I E V I N G T H E I R F U L L P O T E N T I A L

107 24 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD It is our pleasure to welcome you to Special Education/Student Services in Hamilton-Wentworth District School Board (HWDSB). HWDSB is committed to providing appropriate educational opportunities for improved student learning for all students. Many professionals, including classroom teachers, special education teachers, educational assistants, early childhood educators, school administrators, and other school staff, special education consultants, special assignment teachers, speech and language consultants, psychoeducational consultants and social workers provide support services to students with special needs. The Board endeavours to meet the needs of all special education students in the most enabling environment, in accordance with parental preference. The special learning needs of students, wherever possible, can and should be addressed in their home school. The Board provides a continuum of special education supports and services which includes this regular class placement and support, as well as special class placement and support. Education of our children is a responsibility shared by parents, school staff, and the students themselves. Regular, ongoing communication, initiated by you or the school staff, is a valued part of the team approach. Students, parents, and educators all play important roles in the planning and implementation of student s special education program. It is our hope that the information presented here will be helpful to you. After reading the handbook, should you require further information about programs, services and supports in special education or student services, please contact your local school or call If you wish to receive this Guide to Special Education in Braille, large print or other accessible formats, please contact the Board at When used in this guide, the word parent includes guardian/ caregiver. Vicki Corcoran Superintendent Leadership & Learning Judy Colantino Chair Special Education Advisory Committee

108 SPECIAL EDUCATION/ STUDENT SERVICES 73 TABLE OF CONTENTS 4 Enrolling a Child with Special Needs 5 How Do I Find Out If My Child Needs Help? 6 Where Do I Begin? 7 The School Resource Team 8 How Is an Assessment Carried Out? 9 The Identification, Placement and Review Committee Process (IPRC) 12 Categories of Exceptionalities 15 Programs, Services, and Placements 16 After the IPRC 18 The Review Process 19 Special Education Classes 20 What is an Individual Education Plan? 22 What Should I Do If Issues Arise? 24 Special Education Advisory Committee (SEAC) 26 Community Services 28 Your Rights and Responsibilities: A Summary 30 Some Common Terms and Short Forms

109 48 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD ENROLLING A CHILD WITH SPECIAL NEEDS Parents and school board personnel need to work together to be sure that the necessary supports are in place to provide a positive school-entry experience for your child. A planned transition to school will help to prepare for your child s future success. Depending on the specific needs, the process may include: Identifying the persons who have worked with your child in the past; Identifying the persons who will play a role in supporting your child at school; Identifying the support staff who will continue to work with the school as part of the transition to school; and Developing the program, supports and services that will be in place to meet your child s needs once in school. If you are registering your child for school for the first time: During the spring, prior to school entry, registration information is made available through area schools. Call or visit your home school to complete pre-registration forms. (If you do not know which is your home school, visit the Board website at or call the Board at to obtain this information). Orientation sessions for parents are held at each school. School Entry Meetings for children with special needs are coordinated by Board personnel in collaboration with the appropriate community pre-school agencies. If you are registering your child from another school board: Call or visit your home school to complete registration forms. (If you do not know which is your home school, visit the Board website at or call the Board at to obtain this information). It is important for you to: Participate in any meetings Describe the specific needs of your child Share information about your child, including any reports or relevant medical information Additional meetings at the school may be scheduled to discuss your child s specific program requirements. The Principal may request assistance from system Special Education/Student Services staff. The school will consult with you regarding any meetings. If your child has accessibility concerns that cannot be addressed at your home school, the Board will arrange for your child to attend the nearest accessible school. Transportation will be provided by the Board.

110 SPECIAL EDUCATION/ STUDENT SERVICES 115 HOW DO I FIND OUT IF MY CHILD NEEDS HELP? Parents are our partners Parents are valued partners and parent participation is an important part of planning for education. As parents, you know your child best. You know your child s strengths, abilities, needs, and challenges, and, as a result, you have an important role in the education of your child. Your continued involvement and support in the education of your child will make a positive and meaningful impact. It is important that you participate in decisions that affect your child s education. If you or the classroom teacher finds that your child is having difficulty learning, or your child is entering school with special learning needs, there are certain areas that need to be considered to plan appropriately. Your child s behavior, his or her social skills, how your child communicates and learns, and his or her physical or sensory needs are the areas that you and the school may need to look at to find out more about how your child learns and then design an appropriate program. Effective intervention on behalf of your child begins from the time that your child first enters one of our schools. When you register your child, whether entering kindergarten or transferring from another school or school board, providing the school with as much information as you can about your child s strengths and needs helps us to get supports in place as quickly as possible. Contact the Principal of your local school who will begin the process. If necessary, a meeting will be arranged with appropriate people present to help create a plan for your child.

111 612 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD WHERE DO I BEGIN? A Place to Start If after your child is attending school, you feel your child is having difficulty learning, the first step is to talk with the classroom teacher. Teachers have a number of ways to identify your child s learning needs, including: Talking with your child Observing your child during classroom activities Reviewing any information in your child s Ontario Student Record (OSR) Analyzing your child s class work Assessing your child s abilities in areas such as reading, mathematics, and so on, according to the curriculum expectations Many informal processes can be put in place for your child as soon as concerns are present. These can include a variety of different strategies based on information gathered regarding your child s specific needs, interests, and learning style. Parents can also gather information that may be useful in the assessment process. This information could include medical reports, recent behavioural changes, and/or observations made about the child s learning needs, such as how he or she behaves outside of school.

112 SPECIAL EDUCATION/ STUDENT SERVICES 157 THE SCHOOL RESOURCE TEAM For children who have learning needs that require support, a team is often formed to develop a plan. The School Resource Team can vary depending on your child s needs, but is made up of persons with various types of expertise. They work together to determine the best program and teaching strategies for your child. The team may include: School Staff Principal, Vice-principal, Learning Resource Teacher (the Special Education teacher assigned to your school), Classroom Teacher(s), Early Childhood Educator System Staff Speech/language Pathologist, Psycho-educational Consultant, Special Education Consultant, Social Worker, Special Assignment Teacher Community Partners Community Care Access Centre (CCAC) Case Manager (occupational therapy, physiotherapy, speech/ language therapy) The active involvement of parents enhances the effectiveness of the Team. You have important information to share with its members. Your insights and observations may help in assessing your child s educational skills and identifying his or her interests. The School Resource Team works together to: Support your child, yourself, and each other Collaborate, consult and share information Identify strategies that may increase your child s success

113 816 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD HOW IS ASSESSMENT CARRIED OUT? At a Team Meeting, it may be decided that additional assessments, other than those that can be completed at the school level, may be necessary in order to determine your child s particular learning skills and make further changes to your child s program. Many of these assessments will require your consent. After you provide consent to the school for a referral to system personnel to conduct further assessment(s), the appropriate staff will be contacted and the assessment will be scheduled. An assessment may be done: To find out whether your child has a special learning need To identify your child s current capabilities, skills, and needs To find out how those learning needs affect your child s ability to learn and function in school To identify appropriate programming and services that will meet your child s individual needs When all the assessment results are completed, the school will contact you and arrange a meeting with the staff who completed the assessment to explain the results, discuss the recommendations, and involve you in any related decisions. The information may then be shared with the teacher or others working with your child. You will be provided with a copy of any written report upon request.

114 SPECIAL EDUCATION/ STUDENT SERVICES 199 THE IDENTIFICATION, PLACEMENT AND REVIEW COMMITTEE PROCESS What is an IPRC? Regulation 181/98 of the Education Act requires all school boards to set up Identification, Placement and Review committees (IPRC). The purpose of the committee is to determine if a student should be identified as an exceptional pupil. The exceptionality and the special education placement that will best meet the student s needs are identified. The Committee is made up of at least three people. One member will be either a supervisory officer or principal. Two or more members could include another principal, a vice-principal, a Learning Resource Teacher (LRT), a classroom teacher, or a Special Education Consultant. As a parent, you are invited to participate in this meeting. Contact your school to obtain more information about this meeting and to answer any questions about it that you may have. After the initial meeting, the identification and placement are reviewed by an IPRC at least once yearly. You will be invited to attend this review meeting as well. Referral to an IPRC Your child s school principal may refer your child to an IPRC when the principal and the child s teacher(s) believe that your child may benefit from a special education program. You will receive a letter to inform you of this. As a parent, you can request an IPRC meeting for your child if you think it would be appropriate. You do this by writing a letter to the principal of your child s school to request an IPRC meeting.

115 10 20 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD Who Participates in an IPRC? Parents are entitled and encouraged to attend the committee meeting. Students who are 16 years of age or older are also entitled to attend. Either you or the principal of your child s school may make a request for the attendance of others at the meeting. These may include your child s teacher, special education staff, representatives of an agency, or any person that you or the school believe will provide further information or help the committee to understand your chid and his or her needs. The services of an interpreter, if one is required, can be requested through the principal of your child s school. What Happens At An IPRC Meeting? The chair or a school team member will introduce everyone. The chair will explain the purpose of the meeting. The IPRC will review all available information about your child. The IPRC members will consider: An educational assessment of your child; Any health, psychological, or other assessment of your child conducted by a qualified practitioner if the IPRC members feel that such an assessment is required to make a correct identification or placement decision; Interviewing your child, with your consent, if your child is less than 16 years of age, if the IPRC members deem that it would be useful to do so; Any information that you submit about your child or that your child submits if he or she is 16 years of age or older. Following the sharing of information, the committee: May discuss any proposal that has been made about a special education program or special education services for your child. Will discuss any such proposal at your request, or at the request of your child if the child is 16 years of age or older. Will encourage you to ask questions and join in the discussion. After all the information has been presented and considered, the committee will make its decision on identification and placement.

116 SPECIAL EDUCATION/ STUDENT SERVICES What Information Will Parents Receive About the IPRC Meeting? At least 10 days before the meeting, the chair of the IPRC, through the school, will provide you with written notification of the meeting and an invitation to attend the meeting. You are 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 information will be considered when making any decisions at the meeting. What If I Am Unable to Make the Scheduled Meeting? If you are not able to attend a scheduled meeting, you should contact the school principal. If it is not possible to change a scheduled meeting, the principal will investigate alternate arrangements in an effort to allow you to participate. What Will be Decided? The IPRC will: Decide whether or not your child should be identified as exceptional; Identify the areas of your child s exceptionality; Decide an appropriate placement for your child; and Review the identification and placement at least once in each school year.

117 124 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD CATEGORIES OF EXCEPTIONALITIES Who Is Identified as an Exceptional Pupil? The Education Act defines an exceptional pupil as a pupil whose behavioural, communicational, intellectual, 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. What Are the Categories of Exceptionalities? 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: an inability to build or to maintain interpersonal relationships; excessive fears or anxieties; a tendency to compulsive reaction; an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. 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. Language Impairment A learning disorder characterized by an 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: involve one or more of the form, content, and function of language in communication; and include one or more of the following: language delay; dysfluency; voice and articulation development, which may or may not be organically or functionally based.

118 SPECIAL EDUCATION/ STUDENT SERVICES Speech Impairment A disorder in language formation 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. 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. 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: is not primarily the result of: impairment of vision; impairment of hearing; physical disability; developmental disability; primary emotional disturbance; cultural difference; 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; and may be associated with one or more conditions diagnosed as: a perceptual handicap; a brain injury; minimal brain dysfunction; dyslexia; developmental aphasia. 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 education potential indicated.

119 14 28 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD Mild Intellectual Disability A learning disorder characterized by: an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; an inability to profit educationally within a regular class because of slow intellectual development; a potential for academic learning, independent social adjustment, and economic self-support. Developmental Disability A severe learning disorder characterized by: an inability to profit from a special education program for students with mild intellectual disabilities because of slow ntellectual development; an ability to profit from a special education program that is designed to accommodate slow intellectual development; a limited potential for academic learning, independent social adjustment, and economic self-support. 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. Blind and Low Vision A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Multiple Disabilities A combination of learning or 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.

120 SPECIAL EDUCATION/ STUDENT SERVICES PROGRAMS, SERVICES, AND PLACEMENTS What Is A Special Education Program? A special education program is defined as a 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). An IEP contains specific objectives based on your child s strengths and needs and an outline of special education services that address your child s learning needs. What Are Special Education Services? Special education services are defined as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. What Placement Decisions Will Be Made at an IPRC? Placement decisions that can be determined by the IPRC are: regular class special class special day school What Will the IPRC Consider In Making Its Placement Decision? Before the IPRC can consider placing your child in a special education class, it must consider whether placement in a regular class with appropriate special education services will: meet your child s needs; and be consistent with your preference. If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will meet your child s needs and that such a decision is consistent with your preference, the committee will decide in favour of placement in a regular class with appropriate special education services. If the committee decides that your child should be placed in a special education class, it must state the reason(s) for that decision in its written statement of decision.

121 16 32 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD AFTER THE IPRC Statement of Decision The IPRC will provide you with a copy of its decision, called a Statement of Decision. This statement will indicate: Whether the IPRC has identified your child as exceptional and if so, will identify the specific exceptionality; and The IPRC s placement decision (regular class, special class, or special day school). Where the IPRC has decided that your child should be placed in a special education class, or special day school, the committee will give the reason(s) for that decision. A written description of your child s strengths and needs is included on the IPRC record form under the sections Areas of Strength/Interest and Areas of Needs/Strategies to Address Need. What Happens After the IPRC Decision? If you agree with the IPRC decision, you will be asked to indicate, by signing your name, that you agree with the identification and placement decisions made by the committee. If you do not agree with either the identification or placement decision made by the IPRC, you may request within 15 days of receiving the decision, that the IPRC hold a second meeting to discuss your concerns. If you still do not agree after the second meeting, an informal mediation process is available to you prior to formally appealing the IPRC decision. If you do not agree with the IPRC decision, you may file a written notice of appeal with the Board (letter to the Director of the Board) within 30 days of the original decision or within 15 days of receiving the decision of a review meeting. Your notice of appeal must indicate which decision you disagree with and why you disagree with it.

122 SPECIAL EDUCATION/ STUDENT SERVICES The Appeal Process The appeal process involves the following steps: The Board will arrange for a special education Appeal Board to be established to hear your appeal. The Appeal Board will be composed of three people: one member selected by the Board; one member selected by the parent(s) of the pupil; and a chair, who is selected jointly by the first two members. If those two members cannot agree, the appropriate district manager of the Ministry will select a chair. The first two selections shall be made within 15 days of the Board receiving notice of appeal. The chair shall be selected within 15 days of the first two members being chosen. Members of the Appeal Board may not have any prior knowledge of the matter under appeal. The chair of the Appeal Board will arrange for a meeting, which will be conducted in an informal manner, to take place at a convenient time and place within 30 days of his/her selection unless written consent is received from both the parents and the Board agreeing to a later date. The chair may invite to the meeting anyone who can contribute information with respect to the matters under appeal. The Appeal Board shall make its recommendation(s) in writing within three days of completing the meeting, stating whether it agrees or disagrees with the original IPRC decision, make recommendations about the pupil s identification and/or placement and give reasons for its decision and recommendations. The Board shall provide written notice within 30 days indicating what action it will take after considering the Appeal Board s decision and recommendations. Parents may accept the Appeal Board s decision, or, if they do not accept the Appeal Board s decision, they may file a written appeal for a Special Education Tribunal.

123 18 30 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD THE REVIEW PROCESS Once a child has been placed in a special education program, will the placement be reviewed? Yes, a Review IPRC meeting is held each school year, unless the principal of the school at which the special education program is being provided receives written notice from you, the parent, dispensing with the annual review. You may request in writing to the principal a Review IPRC meeting anytime after your child has been in a special education program for three months. What does a Review IPRC consider and decide? The Review IPRC considers the same type of information that was originally considered. The IPRC will review the identification and placement decisions to decide whether they should be continued or whether a different decision should be made.

124 SPECIAL EDUCATION/ STUDENT SERVICES SPECIAL EDUCATION CLASSES The Board endeavours to meet the needs of all special education students in the most enabling environment, in accordance with parental preference. The special learning needs of students, wherever possible, can and should be addressed within the home school. HWDSB provides a continuum of special education supports and services, which includes regular class placement and support, short-term intervention sessions at an alternative setting, and special class placements. HWDSB offers the following special class placements: ELEMENTARY Developmental Disability Classes Multiple Disabilities Classes Autism Classes Comprehensive Intellectual Classes Comprehensive Communication Classes Primary Gr. 1 Speech and Language Classes Character Networks (Behaviour) Classes Gifted Classes SECONDARY Developmental Disability Classes Comprehensive Classes Autism Classes Special Day School - Glenwood Developmental Disability Classes Multiple Disabilities Classes More information on all special education programs and classes can be found in the HWDSB Special Education Report which is available on the Board s website at:

125 20 26 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD WHAT IS AN INDIVIDUAL EDUCATION PLAN? An IEP is a written plan. It describes the special education program and/ or services that your child requires over and above what generally happens in your child s classroom. The program can include accommodations, modifications, or alternative programming (see definitions below). It lists what strategies will be used to address your child s educational needs. Who Has An IEP? If the IPRC has identified your child as an exceptional pupil and if you agree with the IPRC identification and placement decisions, then your child will have an IEP. An IEP can also be developed for your child in order for him or her to receive a special education program and/or related services, even if he or she has not been formally identified through the IPRC process. In this case, the school may determine an IEP is necessary in order to meet your child s needs, or your child regularly requires accommodations for instruction or assessment purposes. In Grades 3, 6, 9 and 10, your child may participate in provincial testing. The school may approach you about your child having an IEP in order to allow accommodations for participating in that testing. Accommodations Teaching strategies, supports, and/ or services that provide students with access to the curriculum and enable them to demonstrate learning. There is no change to your child s grade level. Modifications Changes made to the grade-level curriculum expectations for a subject or course to meet the specific needs of the your child. Alternative Expectations Expectations that outline learning related to skill development in areas not represented in the Ontario curriculum (ex., social skills).

126 SPECIAL EDUCATION/ STUDENT SERVICES An IEP is... a written plan describing the special education program and/or services required by your child, based on a thorough assessment of his/her strengths and needs that is, the strengths and needs that affect your child s ability to learn and to demonstrate learning; a record of the particular accommodations needed to help your child achieve his or her learning expectations, given his/her identified learning strengths and needs; a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education s curriculum policy documents; a working document that identifies alternative expectations, if required, in program areas not represented in the Ontario curriculum; a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting your child s achievement of modified and/or alternative expectations; an accountability tool for you and your child and everyone who has responsibilities under the plan for helping your child meet the stated goals and learning expectations as he/she progresses through the Ontario curriculum. An IEP is not a description of everything that will be taught to your child; a list of all the teaching strategies used in regular classroom instruction; a document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations; a daily lesson plan.

127 22 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD WHAT SHOULD I DO IF ISSUES ARISE? As a parent of a child with special needs, there will be a variety of decisions you will have to make throughout your child s education. The issues that may affect your child are as many and diverse as there are children. When issues arise, it is important to start the discussion by contacting your child s teacher share your concerns or questions including the important members of the school team (ex., Learning Resource Teacher, Guidance Counselor, Student Success Teacher, Principal) as needed. Focus on: Your child s best interests Obtaining a clear understanding of the situation Exploring all options Examining all ideas and suggestions When an issue or concern arises about your child s program or services, it is essential that you first speak to the person most involved in your child s education: The classroom teacher. If the concern cannot be resolved at this level, it may be necessary for the principal to become involved. System special education staff may also be called upon to provide information and support in resolving the concern. Finding a win-win solution Various parent associations may be able to assist you in your discussions with the school and Board. In addition, the members of the Special Education Advisory Committee (SEAC) may also be able to help and provide support. All parents have the right to advocate for their children. You may wish to work with an advocate if you feel that the addition of a third party may be helpful. An advocate can accompany you to meetings. Try to resolve issues at the local school level whenever possible.

128 SPECIAL EDUCATION/ STUDENT SERVICES As a parent, please help your child by: Asking questions if there is something you are concerned about or do not understand; Participating in IPRCs, parent-teacher conferences, and any other relevant school activities that affect your child s program; Participating in the review of your child s Individual Education Plan (IEP); Becoming acquainted with the school staff who work with your child; and Working with the school principal and teachers to solve problems that arise. How to get help with a concern Classroom Concern START HERE Call Teacher* Concern Resolved? YES NO Schoolwide Concern START HERE Call Principal Concern Resolved? YES NO Districtwide Concern START HERE Call appropriate Superintendent* If you cannot determine whom to call START HERE Contact us We want to hear from you or [email protected] Your trustee is available to guide you through this process. School, Superintendent and Trustee contact information is available at or by calling

129 24 18 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE (SEAC) The Special Education Advisory Committee (SEAC) of Hamilton-Wentworth District School Board is committed to working in partnership with parents and with the staff and resources of the Board to assure quality educational services for all students. SEAC advocates for students with special needs by: Assisting students to receive the best programs that meet their social, physical, emotional and educational needs; Advising the Board about best practices; and Working to ensure that all students are welcomed and included within their schools. The Ministry of Education requires that each school board in Ontario appoint a SEAC. This committee is made up of parents, trustees, and representatives recommended by local associations and community organizations. Staff who represent various employee groups and/or provide information to the committee also participate. The purpose of SEAC is to review issues related to the education of students with special needs and make recommendations on these issues to the trustees and the administration. The members bring their associations perspectives to the discussions while working together to ensure the best education for all exceptional children within the Board. SEAC members also sit on various other committees of the Board, both to represent SEAC on the committee and to keep SEAC members up-todate on the issues. You are welcome to contact individual members of SEAC if you have specific questions or concerns. SEAC meets once per month (usually on the last Wednesday of each month) throughout the school year. Meetings start at 7:00 p.m. You are welcome to attend any meeting. Check website for meeting location: programs/seac

130 SPECIAL EDUCATION/ STUDENT SERVICES SEAC membership Community Members Autism Society Ontario Hamilton-Wentworth Chapter Community Living Hamilton Canadian National Institute for the Blind (CNIB) CHOICES - Supporting People with Developmental Disabilities Down Syndrome Association of Hamilton Lynwood Charlton Centre The Children s Aid Society of Hamilton-Wentworth Hamilton Niagara Haldimand Brant Community Care Access Centre McMaster Children s Hospital Dev. Pediatrics and Rehabilitation Portfolio VOICE for Hearing Impaired Children Two Representatives from the Board of Trustees Contact information for current members is listed on our website: Parent Advocacy Learning and Support Network (PALS) Association of Bright Children, Hamilton Chapter

131 26 14 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD COMMUNITY SERVICES What is Contact Hamilton? CONTACT Hamilton is an agency funded by the Ministry of Community and Social Services to provide a single point of access and service co-ordination for individuals and families who use children s services and/or developmental services. CONTACT Hamilton assists individuals and families, and the health and social service staff who work on their behalf, to get information and link with the services they need. 140 King Street East, Suite 4 Hamilton ON, L8N 1B2 (905) [email protected] The following agencies are directly involved with CONTACT Hamilton: Services for Children and Youth: Woodview Children s Centre Wesley Urban Ministries The Good Shepherd: Brennan House Rygiel Supports for Community Living Public Health and Community Services: Child and Adolescent Services Lynwood Charlton Centre Hamilton Public Health & Community Services (Child and Adolescent Services, Ontario Works, etc.) Community Living Hamilton Community Child Abuse Council Community Adolescent Network COAST Children s Aid Society of Hamilton Child and Family Centre, McMaster Children s Hospital Charlton Hall Child and Family Centre Catholic Family Services: St. Martin s Manor and Family Services Worker Catholic Children s Aid Society of Hamilton: Alternate Care Program

132 SPECIAL EDUCATION/ STUDENT SERVICES Developmental Services for Children, Youth and Adults: Autism Services YWCA of Hamilton Woodview Manor The Salvation Army: Lawson Ministries Rygiel Supports for Community Living L Arche Hamilton Hamilton and District Extend-A-Family Community Living Hamilton CHOICES Christian Horizons Child and Family Centre, McMaster Children s Hospital Children s Aid Society of Hamilton: Alternate Care Program Catholic Family Services: Adult Protective Services Worker, Family Services Worker Catholic Children s Aid Society of Hamilton: Alternate Care Program Beth Tikvah Foundation of Hamilton Many parent organizations are available to provide information and support to parents of children with special needs. The school team can help to direct you to community organizations. Ministry Website for Special Education The Ministry provides a website specifically for Special Education. This website provides excellent information in the following areas: Overview Resolving Identification or Placement Issues Policy Direction Resource Documents Related Information The Special Education website can be located at:

133 28 10 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD YOUR RIGHTS AND RESPONSIBILITIES: A SUMMARY Parents and school staff should strive for a close working relationship to support the needs of your child. Parents and students 16 years of age and older have the right to be present at and participate in all committee discussions and to be present when the IPRC makes identification and placement decisions. School staff should consult regarding any meetings or decisions affecting your child s individual program and any system staff that will be working with your child. Any written information regarding your child that is available to the School Team and/or the IPRC should also be available for you to read. School staff should discuss this information with you, and answer any questions you might have. You should, likewise, provide the School Team with any written information you wish to have considered during the problem-solving process. Your consent is required before staff from community agencies can be consulted regarding your child. Your consent is required before individual psycho-educational assessments can be done. You are entitled to review with Psychological Services staff the results of a psycho-educational assessment. You will be provided with a copy of the report upon request. You may request written communication to be made available in Braille, large print, or other accessible formats.

134 SPECIAL EDUCATION/ STUDENT SERVICES 29 9 You must be given adequate notice, in writing, of the time and date for any IPRC meeting. You will be invited to participate in any IPRC meeting (including review meetings). You may bring an advocate to speak on your behalf or otherwise support you. This also applies to students 16 years of age or older. If you plan to bring someone with you, you should give the principal the name in advance. You must be given written notice of any IPRC decisions. You may appeal the identification and/or placement decisions of the IPRC, if you do not agree. Your consent to the IPRC decisions is necessary before your child is placed. However, if you do not agree with the IPRC decisions, but do not ask for a discussion meeting or request an appeal within 30 days, the Board is then allowed to place your child. You, and students who are 16 years of age or older, shall be invited to provide input into your child s Individual Education Plan (IEP). You must be provided with a copy of the IEP. You may request a review of your child s placement after three months, if you have concerns. You may at any time request an interview with the teacher to discuss your child s program.

135 30 6 HAMILTON-WENTWORTH DISTRICT SCHOOL BOARD SOME COMMON TERMS AND SHORT FORMS Accommodation Teaching strategies, supports, and/or services that provide students with access to the curriculum and enable them to demonstrate learning. Alternative Expectations Expectations that outline learning related to skill development in areas not represented in the Ontario curriculum policy documents. EA Educational Assistant ECE Early Childhood Educator Interpreter A person who interprets/facilitates communication on behalf of a deaf or hard of hearing student. Intervenor A person who helps interpret the world on behalf of a deaf/blind student. Exceptional Pupil A student whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program. LRT Learning Resource Teacher. A special education teacher assigned to each school to provide special education resource support. Modification Changes made to the grade-level curriculum expectations for a subject or course to meet the needs of the student.

136 SPECIAL EDUCATION/ STUDENT SERVICES 31 5 OT Occupational Therapist PT Physiotherapist SLP Speech/Language Pathologist Special Education Placement The place where the special education program will occur and/or the special education services will be provided. Special Education Program An educational program that is based on and modified by the results of continuous assessment and that includes a plan containing specific objectives and an outline of educational services that meet the needs of the exceptional student. Special Education Services Facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. Transition Plan A plan for transitioning from one program or setting to another. The transition plan in the IEP (for students 14 years of age or older) refers to the transition to appropriate post-secondary activities, such as work, further education, and/or community living. Transition plans can also be developed for specific reasons, such as transferring from one school or special education program to another.

137 Hamilton-Wentworth District School Board Special Education/Student Services x2625 Contact Notes School Number: Teacher: Learning Resource Teacher: Other Relevant Staff: Principal: Things I want to talk about when I meet with the school:

138 Alternate Report Card Date: Student: OEN: Days Absents: Total Days Absent: Teacher: Times Late: Total Times Late: Grade: Placement: Board: Hamilton-Wentworth District School Board School: Address: P.O. Box 2558 Hamilton Ontario L8N 3L1 Address: Principal: Telephone: Progress Levels: 4 Developing Well 3 Developing Satisfactorily 2 Beginning to Develop 1 Not Yet Observed Learning Skills Social Communication Safety Is responsive to social interactions Is able to engage in positive interactions Demonstrates quality verbal / non-verbal exchanges Interactions are appropriate to the situation Is aware of personal safety Is aware of the safety of others Initiative Demonstrates a willingness to take risks Demonstrates curiosity and interest in learning Approaches new tasks with a positive attitude Emotional Well-Being Shows confidence and positive self-esteem Demonstrates enjoyment and a sense of humour Demonstrates pleasure in exploring new activities Demonstrates pleasure in sensory experiences Next Steps Organization Able to complete work / tasks Able to use resources to complete tasks Able to organize materials/resources Self-Advocacy Able to articulate wants/needs Able to articulate likes/dislikes Understands own strengths/needs Collaboration Cooperates with others Able to work in a group Shares information/ resources Self-Regulation Perseveres and makes an effort when responding to challenges Able to rest and relax Demonstrates a sense of self Able to self-calm Page 1 of 4

139 Alternate Report Card Date: Progress Levels: 4 Developing Well 3 Developing Satisfactorily 2 Beginning to Develop 1 Not Yet Observed Levels of Support: N/A Not Assessed PH Physical VE Verbal VI Visual IN - Independence Alternative Focus Areas Annual Learning Goal: Literacy Learning Expectation(s): Progress Level of Support Functional Literacy Computer Literacy Next Steps Annual Learning Goal: Numeracy Learning Expectation(s): Progress Level of Support Functional Mathematics Next Steps Annual Learning Goal: Living Skills Learning Expectation(s): Progress Level of Support Self-Help Skills Leisure Skills Community Navigation Next Steps Annual Learning Goal: Physical Activity Learning Expectation(s): Progress Level of Support Fine Motor Skills Gross Motor Skills Next Steps Page 2 of 4

140 Alternate Report Card Date: Annual Learning Goal: Vocational Skills Learning Expectation(s): Progress Level of Support Job Readiness Skills Work Experience Skills Next Steps Annual Learning Goal: Pathways Plan Learning Expectation(s): Progress Level of Support Transition Activities Next Steps Individual Focus Area (optional) Annual Learning Goal: Learning Expectation(s): Progress Level of Support Next Steps Page 3 of 4

141 Alternate Report Card Date: Progress Indicators Progress Levels 4 Developing Well The student is regularly demonstrating the required skill/knowledge. 3 Developing Satisfactorily The student is making good progress in demonstrating the required skill/knowledge. 2 Beginning to Develop The student is beginning to demonstrate the required skill/knowledge. 1 Not Yet Observed The student has not demonstrated the required skill/knowledge to date. Levels of Support PH Physical VE Verbal VI Visual IN Independence The student is generally able to complete the task/activity with adult hand-over hand support. The student is generally able to complete the task/activity when given a verbal prompt. The student is generally able to complete the task/activity with the use of a visual prompt/schedule. The student is generally able to complete the task/activity independently. To Parents/Guardians and Students: This copy of the report card should be retained for reference. The original or an exact copy has been placed in the student s Ontario Student Record (OSR) folder and will be retained for five years after the student leaves school. Teacher s Signature: Principal s Signature: Alternative Report Card (Please complete, sign, and detach the form below, and return it to your child s teacher.) Student: OEN: Teacher: Parent/Guardian s and student s comments on student achievement and goals. I have received this report card. Parent s/guardian s name (please print) Signature: Date: I would like to discuss this report card. Please contact me. Telephone (day): Telephone (evening): Page 4 of 4