Special Education Report

Transcription

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

2 Table of Contents Special Education Programs and Services Page Model for Special Education 1 Identification, Placement, and Review Committee (IPRC) Process 4 Special Education Placements Provided by the Board 11 Individual Education Plans (IEP) 27 Special Education Staff 34 Special Equipment 36 Transportation for Students with Special Education Needs 37 Transition Planning 40 Provincial Information Roles and Responsibilities 42 Categories and Definitions of Exceptionalities 44 Ontario Provincial and Demonstration Schools 52 Additional Information Early Identification Procedures and Intervention Strategies 57 Educational and Other Assessments 59 Coordination of Services with Other Ministries or Agencies 67 Specialized Health Support Services in School Settings 76 Staff Development 79 Accessibility 84 Special Education Advisory Committee (SEAC) 90 Parents Guide 94 Appendix 1-HWDSB Special Class Locations Appendix 2-Empower Reading Program: Evaluation Findings for Appendix 3-Gifted Services Review: Summary Report Spring Appendix 4-Centre for Success Summary Report for April 2009-June The HWDSB Special Education Report, copies of the Parents Guide (Working Together: A Guide to Special Education and Student Services) and additional Special Education/Student Services information are available on the HWDSB website at: -> Program -> Special Education / Student Services Mr. John Malloy, Director of Education Signature: Date: June 2012

3 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

4 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

5 The following diagram illustrates the HWDSB Special Education/Student Services tiered approach to Prevention and Intervention. 3

6 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

7 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

8 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 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

9 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

10 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

11 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

12 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 Assist in facilitation of IPRC process at direction of Chair. Committee Ask questions of any attendee in order to clarify information presented and/or members 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/Guar dians 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) to the identification and placement determinations. 10

13 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. Special Education Placements Provided by the Board Placement Options The Hamilton-Wentworth District School Board offers a spectrum of placement options for students with special education needs. These options include regular class programs with support, short-term intervention programs, special class programs, as well as a special day school. In consultation with stakeholders, including SEAC, and in accordance with Board policy regarding special class locations, 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. 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. 11

14 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. Short-Term Board Interventions At the elementary level, there are two short-term interventions which occur at alternate board locations and are available to students with particular needs, as follows: 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. All students accessing the program have IEPs in place and have received a psychoeducational assessment with 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 operated 3 Centre for Success programs, supporting between 70 and 80 grade 5 students. Character Network Program The Character Network Program is a tiered approach to addressing behavioural 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 - Targeted Program Special Class (see next section) 12

15 Character Network relies on an inter-disciplinary approach to addressing behaviour, 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 Character Network: Centre part of the program is a short-term intervention designed to build the capacity of the selected students to function more independently in their home school through the transference of behavioural skills learned in a more intensive setting. The program provides focused and direct instruction on anger management, social skills, self-awareness, and other skills as required. The Centre staff work with the home school to increase the capacity of both the student and the home school staff to allow for the successful re-entry and transference of strategies upon completion of the program. Critical to the students success is the strong support and collaboration of Centre and home school staff in the successful transference of the learned skills and strategies. Parent engagement is emphasized and facilitated through the social worker assigned to the program. Community agencies are involved in the delivery of sections of the structured program. In , 4 Centre programs were offered, serving over 80 students. Empower TM Reading 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 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. 13

16 The Speech and Language Program The Speech and Language Program provides 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. Special Class Placement 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. 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 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). The needs and/or challenges of the child are taken into consideration when a special class placement is being discussed. Behaviour issues may preclude a student from a special class placement until a Behaviour Plan and Safe Intervention Plan have been put in place. The Character Network Pathways and/or Centre programs, as well as other system and community supports should be explored. 14

17 While the category of exceptionality provides some helpful information, decisions regarding placing students in appropriate classes are based on the students needs, not their exceptionalities. 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. Special Classes The following self-contained special classes are offered within HWDSB: 1. Autism Spectrum Disorders (ASD) Classes - Maximum Class Size: 6 - Primary, Junior, Intermediate, Senior A candidate for admission to an ASD Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional - Communication/Autism; the student would benefit from a structured setting with emphasis on behaviour management strategies, social and communication skills development; other school-based and/or system-based interventions have proven to be largely unsuccessful in improving the student s assessed literacy/numeracy achievement levels; and the student has received replacement programming for a significant portion of the school day. A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; 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. 2. Character Network Classes - Maximum Class Size: 8 - Junior, Intermediate A candidate for admission to a Character Network Class should demonstrate all of the following: the student meets the HWDSB criteria for identification as exceptional - Behaviour; Plan (IEP); school-based interventions have proven to be largely unsuccessful in improving the student s behaviour; the student would benefit from a structured setting with emphasis on behaviour management strategies and social and communication skills development beyond what is offered through the Character Network Pathways or Centre programs. 15

18 A student will be considered for demission when he/she demonstrates one or more of the following: the behavioural functioning of the student is no longer the most significant determining influence on the child's academic success or social adjustment in school; and 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 3. Comprehensive: Communications Classes - Maximum Class Size: 12 - Junior, Intermediate A candidate for admission to a Comprehensive: Communications Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Communication: Language Impairment, or Communication: Learning Disability with a severe language deficiency; the student has received replacement programming for a significant portion of the school day in literacy/numeracy, as documented in the student s Individual Education Plan (IEP); other school-based and/or system based interventions have proven to be largely unsuccessful in improving the student s assessed literacy/ numeracy achievement levels; the student s assessed reading and writing achievement levels are more than two years below the expected grade level; and the student has a need for a structured setting with emphasis on intensive oral and written language development. A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; and 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. 4. Comprehensive: Intellectual Classes - Maximum Class Size: 12 - Primary, Junior, Intermediate A candidate for admission to a Comprehensive: Intellectual Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Intellectual: Mild Intellectual Disability; the student has received replacement programming for a significant portion of the school day in literacy/numeracy, as documented in the student s Individual Education Plan (IEP); other school-based and/or system based interventions have proven to be largely unsuccessful in improving the student s assessed literacy/numeracy achievement levels; the student s assessed reading and writing achievement levels are more than two years below the expected grade level; and the student has a need for a structured setting with emphasis on intensive academic development focusing on repetition, reinforcement, concrete examples and compensatory strategies. 16

19 A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; and 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. 5. Comprehensive: Secondary - Maximum Class Size: 16 A candidate for admission to a Comprehensive: Secondary should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Intellectual: Mild Intellectual Disability, Communication: Language Impairment, or Communication: Learning Disability with a severe language deficiency; the student requires replacement programming for a significant portion of the school day in English and/or Mathematics, as documented in the student s Individual Education Plan (IEP); previous school-based and/or system based interventions have proven to be largely unsuccessful in improving the student s assessed literacy/numeracy achievement levels; the student s assessed reading and writing achievement levels are more than two years below the expected grade level; and the student has a need for a structured setting with emphasis on intensive academic development focusing on repetition, reinforcement, concrete examples, compensatory strategies, and/or intensive oral and written language development. A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; and the student s social and/or academic needs can be successfully addressed in a regular secondary school setting or through other school/system program interventions, using appropriate accommodations, modifications and/or compensatory strategies. 6. Deaf and Hard-of-Hearing Class - Maximum Class Size: 10 - Primary; Junior A candidate for admission to a Deaf and Hard-of-Hearing Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Communication: Deaf and Hard-of-Hearing; the student has a hearing loss which, in combination with additional language-based deficits, significantly impacts upon his/her educational development; the student requires an individualized program which may include direct service instruction for at least 50% of the day; the student has received within the past year a pure tone and speech reception audiological assessment and a speech/language consultation or assessment by a Speech and Language pathologist. 17

20 A student will be considered for demission when he/she demonstrates one or more of the following: the student requires a less intensive level of need that could be met in a regular class with support, including support from an itinerant teacher of the hearing impaired; the student has a significant positive change in the level of hearing; and 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. 7. Gifted Classes - Maximum Class Size: 25 - Junior, Intermediate A candidate for admission to a Gifted Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Intellectual: Gifted; and the student has documented significant intellectual, academic and/or social needs which can be more successfully met in a special class rather than in a regular class with available support. A student will be considered for demission when he/she demonstrates one or more of the following: 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. 8. Developmental Disability Class - Maximum Class Size: 10 - Primary; Junior; Intermediate; Secondary; - Glenwood Special Day School A candidate for admission to a Developmental Disability Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Intellectual: Developmental Disability; the student has an inability to profit educationally in a regular class setting with significant support; the student has a need for instruction in functional communication, academic, self-care, life and social interaction skills; and the student MAY require the services of Specialized Health Support Services in the school setting. A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; and 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. 18

21 9. Multiple Class - Maximum Class Size: 6 - Primary; Junior; Glenwood Special Day School A candidate for admission to a Multiple Class should demonstrate the following: the student meets the HWDSB criteria for identification as exceptional Multiple; the student has an inability to profit educationally in a regular class setting with significant support; the student has a need for a multifaceted approach to educational instruction in functional communication, academic, self-care, life and social interaction skills; and the student has significant physical limitations and/or requires the services of Specialized Health Support Services in the school setting. A student will be considered for demission when he/she demonstrates one or more of the following: the student does not require the same degree of significant replacement programming; and 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. Description of HWDSB Special Classes Type of Special Class # of Classes Elementary # of Classes Secondary * Glenwood Special Day School: Elementary & Secondary 9 classes in addition to what is listed above Multiple and Developmental Disability Maximum Class Size Autism Spectrum Disorder 8 (Pr./Jr.:6; Int.:2) 4 6 Character Network (Behaviour) 5 (Jr.:1; Int.:4)4 0 8 Comprehensive Communication 13 (Jr. :3; Int.10) 0 12 Comprehensive Intellectual 19 (Jr. : 7;Int. :12) 0 12 Comprehensive Secondary Deaf / Hard of Hearing 1 (Pr./Jr.: 1) 0 10 Speech & Language 4 (Pr.:4) 0 12 Gifted 6 (Jr.:2; Int.:4) 0 25 Developmental Disability* 7 (Pr./Jr.:3; Int.:4) 9 10 Multiple* 2 (Pr./Jr. :2)

22 Special Education Classes by Type Type of Class Level School Autism Spectrum Disorder Primary/ Junior Billy Green Dr. Davey Queen Victoria Westwood Junior/Intermediate Dr. Davey Queen Victoria Intermediate Billy Green Westview Secondary Glendale (2 classes) Hill Park Sir Allan MacNab Character Network (Behaviour) Junior Lincoln Alexander Junior / Intermediate Bennetto Cardinal Heights Queen Victoria Sir Wilfrid Laurier Comprehensive : Communication Junior Billy Green Holbrook Queen Mary Intermediate Billy Green Dalewood Elizabeth Bagshaw G.L. Armstrong Hillcrest Mount Albion Queen Mary Ryerson Spencer Valley W.H. Ballard Comprehensive : Intellectual Primary/Junior Linden Park Junior Bennetto Earl Kitchener Hillcrest Linden Park R.A. Riddell Yorkview Intermediate Adelaide Hoodless Cathy Wever Chedoke (2 classes) Gatestone Green Acres Hillcrest Memorial (city) Prince of Wales R.A. Riddell Ryerson Sir William Osler 20

23 Type of Class Level School Comprehensive Secondary Barton Delta (2 classes) Hill Park Orchard Park Parkside Parkview Sir Allan MacNab Sir Winston Churchill Deaf / Hard of Hearing Preschool Queensdale Primary / Junior Queensdale Speech & Language Primary (Grade 1) Cathy Wever Franklin Road Green Acres Prince Philip Queen Victoria Gifted Junior Dundas Central Holbrook Junior/Intermediate Intermediate W.H. Ballard Dalewood (2 classes) Westview Developmental Disability Primary / Junior Beverly Central Highview Woodward Intermediate Secondary Graduated Support Program (Developmental) Pr./Jr./Int./Secondary Highview Hillcrest Mount Albion Spencer Valley Ancaster High Orchard Park Sherwood (2 classes) Sir Allan MacNab Sir Winston Churchill (2 classes) Westdale (2 classes Jr. & Sr.) Glenwood Special Day School (4 classes) Multiple Primary/Junior Huntington Park Queen Mary Pr./Jr./Int./ Secondary Glenwood Special Day School (5 classes) 21

24 Special Education Classes By School School Class Level Adelaide Hoodless Comprehensive: Intellectual Intermediate Bennetto Comprehensive: Intellectual Junior Character Networks: Behaviour Junior / Intermediate Beverly Central Developmental Disability Primary/Junior Billy Green Autism (2 classes) Primary / Junior Intermediate Comprehensive: Communication (2 classes) Junior Intermediate Cardinal Heights Character Networks: Behaviour Junior / Intermediate Cathy Wever Comprehensive: Intellectual Intermediate Chedoke Comprehensive: Intellectual (2 classes) Intermediate Dalewood Comprehensive: Communication Intermediate Gifted (2 classes) Intermediate Dr. Davey Autism (2 classes) Primary/Junior Junior/Intermediate Dundas Central Gifted Junior Earl Kitchener Comprehensive: Intellectual Junior Elizabeth Bagshaw Comprehensive: Communication Intermediate Franklin Road Speech & Language Primary (Grade 1) Gatestone Comprehensive: Intellectual Intermediate George L. Armstrong Comprehensive: Communication Intermediate Green Acres Comprehensive: Intellectual Intermediate Speech & Language Primary Highview Developmental Disability (2 classes) Primary / Junior Intermediate Hillcrest Developmental Disability Intermediate Comprehensive: Intellectual (2 classes) Junior Intermediate Comprehensive: Communication Intermediate Holbrook Comprehensive: Communication Junior Gifted Junior Huntington Park Multiple Primary/ Junior Lincoln Alexander Character Networks: Behaviour Junior Linden Park Comprehensive: Intellectual (2 classes) Primary / Junior Junior Memorial (City) Comprehensive: Intellectual Intermediate Mount Albion Developmental Disability Intermediate Comprehensive: Communication Intermediate Prince of Wales Comprehensive: Intellectual Intermediate Prince Philip Speech & Language Primary (Grade 1) Queen Mary Multiple Primary / Junior Comprehensive: Communication (2 classes) Junior Intermediate 22

25 School Class Level Queen Victoria Autism (2 classes ) Primary / Junior Junior / Intermediate Speech & Language Primary (Grade 1) Character Networks: Behaviour Junior / Intermediate Queensdale Deaf / Hard of Hearing Primary / Junior R.A. Riddell Comprehensive: Intellectual (2 classes) Junior Intermediate Ryerson Comprehensive: Intellectual Intermediate Comprehensive: Communication Intermediate Sir Wilfrid Laurier Character Networks: Behaviour Junior / Intermediate Sir William Osler Comprehensive: Intellectual Intermediate Spencer Valley Developmental Disability Intermediate Comprehensive: Communication Intermediate Westview Autism Intermediate Gifted Intermediate Woodward Developmental Disability Primary / Junior W.H. Ballard Comprehensive: Communication Intermediate Gifted Junior / Intermediate Yorkview Comprehensive: Intellectual Junior Ancaster H.S. Developmental Disability Secondary Barton S.S. Comprehensive Secondary Delta S.S. Comprehensive ( 2 classes) Secondary Glendale S.S. Autism (2 classes) Secondary Hill Park S.S. Autism Secondary Comprehensive Secondary Orchard Park S.S. Developmental Disability Secondary Comprehensive Secondary Parkside S.S. Comprehensive Secondary Parkview S.S. Comprehensive Secondary Sherwood S.S. Developmental Disability (2 classes) Secondary Sir A. MacNab S.S. Developmental Disability Secondary Autism Secondary Comprehensive Secondary Sir Winston Churchill S.S. Developmental Disability (2 classes) Secondary Comprehensive Secondary Westdale S.S. Developmental Disability (2 classes) Secondary Glenwood Special Day Developmental Disability (5 classes) Pr./Jr./Int./Secondary School Multiple (4 classes) Pr./Jr./Int./Secondary 23

26 Special Education Classes By Cluster Area Area School Class Level Cluster West Beverly Central Developmental Disability Primary/Junior Dalewood Comprehensive: Communication Intermediate Gifted (2 classes) Intermediate Dundas Central Gifted Junior Earl Kitchener Comprehensive: Intellectual Junior Prince Philip Speech & Language Primary (Grade 1) Ryerson Comprehensive: Intellectual Intermediate Comprehensive: Communication Intermediate Sir William Osler Comprehensive: Intellectual Intermediate Spencer Valley Developmental Disability Intermediate Comprehensive: Communication Intermediate Yorkview Comprehensive: Intellectual Junior Ancaster H.S. Developmental Disability Secondary Parkside S.S. Comprehensive Secondary Westdale S.S. Developmental Disability (2 classes) Secondary Cluster Adelaide Hoodless Comprehensive: Intellectual Intermediate North Bennetto Comprehensive: Intellectual Junior Character Networks: Behaviour Intermediate Cathy Wever Comprehensive: Intellectual Intermediate Dr. Davey Autism Primary/Junior Junior/Intermedite Elizabeth Bagshaw Comprehensive: Communication Intermediate Green Acres Comprehensive: Intellectual Intermediate Speech & Language Primary (Grade 1) Hillcrest Developmental Disability Intermediate Comprehensive: Intellectual (2 classes) Junior Intermediate Comprehensive: Communication Intermediate Memorial (City) Comprehensive: Intellectual Intermediate Prince of Wales Comprehensive: Intellectual Intermediate Queen Mary Multiple Primary / Junior Comprehensive: Communication (2 classes) Junior Intermediate Queen Victoria Autism (2 classes ) Primary / Junior Speech & Language Primary (Grade 1) Sir Wilfrid Laurier Character Networks: Behaviour Junior / Intermediate Woodward Developmental Disability Primary / Junior W.H. Ballard Comprehensive: Communication Intermediate Gifted Intermediate Delta S.S. Comprehensive (2 classes) Secondary Glendale S.S. Autism (2 classes) Secondary Orchard Park S.S. Developmental Disability Secondary Comprehensive: Comprehensive Secondary Parkview S.S. Comprehensive Secondary Sir Winston Churchill Developmental Disability (2 classes) Secondary S.S. Comprehensive Secondary 24

27 Area School Class Level Cluster South Billy Green Autism (2 classes) Primary / Junior Intermediate Comprehensive: Communication (2 classes) Junior Intermediate Cardinal Heights Character Networks: Behaviour Junior / Intermediate Chedoke Comprehensive: Intellectual Intermediate (2 classes) Franklin Road Speech & Language Primary (Grade 1) Gatestone Intellectual Intermediate George L. Armstrong Comprehensive: Communication Intermediate Highview Developmental Disability (2 classes) Primary / Junior Intermediate Holbrook Communication Junior Gifted Junior Huntington Park Multiple Primary/ Junior Lincoln Alexander Character Networks: Behaviour Junior Linden Park Comprehensive: Intellectual (2 classes) Primary / Junior Junior Mount Albion Developmental Disability Intermediate Communication Intermediate Queensdale Deaf / Hard of Hearing Primary / Junior R.A. Riddell Comprehensive: Intellectual (2 classes) Junior Intermediate Westview Autism Intermediate Gifted Intermediate Westwood Autism Primary / Junior Barton S.S. Comprehensive Secondary Hill Park S.S. Autism Secondary Comprehensive Secondary Sir A. MacNab S.S. Developmental Disability Secondary Comprehensive Secondary Sherwood S.S. Developmental Disability (2 classes) Secondary Special Education Glenwood Special Day School Developmental Disability (5 classes) Multiple (4 classes) Primary / Junior / Intermediate / Secondary 25

28 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 Kinesiologist X X Communicative Disorders Assistants X X 26

29 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 27

30 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 System IEP Audit During the school year , HWDSB conducted an audit of a percentage of the IEPs in our school system, In order to assess how we were doing and to determine the next steps as far as professional development with regard to IEPs was concerned. A minimum of 6 IEPs were collected from each secondary school and a minimum of 3 IEPs were collected from every elementary school. Approximately 400 IEPs were collected. A template was developed to assist with the review. Findings indicated that, overall as a system, learning and teaching expectations were appropriate to the students for whom the IEPs were developed. Accommodated, modified, and alternative expectations were generally clearly written and appropriate. More information needs to be provided in the areas of: clearly identifying specific student strengths and needs based on assessment information; ensuring alignment of various sections of the IEP; writing measurable (SMART) goals, particularly for annual learning goals; and providing more measurable assessment strategies. Professional development has and will continue to focus on the above areas. In , the focus is on IEPs developed for students entering our system who have been diagnosed with Autism Spectrum Disorders (ASD). HWDSB also participates in a regional IEP Review Projects, involving 16 public and Catholic boards. This provides us with a comparison of the results of our reviews with that of the region. Results of that comparison for indicated that our results were consistent with the findings for the region. IEP Engine In , HWDSB introduced SpedAssist to all schools as its new IEP engine. SpedAssist is a web based solution facilitating collaboration in IEP development and review. Full implementation begins in September

31 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 29

32 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 30

33 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 31

34 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 32

35 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 33

36 1. Elementary Panel: Special Education Staff Special Education Staff FTE Staff Qualifications Self-Contained Class Teachers 64 Special Education Additional Qualifications Learning Resource Teachers Special Education Additional Qualifications Principal: Special Education 0.5 Special Education Specialist; Principals I-II Special Education Consultants 6.0 Special Education Specialist Itinerant Teachers: Deaf/Hard of Hearing 5.0 Special Education Additional Qualifications Itinerant Teachers : Blind/Low Vision 3.0 Special Education Additional Qualifications Itinerant Teachers: Augmentative Communications 2.0 Special Education Additional Qualifications Itinerant Teachers: Autism Spectrum Disorder 3.0 Special Education Additional Qualifications Itinerant Teachers: Character Networks 10.0 Special Education Additional Qualifications Itinerant Teachers: Centre for Success 3.0 Special Education Additional Qualifications Itinerant Teacher: Assistive Technology 0.5 Special Education Additional Qualifications Itinerant Teacher: Empower Trainers 3.0 Special Education Additional Qualifications Educational Assistants College Training Certificate Communication Disorders Assistants 4.0 College Training Certificate Kinesiologist 0.5 B.A.; Kinesiology Certification Manager: Psychological Services O.5 Psychologist Psychoeducational Consultants 11.0 Master of Psychology Manager: Communication Services 0.5 Speech-Language Pathologist Speech-Language Pathologist 15.0 Speech-Language Pathologist Manager: Autism Services 0.5 Speech-Language Pathologist Manager: Social Work Services 0.5 Master of Social Work Social Workers 15.0 Master of Social Work or Bachelor of Social Work Mental Health Strategy Social Worker.5 Master of Social Work 34

37 2. Secondary Panel Special Education Staff FTE Staff Qualifications Self-Contained Class Teachers 22.0 Special Education Additional Qualifications Learning Resource Teachers 41.5 Special Education Additional Qualifications Principal: Special Education 0.5 Special Education Specialist; Principals I-II Special Education Consultants 3.0 Special Education Specialist Itinerant Teacher: Deaf/Hard of Hearing 1.0 Special Education Additional Qualifications Itinerant Teacher: Blind/Low Vision 0.5 Special Education Additional Qualifications Itinerant Teacher: Assistive Technology 0.5 Special Education Additional Qualifications Educational Assistants College Training Certificate Kinesiologist 0.5 B.A.; Kinesiology Certification Manager: Psychological Services O.5 Psychologist Psychoeducational Consultants 5.0 Master of Psychology Manager: Communication Services 0.5 Speech-Language Pathologist Speech-Language Pathologist 2.5 Speech-Language Pathologist Manager: Autism Services 0.5 Speech/Language Pathologist Manager: Social Work Services 0.5 Master of Social Work Social Workers 12.0 Master of Social Work or Bachelor of Social Work Mental Health Strategy Social Worker.5 Master of Social Work 3. Contracted Services HWDSB has contracts with outside agencies to provide: Audiology Services; and Orientation and Mobility Services. 4. Care, Treatment and Corrections Programs HWDSB provides the following staff to service educational programs: principal; vice-principal; consultant; 7 elementary teachers; 25 secondary teachers; and one educational assistant 5. Additional Secondary School Social Workers Two additional social workers were provided through Urban Priorities funding. 35

38 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. 36

39 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. 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. 37

40 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. 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. 38

41 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. 39

42 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) is distributed. In the spring, individual intake meetings are held with the parents, individuals they wish to invite, school and board staff, pre-school 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. Parents as Partners As part of parent engagement, a five part series workshop is being offered in order that parents can begin the communication process with the school, and feel as valued members of their child s team. 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. To this end a Transitions for Students Grade to Grade Transition Planning Workbook and a This is Me in grade --- to help you get to know me! booklet (based on Thames Valley Children s Centre: School Support Program/ASD materials) has been developed and is currently being vetted by teachers, central office staff and special education consultants to assist the smooth and seamless process. Also, any visual and curriculum supports are transferred from grade to grade as the student moves. 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; 40

43 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. A pilot of Tier 2 and Tier 3 students was initiated in the spring of 2012 to facilitate the transition of students from grades 7-10 using TIPs (Transition for Inclusive Pathways) materials that include opportunities for a more detailed elementary to secondary transition. The materials include student voice, and parent voice opportunities. 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. Recent changes with the Developmental Services of Ontario will support the transitioning of students with developmental disabilities as they are leaving the school system. 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. In June 2006, the Ministry of Community and Social Services (MCSS) announced a new way of accessing community participation supports called Passport. Access to Passport, other community participation supports and other developmental services is through Contact Hamilton. This transition plan continues to be implemented as part of the contract between HWDSB and CONTACT Hamilton for all students with developmental disabilities. 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 on e program or grade to another. This is done through the referral process set up by CCAC. HWDSB is currently reviewing the transitions of students with developmental disabilities as they prepare to leave secondary schools. Efforts to improve this process will continue in

44 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. 42

45 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. 43

46 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. 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. 44

47 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. 45

48 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. 46

49 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. 47

50 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. 48

51 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. 49

52 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. 50

53 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. 51

54 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. 52

55 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: 53

56 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. 54

57 TTY: (613) & Phone (613) Ottawa ON K1Z 6R8 281 rue Lanark Centre Jules-Léger Francophone School for the Deaf and for those with Learning Disabilities (905) & (519) TTY: TTY: Phone N5Y 4V9 Phone (905) & TTY: Phone: (613) London ON 1B2 K8P ON Belleville Station 7360, Box P.O. Milton 2M5 L9T ON E West Street Dundas 350 Ontario 255 South Street Avenue Highbury 1090 School Whitney James Sir School Robarts School Drury C. Ernest W. Ross Macdonald School 350 Brant Avenue Brantford ON N3T 3J9 Phone: (519) HWDSB Special Education Report 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.

58 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). 56

59 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. 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. 57

60 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. 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. 58

61 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. 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. 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. 59

62 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. 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. 60

63 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 Multidisciplinary Team (consisting of teachers, speech-language pathologists, and educational assistants) works collaboratively with schools to support each student 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. In , the Team supported: more than 300 elementary and secondary students in regular class settings or in one of our 12 autism classrooms; 41 Connections for Students children and their parents; first-time entry to school for young students with ASD; Non-Violent Crisis Intervention (NVCI) Autism inservices; the development of a secondary Social Communication Program pilot; the development of a series of class-wide social communication modules for students with ASD in grades 4 to 6; 61

64 the establishment of an Autism Professional Learning Community for autism class staff; and a wide range of in-class, in-school, and after-school professional development and peer awareness activities in partnership with McMaster Children s Hospital. Autism/Speech-Language Services This spring, a Parents as Partners Advisory Committee held the first part of a 7 evening series (for parents of young children with special needs) at Prince of Wales School. The Advisory was comprised of members of SEAC, Special Education, Communications Services, and Autism Services. The first session, entitled The Kindergarten Program, was attended by 31 adults and 24 children. The parents learned more about Kindergarten and special education, and had the chance to talk directly with Kindergarten educator teams about how all children are supported in their play-based learning. 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 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. 62

65 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, grades one to three, 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, facilitating an investigation into socialemotional learning programs, 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 Piloting gifted centres in the South Cluster with accompanying organizational responsibilities shared by Special Education and other stakeholders, 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 helped shape the pilot Secondary Social Communication Program due to be piloted in one high school in , a program designed to teach and enhance each student s ability to understand the thoughts, feelings and motivations of other people; and Character Networks Program o Providing support to Character Networks staff through presentations, conducting informed discussions concerning student psychological profiles, piloting mental health modules for teachers, and participating in the screening of Character Networks student candidates. 63

66 Hamilton-Wentworth District School Board Mental Health Strategy During the development year of the Mental Health Strategy essential infrastructure (i.e. Mental Health Coordinator, Mental Health working group, Mental Health advisory committee, community of practice) and processes (i.e. vetting criterion for community collaborations, mental health continuum and mental health tiered framework of intervention) were established. Engagement of parents, students and staff increased awareness of the interrelatedness of student mental health and achievement, developed an appreciation for the prevalence and type of student mental health problems, and established an understanding of the role that schools and educators occupy in relation to student mental health and well-being. Responding to preference data related to strategy priorities and knowledge exchange activities, the District Mental Health Strategy supported three pilot projects designed to improve educators knowledge about common mental health problems, signs and symptoms that might be observed in the classroom, initial steps in supporting students who are struggling, and where to seek additional in-depth assistance. Educator mental health literacy will continue to be a priority for the 2011/12 year. Data from a school-by-school mapping exercise revealed that schools are engaging in strategies that promote student mental health and prevent the escalation of problems with students who are atrisk. However, these efforts lack coordination and there is an absence of programming that addresses administrators key areas of identified need (i.e. anxiety and depression). Consistent with evidence-based practice and attention to implementation, two pilot projects were initiated this year that focused on mental health promotion and prevention programming. Focused interventions for mental health promotion and prevention will continue for the upcoming year, and additional strategies and programming specifically related to student anxiety are in the planning stages. Mental health literacy for educators is a central element of the mental health strategy, and our efforts this year have been guided by the following essential understandings. First, mental health literacy exists on a continuum of awareness literacy expertise. Resources and initiatives are tailored to the learning needs of each audience and the level of literacy required. From an implementation perspective, we have adopted a cascading approach that begins with superintendents, then principals, front line staff, and then to students. In this way, as students come forward to seek support they will encounter staff and a system ready and equipped to support them. Educator mental health literacy initiatives also take into account the preferred learning method of teachers, and are consistent with the board s collaborative inquiry approach to professional development. Finally, educator mental health literacy initiatives are not a one-time event; rather, they are a series of opportunities to learn, practice and reflect. Many schools express interest in learning opportunities related to mental health. Learning, distinct but related to awareness and knowledge, requires an approach that is sustained, structured and supported over a period of time. Educator mental health literacy initiatives have been provided for superintendents and principals, classroom teachers, support staff (consultants, social work and psychology). This chart provides a summary of the activities and initiatives in 2011/2012: 64

67 Audience Awareness Literacy Expertise Principals/Viceprincipals Classroom teachers 65 (secondary) mental health awareness 24 Mental Health Awareness 9 (principal learning team) 9 The Jack Project 150 (elementary) positive school and classroom climate 75 (elementary and secondary) anxiety 7 Mental Health Literacy Modules 1 & The Jack Project 162 The Mentally Healthy Classroom 80 Anxiety 190 Mental Health Literacy Modules 1 & Coping Power 6 ASIST training 8 coping power 26 ASIST training Support personnel students parents 140 Positive Classroom Climate 15 Mental Health Literacy Modules 1 & The Jack Project 50 The Jack Project 27 coping power 15 ASIST training Other activities this year relate to capacity building, communication and infrastructure. Capacity building: One hundred and eleven Social-Emotional Learning (SEL) programs were reviewed. Based upon explicit criterion (see appendix G), a condensed list of 22 programs were considered by two working groups (secondary and elementary) with broad stakeholder representation (ex., principals, Learning Resource Teachers, Social Workers, Classroom and Itinerant teachers from both elementary and secondary schools, etc.). The working groups have created a short list of 4-5 recommended programs, which will be communicated to schools shortly. The recommended list of SEL programs and related implementation support will assist schools in delivering social emotional learning programs that reach all students. Questions related to mental health and well-being were developed and incorporated into the student School Climate Survey (at the secondary level). Infrastructure: Consistent with the Board s attention to implementation science, a Mental Health Implementation Support Worker position was created in December. Erin Freeburn has joined the team to focus on the development of implementation plans and provide direct implementation support to schools for mental health initiatives. 65

68 Community requests for to provide services were streamlined and formalized through the introduction of an on-line community application process ( ). A process for vetting these requests was established, and three requests were considered (TAMI Talking About Mental Illness, AA, and Public Health support groups for students) and decisions rendered. The Pathways to Care/Service Model and Resource will assist school staff in providing support to students by promoting a consistent approach to student mental health and streamlined access to board and community services. In the development process, stakeholders (Executive Council, principals, members of Leadership and Learning, managers of Student Services) have been consulted regarding content and design, an internal survey has been developed for board level supports, and the community (through the Community Network Planning Table) is considering the request to facilitate a community level survey scan. Exploration of early identification and screening tools and practice and implementation considerations related to the use of early identification and screening tools have been conducted. Work continues on this initiative. Communication and collaboration: A parent video which features four HWDSB parents as they share their perspective of parenting a child with mental health problems was developed during the year. 66

69 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 32 different classrooms (7 elementary, 25 secondary) across Hamilton. Of these classes: 19 were Treatment classes with foster/mental health agencies (7 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; Charlton Hall Child & Family Centre; Dawn Patrol Child & Youth Services; Hatts-Off Specialized Services; Lynwood Hall Child & Family Centre; Hamilton Health Sciences; Salvation Army in Canada; White Rabbit Treatment Homes; Woodview Children s Centre; and Ausable Family Services. 67

70 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 multidisciplinary 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. 68

71 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. Dr. Pytka provides consultation services to HWDSB 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 Halton Catholic District School Board Social Work Department 69

72 Autism Services Connections for Students: Hamilton-Wentworth District School Board and McMaster Children s Hospital (MCH) s Autism Intervention Program (AIP). 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. 70

73 Character Network Program The Special Education/Student Services staff has been working on an extensive expansion of behavioural services since May 2008 in order to meet identified system needs. Recognizing that the services have been evolving as part of the implementation experience, the information contained here is reflective of the process to date. Purpose of the expansion: 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, learning activities. The Character Network Program involves three differentiated levels of support: Character Network: Pathways Program; Character Network: Centre Program; Character Network: Class 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. 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. 71

74 Character Network: Pathways Program Focus: The focus of this universal Program is inclusive intervention for students with behavioural issues in 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 1 Pathways Educational Assistant Program Support: 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 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. Review and follow-up processes for each student are also done with parents and school staff. 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. 72

75 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. 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 Behaviour 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 Inclusive in the intake section of the program are processes for referral, information gathering, observation, planning and implementation. Review and follow-up processes for each student are also done with parents and school staff. 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. 73

76 Character Network: Class Program Focus: Targeted Program: Self-Contained Class Intervention 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. Staffing: 4 Class Programs: 1Junior Level Class 3 Intermediate Level Classes Each Class Program: Program Support: 1 Class Teacher 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 74

77 Referral Process for Character Network Classes and Centres: Students are placed in the Character Network: Class and Centres Program through a Central Intake Committee process. Students do not require an IPRC to be placed. All referrals are previously discussed with the school s Special Education Consultant. 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. 75

78 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. 76

79 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. 77

80 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 78

81 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: Individual Education Plan (IEP) standards Role of the LRT for new Learning Resource Teachers (LRTs) esis training for Learning Resource Teachers accommodations for Ontario Secondary School Literacy Test (OSSLT) Special Education Regional Consultants and Coordinators Conference (hosted by HWDSB) Moderation process for Levels of Need with earning Resource Teachers Woodcock-Johnson III (WJIII) Training for new LRTs in conjunction with Psychological Services IEP drop in sessions IEP writing support at schools Gifted Programming Presentation to schools Grade 6 Boys Book Club in conjunction with Program Department Fetal Alcohol Spectrum Disorder and our Schools Transitioning Inservices to parents of students with developmental disabilities done in conjunction with Contact Hamilton and HWCDSB Inservice to Lynwood Hall staff on strategies for students with dual exceptionalities, the IPRC process and implementing the IEP Non Violent Crisis Intervention (NVCI) Training Psychological Services Staff: Canadian Cognitive Abilities Test (CCAT) training for Learning Resource Teachers Woodcock-Johnson III (WJIII) training for Learning Resource Teachers Pilot the Mentally Healthy Classroom and Anxiety/Mental Health Literacy Modules for teachers Learning Disabilities student focused workshop for LD students in the Centre for Success Support the Gifted Pilot Centre Student psychological files Attention Deficit Hyperactivity Disorder (ADHD) Memory/Slow Learners/Nonverbal Learning Disabilities/Executive Functioning 79

82 Autism Services Staff: Autism Spectrum Disorder An Overview for Educators (after school session) Helping Your Students Understand ASD Challenging Behaviors for Students with Autism Part 1, Part 2, Part 3, (3 different sessions of the 3 part series ran this school year) Geneva Centre ABA: Glenwood and Gatestone Schools Introduction to Autism Pro- Learning Independence and Support Strategies to Educational Assistants Make and Take and Beyond NVCI and NVCI-Autism Are We Ready for Sexuality? Autism Special Class Teachers o Introduction to Autism Pro o Updates on NVCI and o Next steps in Structured Teaching Principals Occasional Teachers Overview of Autism In coordination with MCH: School Support Program: o Asperger s High Functioning Autism o Leveled Breaks o Structured Teaching o Behavior Mapping Templates o The Incredible 5 Point Scale o IEP Writing Social Work Services Staff: Addressing the mental Health Needs of Immigrant and Refugee Children and Youth Positive School and Classroom Climate Domestic Violence Presentation Coping Power a CBT program for Aggressive Behaviour Presentation on Mental health Anxiety 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 80

83 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 All Special Education/Student Services staff participated in the following staff development sessions/opportunities in Anaphylaxis Safe Schools Accessible Customer Service Standards Positive Space Training WHMS Training Special Education/Student Services staff participated in the following additional staff development sessions/opportunities in Special Education Staff: Ontario Writing Assessment Learning for All Kindergarten to Grade 2 Fountas & Pinnell Levelled Literacy Intervention Training Levelled Literacy Training-Roll Out Levelled Literacy Focus Groups Children's Mental Health, Restorative Practices, Ministry initiatives re Special Education Auditory-Verbal project with VOICE for Hearing Impaired Children Mental Health project at Barton with Stan Kutcher Premier Assistive Technology Behaviour Management Systems Training The tiered intervention model Wilson Training (Reading Intervention Program through Student Success) Special Incidence Portion (SIP) Funding and Special Equipment Amount (SEA) Claim Training through Ministry of Education Brock Hamilton Campus School-College-Work Initiatives: Services for Students with Special Needs at College Upgrading at Mohawk College: College and Career Preparation Special Education Regional Consultants and Coordinators Fall Conference Applied Behaviour Analysis Regional Network 81

84 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: Ethical dilemmas in the practice of school psychology Privacy and Consent issues Applied Suicide Intervention Skills Training (ASIST) Peer-Assisted Learning Strategies (PALS) Training Leadership and Learning Department meetings (e.g., 21 st Century Fluencies) Coping Power Program Training Early Collaborative Inquiry Conference Executive Functioning Fetal Alcohol Syndrome Disorders Training Social Thinking Self-regulation 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 Fetal Alcohol Syndrome Disorders Restorative Justice Training The Impact of Poverty on Early Childhood Development Ontario Association for Counselling and Attendance Services Numerous workshops/presentations related to mental health Numerous workshops/presentations related to child behaviour "Why Try" Alternative Learning program Working with Victims of Crime Blending Play-Based techniques with Cognitive Behavioural Therapy Respond, Reflect, Recharge Compassion Fatigue School Engagement Attendance Services 82

85 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 Greif 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 Communication Services Staff Curriculum-based Resources for Literacy Augmentative and Alternative Standardized Materials CoCo Writes Bringing Write Traits to Kindergarten Writing in Kindergarten Kindergarten Read-Aloud Read-Alouds: Kindergarten, Primary, Junior, Intermediate Phoneme Touch and Say Childhood Anxiety Applied Behaviour Analysis (ABA) training Auditory Neuropathy Selective Mutism Attention Deficit Hyper-activity Disorder (ADHD), Central Auditory Processing Disorder (CAPD), or Listening Problems It Takes a Village to Raise a Reader Play and Language Workshop Artful Language Creating with Crayola Students Experiencing Violence Non-Violent Crisis Intervention Inclusive Education SMART Board Inclusion and Introduction to SMART Boards SMART Board and Comprehensive Literacy Learning for All - Intervention at K, Grades 1 & 2 Premier Assistive Technology 83

86 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. 84

87 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. New School Openings Winona January 2012 Binbrook September

88 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 86

89 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 King George No No No No 3 No No No No No Lake Ave. Yes No Yes Yes 1 No No Yes Yes Yes 87

90 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. Lawfield Yes Yes Yes 2 Yes No Yes Yes Yes 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 88

91 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. Ridgemount Yes Yes Yes Yes 1 No No Yes Yes Yes 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 89

92 HWDSB Special Education Report 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. 90

93 HWDSB Special Education Report 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. 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. 91

94 HWDSB Special Education Report 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. 92

95 HWDSB Special Education Report 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; 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. 93

96 HWDSB Special Education Report 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 2012 with plans to release an updated version in A Ministry of Education Parent Reaching Out grant was obtained in order to print the handbook in the following languages (which were identified by Settlement and Integration Services Organization (SISO) as the most common languages of new Canadians using their services in Hamilton): Arabic, Chinese; English; 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. An additional Parent Reaching Out grant was obtained by SEAC in in order to host a parent Special Education/Student Services Information Night for parents/guardians and local service providers and family support services. Copies of Working Together: A Guide to Special Education and Student Services n the above languages, were made available on that night. 94

97 HWDSB Special Education Report HWDSB Special Class Location Appendix 1 NORTH CLUSTER Delta Parkview 2 Comprehensive Comprehensive Memorial City Adelaide Hoodless Queen Mary Prince of Wales (JK-8) (JK-8) (JK-8) (JK-8) Int. Comp. Intell. Int. Comp. Intell. Int. Comp. Comm. Int. Comp. Intell. Jr. Comp. Comm. Pr./Jr. Multiple 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. Comp. Intell. Int. Comp. Intell. Pr./Jr. Autism Pr./Jr. Autism Jr./Int C. N. Jr./Int. Autism Jr./Int. Autism Gr. 1 Speech/Language Glendale 2 Autism 2 System Alternative 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. Comp. Comm. Glen Echo (JK-5) Pr./Jr. C.N. Sir Isaac Brock (JK-5) 95

98 HWDSB Special Education Report Sir Winston Churchill Comprehensive 2 Developmental Hillcrest Viscount Montgomery W.H. Ballard (JK-8) (JK-8) (JK-8) Jr. Comp. Intell Gr. 5-8 Gifted Int. Comp. Intell. Int. Comp. Comm. Int. Developmental Woodward Roxborough Park Rosedale Parkdale (JK-5) (JK-5) (JK-5) (JK-5) Pr./Jr. Developmental 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. Comp. Intell. Gr. 1 Speech/Language 96

99 HWDSB Special Education Report SOUTH CLUSTER Barton Comprehensive 2 Alternative C.B. Stirling Lawfield Helen Detwiler (JK-8) (JK-8) (JK-8) Lincoln Alexander (JK-6) Pr./Jr. C.N. Richard Beasley (JK-5) Sherwood Developmental Jr. Graduated Support Sr. Graduated Support Highview Billy Green Huntington Park Lisgar Ray Lewis Templemead (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) (JK-8) Jr. Comp. Comm. Pr./Jr. Multiple Jr./Int. C.N. Int. Comp. Intell. Int. Comp. Comm. 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. Comp. Intell. Pr./Jr. Autism Pr./Jr. Autism Int. Autism Int. Developmental 97

100 HWDSB Special Education Report Hill Park Comprehensive Autism Mountain Franklin Road Cardinal Heights G.L. Armstrong (JK-8) (6-8) (JK-8) Gr. 1 Speech/Language Jr./Int. C.N. Transitions Int. Comp. Comm. Pauline Johnson Linden Park Ridgemount Eastmount Park Queensdale (JK-5) (JK-6) (JK-6) (JK-6) (JK-6) Jr. Comp. Intell. Pr./Jr. Learning Foundations Deaf/Hard of Hearing Sir Allan MacNab Comprehensive Developmental Autism Chedoke Gordon Price Westview R.A. Riddell (JK-8) (JK-8) (6-8) (JK-8) Int. Comp. Intell. Int. Autism Jr. Comp. Intell. Int. Comp. Intell. Gr. 7/8 Gifted Int. Comp. Intell. Mountview James MacDonald Holbrook Westwood Buchanan Park (JK-6) (JK-6) (JK-6) (JK-5) (JK-6) Jr. Comp. Comm. Pr./ Jr. Autism Gr.5/6 Gifted 98

101 HWDSB Special Education Report WEST CLUSTER Parkside Comprehensive Alternative Spencer Valley (JK-8) Int. Comp. Comm. Int. Developmental Dundas Central (JK-8) Gr. 5/6 Gifted Greensville Millgrove Yorkview (JK-5) (JK-5) (JK-5) Waterdown A.A. Greenleaf Guy B. Brown Flamborough Centre Balaclava (JK-8) (JK-8) (JK-8) (JK-8) Mary Hopkins (JK-5) Highland Dr. John Seaton (JK-8) Beverly Central (JK-5) Pr./Jr. Developmental Sir William Osler (JK-8) Int. Comp. Intell. Dundana (JK-5) 99

102 HWDSB Special Education Report Westdale Jr. Graduated Support Sr. Graduated Support Norwood Park Dalewood Ryerson (K-8) (6-8) (JK-8) Int. Comp. Comm. Jr./Int. C.N. Transitions Gr. 6-7 Gifted Int. Comp. Intell. Gr. 7-8 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. Comp. Intell. 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) 100

103 HWDSB Special Education Report SYSTEM SUPPORT CLASSES Glenwood Special Day School 3 Developmental Classes 5 Multiple Classes Autism Class Vincent Massey Site Secondary Gateway Program Supervised Alternative Learning (SAL) 2 Secondary Alternative Education Classes King William Site Secondary Gateway Program Secondary Foundations Class 3 Alternative Education Classes James Street Site 2 Alternative Education Classes Mohawk College Site 3 Alternative Education Classes 101

104 HWDSB Special Education Report Appendix 2 Empower TM Reading Program Evaluation Findings for the School Year Responsibility: Vicki Corcoran, Superintendent of Leadership and Learning (Instructional Services) Report by: Edie Edwards (Special Assignment Teacher) Rhonda Moules (Special Assignment Teacher) Sonia Zolis (Special Assignment Teacher) Eric Romero-Sierra (Teacher Research Consultant, E-BEST) March

105 HWDSB Special Education Report Special thanks to the Empower TM Team who provided feedback on the design of the evaluation and assisted with the collection of data Empower TM Teachers Maureen Reid Matt O'Connor Audrey Vantroost Emily McDonald / Annie White Melissa Bruch Ada Mussner David Thorne Nancy Rogers Suzanne Amatangelo Margaret McKay Linda Sixsmith Val Bennett / Pat Venus Barbara Jalsevac Jackie Trap Tracy Allan Joan Sybersma Nancy Johnson Nancy Lockhart Joanne Cheyne-Miller Cynthia Dobrik Jolene Gibbons Kathy Krikorian Angela Cutulle Mark Cunningham Susan Whittaker Karen Bernyak-Bouman Tina Morabito Carol Davies Jodi Coghlan Betty Steinbock Carol Balint A Ricci / E. Houlios-Aidonis Cheryl Paterson / Lori Preston Richard Donison Wyeth Paterson James Hanaka / Elizabeth Wills Nina Onufryk Helen Knezevic Spence Eybel Julie Sclodnick / Sylvia Fawcett Sue Dunn / Vlasta Nichie Mirjana Sormaz Barbara Lazoryk Rhonda Donn Adelaide Hoodless Elizabeth Bagshaw W.H. Ballard Bennetto Billy Green Cathy Wever CB Stirling Central - City Chedoke Collegiate Dr.Davey Dundas Central Franklin Road Gatestone GL Armstrong Green Acres Greensville Helen Detwiler Hess Street Hillcrest Janet Lee King George Lake Avenue Laurier Lawfield Lisgar Memorial Mt.Hope Parkdale Pauline Johnson Prince of Wales Queen Mary Queen Rangers Queen Victoria Ray Lewis Ridgemount Rosedale Roxborough Park Sir Isaac Brock Strathcona Tapleytown Viscount Montgomery Westwood Winona 103

106 HWDSB Special Education Report Background Empower TM Reading is a reading program for students from grades two to five who have learning disabilities and are struggling with reading acquisition. It was developed by the Learning Disabilities Research Team from the Hospital for Sick Children in Toronto, led by Dr. Maureen Lovett. It is evidence-based and has evolved as a result of 30 years of research. The program is a direct instruction, multi-strategic and meta-cognitive training program. The program consists of 110 lessons and is delivered to small groups of students (usually up to groups of six). During the program students are taught five decoding strategies to mastery. Repeated practice, purposeful, systematic scaffolding and frequently rehearsed meta-cognitive scripts enable students to quickly select and apply appropriate strategies to unfamiliar words when reading. Empower TM Reading is delivered in addition to the literacy program in the classroom and is not meant to replace any component of the regular literacy program Empower TM During the 2010/11 School Year In the 2010/11 school year, the Empower TM Reading Program expanded to include 46 elementary schools within the HWDSB. Three special assignment teachers were hired to support the implementation of Empower TM in these schools. The special assignment teachers received training from the Hospital for Sick Children to become qualified Empower TM teacher trainers. The internal capacity to train teachers to deliver this program facilitated the expansion of Empower TM across the district. In addition to providing teacher training, Empower TM teacher trainers schedule visits with teachers to observe lessons and/or model specific strategies. They ensured ongoing communication with Empower TM teachers about changes to the lessons, worksheets or strategies and support the ongoing evaluation of the program. In March 2010, an Evaluation Summary Report of the Empower TM Reading program for was prepared by Trish Woehrle of E-BEST. To assess student academic progress, a variety of assessments were completed before students participated in the program and re-administered upon program completion. Below is a summary of the assessment timeline. Table 1: Assessment Timeline Before start of program January/February 2010 Completion of program Woodcock Johnson III - Letter-Word Identification - Word attack -Passage Comprehension Sound Symbol Test -Letter-Sound Identification - Sound Combinations DRA (Fall collection) - DRA (Winter Collection) Woodcock Johnson III - Letter-Word Identification - Word attack -Passage Comprehension Sound Symbol Test -Letter-Sound Identification - Sound Combinations DRA (Spring collection*) * The Spring DRA Collection was not mandated by the Board and as a result, not all participants had DRA assessments completed in the Spring. Therefore, winter DRA data was included in the report. 104

107 HWDSB Special Education Report Evaluation Findings for 2010 / 2011 School Year Woodcock-Johnson III Assessments The Letter-Word Identification, Word Attack, and Passage Comprehension assessments are subtests from the Woodcock-Johnson III (W-J III) assessment. They were completed before the program began and upon completion of the program (after 110 lessons). Each student s standard score on the assessment was calculated (standard score is based on student birth date, date of testing, and number of correct responses on the assessments (raw score)). The standard score can be used to identify each student s percentile and classification. Each standard score is then placed within a range as indicated by Table 2. Table 2: Woodcock-Johnson III Ranking Classification for Standard Scores Standard Score Range Percentile Rank Range W-J III Classification 131 and above 98 to 99.9 Very Superior 121 to to 97 Superior 111 to to 91 High Average 90 to to 75 Average 80 to 89 9 to 24 Low Average 70 to 79 3 to 8 Low 69 and below 0.1 to 2 Very Low Source: Mather & Woodcock (2001), Woodcock-Johnson III Tests of Achievement: Examiner s Manual. The average standard score is provided in Table 3 below. A paired samples t-test (t) was used to examine change in the assessments completed at pre-test and post-test. The Mean Difference is indicated as well as the 2-tailed significance (p) (any value below 0.05 is statistically significant). Table 3: Average Standard Score and Standard Deviation for W-J III n Pre-test Average and Standard Deviation Post-test Average and Standard Deviation Mean Difference Letter-Word Identification Full Group* ± ± ± Word Attack Full Group* ± ± ± Passage Comprehension Full Group* ± ± ± * Full group consists of 245 Grade 2 s, 23 Grade 3 s, 2 Grade 4 s and 1 Grade 7 students t p 105

108 HWDSB Special Education Report Woodcock-Johnson III Letter-Word Identification The average standard score for the Letter-Word Identification subtest for the W-J III Test of Achievement are provided above in Table 3. As displayed, a significant improvement (see t test) was noted for the full group. A standard score between 90 and 110 means that a student is performing on average for their age (similar to their peers). Chart 1 shows the change in W-J III classification for the pre-test and post-test. The classifications describe how students are performing relative to their same age peers. As seen in the chart, many students moved from the below average into the high average range. Chart 1: Change inw-j III Letter Identification Scores for Empower Program Number of students below to to to to to 130 above 130 Pre Empower Post Empower Very Low Low Low Average Average High Average Woodcock Johnson III Classification Superior V Superior 106

109 HWDSB Special Education Report Woodcock-Johnson III Word Attack The average standard scores for the Word Attack subtest are provided in Table 3. As displayed, a significant improvement was noted for the full group. The group was performing, on average, at the low end of the average range at pre-test and moved more strongly into the average range for their age at post-test. Chart 2 shows change in W-J III classifications for the pre-test and post-test. As seen in the chart, there is a consistent strong showing in the Average range, there is an evident shift from the pre data to the post-data with a stronger High Average and Superior range with a corresponding decrease in the Low Average, Low and Very Low categories. Chart 2: Change in W-J III Word Attack Classification for Empower Program Number of Students Pre-Empower Post-Empower below to to to to to 130 above 130 Very Low Low Low Average Average High Average Woodcock-Johnson III Classification Superior V Superior 107

110 HWDSB Special Education Report Woodcock-Johnson III Passage Comprehension The average standard score for the Passage Comprehension are provided below in Table 3. As displayed, a significant improvement was shown for the full group. The group was performing, on average, at the low end of the Average range at pre-test and moved more strongly into the Average range for their age at post-test. Chart 3 shows the distribution of the data over categories from Very Superior to Very Low. There is an evident shift from the predata to the post-data with a much stronger Average showing with a corresponding decrease in the Low Average, Low and Very Low categories. Chart 3: Pre and Post W-J III Passage Comprehension Data for Empower Program Number of Students Pre-Empower Post-Empower below to to to to to 130 above 130 Very Low Low Low Average Average High Average Woodcock-Johnson III Classification Superior V Superior Sound Symbol Test The Sound Symbol Test consists of two subtests which assess letter and sound identification accuracy. The test includes two subtests; Letter-Sound Identification (maximum score 37) and Sound Combinations (maximum score 30). The Letter-Sound Identification assessment examines letter sounds in isolation. The test includes single consonant and vowel sounds (prompting for alternate pronunciation for vowels). 108

111 HWDSB Special Education Report The Sound Combinations assessment includes letter-cluster sounds, including vowel digraphs (ee, oa, ai, igh), diphthongs (oo, oy, oi, ou), r- and l-controlled vowels (ol, ar), vowel controlled consonants (ge, gi, ce) and high frequency bound morphemes (tion). The average standard score is provided in Table 4 below. A paired samples t-test (t) was used to examine change in the assessments completed at pre-test and post-test. The Mean Difference is indicated as well as the 2-tailed significance (p) (any value below 0.05 is statistically significant). Table 4: Results of Sound Symbol Test Data and Change with Max Min n Pretest Post-test Mean t p average average Difference Sound Symbol Letter Sound Identification Full Group ± ± ± Sound Symbol Sound Combinations Full Group ± ± ± Sound Symbol Letter Sound Identification The findings for these assessments are available in Table 4. For Letter-Sound Identification, significant improvements occurred for the full group. As indicated above, the maximum score for this assessment is 37 and the students had an average score of 36 correct answers. This represented an increase of almost 9 points. Sound Symbol Sound Combinations The findings for these assessments are available in Table 4. For the Sound Combinations subtest, students improved significantly over time and significant improvements were made for the full group. As indicated above, the maximum score for this test is 30 and therefore, an increase in the average change of 17 points is very significant. The Developmental Reading Assessment The Developmental Reading Assessment (DRA) is the early reading assessment used by the HWDSB. It is used over the last 10 years for all elementary grades. Within the HWDSB, the reading text level for all primary students is collected. There are a total of 18 levels within the DRA which range from A- to level 38. For the junior grades, the text level, reading engagement, oral reading fluency, and comprehension scores are also collected. Spring benchmarks have been established for each grade. There is a timed component for the reading which assists in determining the text level. Findings for the Developmental Reading Assessment (DRA) The DRA text levels for students participating in Empower TM were extracted from esis. The mode DRA text level pre-empower (Spring 2010) was Level 6 and the majority of students (66%) were at Level 6 or below. Post-Empower TM (Winter 2011) DRA scores showed that the mode DRA text level was 12 and that over half of the students were at DRA text level 12 or higher (52%). Although not required, DRA data was entered for some students in Spring Just over half of the group (52%) that submitted Spring 2011 DRA data (78 of the 150) had post-empower TM DRA Level of 18 or more. While this is still below the end of Grade 2 benchmark, it does represent a full year of DRA level advancement from beginning of Grade 1 (Level 6) to the beginning of Grade 2 (Level 18). Table 5 shows the DRA Year End Benchmarks used by HWDSB. 109

112 HWDSB Special Education Report Table 5. DRA Year End Benchmarks used by HWDSB GRADE DRA Text Level Senior Kindergarten Chart 4: Pre and Post Developmental Reading Assessment Data for Empower Program Number of Students Spring 2010 Winter DRA < DRA 4 DRA 6 DRA 8 17 DRA DRA 12 DRA 14 3 DRA DRA 18 DRA Text Level DRA 20 DRA 22 DRA 24 DRA 26 DRA 28 DRA >28 Evaluation Findings for the School Year A total of 379 students enrolled in the Empower TM Reading Program in 42 HWDSB schools. 38 schools submitted final data that was complete enough to use in the analysis. Of these only 237 students were used in the analysis of the data and of those, only 150 had Spring 2011 DRA data due to the fact that DRA collection was not mandatory in Spring

113 HWDSB Special Education Report The post-testing of students who completed the program within the school year took place in June In all areas of measure, there was a significant increase in the level of achievement on average. For students who typically have difficulty keeping pace with instruction, it proved to move them along with progress that was greater than one year which proves that Empower was able to assist in closing the achievement gap for students who are struggling readers. Summary Empower TM Reading is a one-year reading intervention program based on more than 30 years of well-designed research. Developed by researchers from the Hospital for Sick Children, the program is recommended for small groups of up to six students in grades two to five who struggle with word identification and decoding skills. During the 110 lessons, children learn five decoding strategies to mastery that they can apply while reading. The Empower TM Reading program was first introduced to HWDSB during the 2005/06 school year. The program was piloted in 10 schools during year one, 18 schools in year two,15 schools in year three and 21 schools in year four and 46 in year five. E-BEST assisted the Itinerant teacher and the two Special Assignment teachers responsible for the program and the classroom teachers in completing an internal evaluation focused mainly around student achievement. The evaluation findings are consistent with previous years and has found that the Empower TM Reading program has helped to improve the reading skills of the majority of students to whom it has been provided. It has helped non-readers become readers and has closed the reading achievement gap for many of the participating students. Overall, the Empower TM Reading Program has been a successful literacy strategy within HWDSB and has provided early intervention to many struggling readers. 111

114 HWDSB Special Education Report Appendix 3 Gifted Services Review Summary Report Report prepared by: Evidence-Based Education and Services Team Spring

115 HWDSB Special Education Report Gifted Services Review Summary Report Executive Summary Background HWDSB currently offers a range of programming and services to elementary school students identified as gifted. Children who have been identified as gifted can receive special programming within their classrooms (regular classes), and/or through pull-out activities outside of the classroom (withdrawal activities), as well as in self-contained gifted classes (special classes). Six self-contained gifted classes are located at 5 schools throughout the district, and are populated by students identified as gifted who are enrolled in grades 5 through 8. In the fall of 2009, Vicki Corcoran, Superintendent, Leadership and Learning Department, initiated a review of the gifted programming that is offered in HWDSB elementary schools. A steering committee was established, consisting of Vicki Corcoran; the Principal of Special Education (Diana Fury); Manager of Psychological Services (Christine Gudas-Murphy); Special Education Consultant (Steve Johnston); Psycho-educational Consultant (Ben Nywening) and Program Consultant (Joanna Cascioli). This steering committee met several times from the fall of 2009 through the spring of 2010 in order to determine the focus and scope of the elementary gifted programming review. It was established that gifted programming stakeholders (parents, students, administrators and teachers) were to be surveyed in order to gain their perspectives on the availability and efficacy of gifted programming within the HWDSB. An electronic survey was created by E-BEST s Tracy Weaver and Ramani Leanage, using questions developed by Steve Johnston and Ben Nywening. This survey was reviewed at an Executive Council Meeting on April 27 th, 2010 where suggestions and input for improvement were gathered and integrated. The survey was made available for completion by stakeholders during May and June Subsequent to the stakeholders completing the survey, a working group was established to collate and summarize the results of the surveys. This working group was again aided by Tracy Weaver and Ramani Leanage of E-BEST, and included a Special Education Consultant (Steve Johnston), Psycho-educational Consultant (Ben Nywening), Learning Resource Teacher (Julie Kirkelos), Gifted Special Class Teacher (Beth Carey), Program Consultant (Sue Pasian), former Gifted Special Class Teacher (Julian Miller) and the Principal of Special Education (Elizabeth Rutherford). This working group met regularly throughout the 2010/2011 school year and developed a number of recommendations based on the survey data (See pages 18 & 19). Community stakeholders from Association for Bright Children (ABC), Special Education Advisory Council (SEAC), HWDSB s Board and a HWDSB trustee were invited to participate in discussions with the original working group in order to clarify and refine the survey results and determine implications for elementary gifted programming. 113

116 HWDSB Special Education Report Evaluation Plan In the Spring 2010, HWDSB s Leadership and Learning department in collaboration with E- BEST (HWDSB s research department) conducted a review of the gifted services currently offered to students in our system. On-line surveys were developed over the winter of 2010 and deployed to stakeholders (i.e. students, parents, teachers and administrators) during the months of May and June Stakeholders who were unable to complete the on-line survey were provided with a paper version. All paper surveys received were subsequently entered online. The survey, which took participants about 20 minutes to complete, asked questions about: stakeholder satisfaction with current gifted services being offered, the degree to which the current services meet the needs of students identified as gifted, stakeholder preference for special class or regular class delivery of gifted programming and ways to improve the current services. Findings Survey findings are broken down into the following areas: Participant demographics Educators knowledge about and comfort level with gifted programming About gifted services within HWDSB How gifted programming helps students Challenges experienced by students identified as gifted Stakeholder satisfaction with current gifted services Stakeholder recommendations / suggestions for improvement Participant demographics: A total of 224 stakeholders completed the on-line survey. Of these, 77 responses were received by students, 98 by parents, 29 by teachers and 20 by administrators. Students: a higher number of surveys were received from males (n= 45 or 58.4%) as compared to females (n=32 or 41.6%) the grade range of students who responded was from Grades 5 to 8, with the highest percentage of responses coming from students in Grade 5 (n=30 or 39%). Twenty-one responses each (27.3%) were received from students in Grades 6 and 8; while only 5 responses (6.5%) were received from students in Grade 7 most students who responded indicated that they attend a regular class (n=42 or 54.5%) with the remaining stating that they attend a special class (n=35 or 45.5%) 114

117 HWDSB Special Education Report Parents: the majority of parent surveys were received from females (n=75 or 77.3%) as compared to males (n=22 or 22.7%) most parents indicated that either one (n=89 or 93.7%) or two (n=4 or4.2%) of their children received gifted programming services from HWDSB most responses were received by parents whose children were in Grade 5 (n=35 or 36.5%) followed by those with children in Grade 6 (n=28 or 31.4%), Grade 8 (20 or 20.8%) and Grade 7 (n=13 or 13.5%) responses were almost evenly split when asked whether their child(ren) attend special (n=51 or 52%) or regular (n=47 or 48%) classes Teachers: the majority of teachers respondents were Learning Resource Teachers (n=13 or 44.8%) followed by Regular Classroom Teachers (n=11 or 37.9%) and Special Gifted Class teachers (n=5 or 17.2%) most indicated that they had 16 or more years of teaching experience (n=19 or 65.5%); although the majority stated that they have been in their current roles for five years or less (n=18 or 62%) when considering the total number of teachers across all of HWDSB, the responses from Learning Resource and Regular Classroom teachers are quite low. Therefore caution should be exercised when generalizing their responses across the system however, five out of the six Special Gifted Class teachers within HWDSB responded so their results should accurately show how gifted services are delivered within this setting Administrators: A total of twenty administrators completed the survey of these 15 (75%) were Principals and 5 (25%) were Vice-principals most administrators (n=12 or 60%) said they have been in their current roles for five years or less; while two (10%) indicated that they have more than 20 years experience in their current position when asked about the type of gifted programming delivered in their schools, administrators indicated the following: 60% (n=12) deliver gifted programming in regular classrooms; 30% (n=6) deliver gifted programming with students withdrawn from regular classrooms; 20% (n=4) offer special gifted classes, and; 15% (n=3) do not offer gifted programming of any kind at their schools. similar to the number of responses received by teachers, responses received by school administrators are quite low (n=20) when compared to the number of elementary schools within HWDSB (n=98). Caution should be exercised when using the data to plan for system improvements for gifted programming. however, administrators from three out of the five schools that offer Special Gifted classes responded, so this data will more accurately represent the views of schools that offer this type of special class within their setting 115

118 HWDSB Special Education Report Educator knowledge about and comfort level with gifted programming: School administrators were asked to rate their knowledge about gifted programming, and teachers were asked to rate their: level of experience in delivering gifted programming; ability to prepare and deliver Individual Education Plans (IEPS) for gifted students; ability to meet the needs of each gifted student in their classroom, and; comfort level in delivering gifted programming within their setting. Administrator knowledge about & teacher experience in delivering gifted programming: On a four-point scale from limited to extensive administrators were asked to rate their knowledge about gifted programming; while teachers were asked to rate their level of experience in delivering gifted programming. Figure 1 (see below) shows that administrators of schools that offer special gifted classes rate their knowledge level higher than those from schools which offer regular gifted service. In terms of teacher experience in delivering gifted programming, only 40% of special gifted class and 36% of regular classroom teachers say their experience is comprehensive or extensive. % of respondents choosing knowledge / experience level 3 or 4 (comprehensive to extensive) Administrator Knowledge Teacher Experience Special gifted class 75% (n=3/4) 40% (n=2/5) Regular gifted services 31% (n=5/16) 36% (n=4/11) Figure 1: Administrator Knowledge & Teacher Experience Level Teachers comfort level with Individual Education Plans (IEPs): Teachers were asked to rate their comfort level in writing and implementing the contents of an IEP, as well as whether they would like to improve their skills in implementing the contents of an IEP. Results, split by teacher group, are displayed in Figure 2 below. All special gifted classroom teachers and most LRTs indicate that they feel comfortable both writing and implementing the contents of an IEP. However, less than half of regular classroom teachers feel comfortable writing (36%) or implementing (46%) the contents of an IEP. Interestingly though, when educators were asked if they would like to improve their skills in implementing the contents of an IEP, 72% of total respondents state that they would like to improve their own skills in this area. % of respondents who are comfortable writing or implementing an IEP Teacher comfort level with IEPs: Writing Implementing Special gifted class teachers 100% (n=4/4) 100% (n=4/4) Learning Resource teachers 90% (n=9/10) 80% (n=8/10) Regular gifted services teachers 36% (n=4/11) 46% (n=5/11) Figure 2: IEP Comfort Level 116

119 HWDSB Special Education Report Teacher comfort level in meeting the needs of students identified as gifted: Teachers were asked to indicate whether they felt prepared to meet both the academic and social/emotional needs of gifted students. In addition, they were asked to if having a gifted child in their classroom was a positive experience. Results are presented in Figure 3 below. All special gifted classroom teachers and most LRTs (70%) state they are able to meet the academic needs of students identified as gifted. However, only 46% of regular classroom teachers feel confident in this area. When it comes to meeting the social/emotional needs of students identified as gifted, however, the results shift. The majority of LRTs (80%) and regular classroom teachers (73%) indicate that they feel prepared to meet the social/emotional needs; while only 50% of special gifted class teachers report feeling as confident. When asked if having a gifted child in the classroom is a positive experience, almost all (96%) educators agree that it is. % of respondents who are comfortable meeting the academic and social / emotional needs of students identified as gifted Teacher comfort level in meeting needs of gifted students: Academic Social/Emotional Special gifted class teachers 100% (n=4/4) 50% (n=2/4) Learning Resource teachers 70% (n=7/10) 80% (n=8/10) Regular gifted services teachers 46% (n=5/11) 73% (n=8/11) Figure 3: Comfort Level Meeting Students SEL Needs 117

120 HWDSB Special Education Report Section highlights from: Educators knowledge about and comfort level with gifted programming 75% of Principals from schools that run special gifted classes rate their knowledge as comprehensive or extensive; while only 31% from regular gifted service schools do the same The majority of teachers across all groups (gifted and regular) report that they have only little to some experience in delivering gifted programming Special Gifted Class Teachers and LRTs feel more comfortable than Regular Classroom Teachers to develop and implement the contents of an IEP The majority of respondents in all teacher groups agree they could benefit from improving their skills in implementing the content of an IEP Special Gifted Class Teachers and LRTs feel more confident than Regular Classroom Teachers in meeting the academic needs of students identified as gifted The majority of LRTs and Regular Classroom teachers feel equipped to meet the social / emotional needs of gifted students; while results for Special Gifted Class teachers are evenly split. This might reflect a deeper level of awareness, on the part of Special Gifted Class teachers, regarding the social / emotional challenges associated with giftedness The majority of teachers agree that having a gifted student in their classrooms is a positive experience About current gifted services within HWDSB: All stakeholders (students, parents, teachers and administrators) were asked to provide feedback on the current gifted programming and services offered within HWDSB. As well, parents and teachers were asked to indicate if the current IEP process is meeting the needs of gifted students and if the process of writing an IEP is a collaborative one. Finally parents were asked to provide feedback about their communication with the school board in relation to gifted services they receive. Stakeholder feedback about current gifted services and programming: Figure 4 displays the results, split by stakeholder group, of whether gifted programming meets the needs of students. Parents, teachers and administrators were asked to indicate on a four point scale ranging from strongly disagree to strongly agree how much they think gifted programming is tailored to meet the unique needs of gifted students. The data shows that administrators, teachers and parents agree that programming in special gifted classes is tailored to meet the needs of students; while the ratings are less consistent for classrooms offering regular gifted services. % of respondents who agree that gifted programming is tailored to unique needs of gifted students Administrators Teachers Parents Special gifted class 100% (n=4/4) 100% (n=3/3) 90% (n=46/51) Regular gifted services 23% (n=3/13) 82% (n=9/11) 46% (n=20/44) Figure 4: Gifted Programming Tailored To Student Needs 118

121 HWDSB Special Education Report Figure 5 shows that most parents and students agree that the gifted programming currently being delivered adequately challenges students. The only exception is parents of children who receive regular class gifted programming, where only 41% agree that their children are challenged by the gifted programming they receive. % of respondents who agree that gifted programming is adequately challenging Parents Students Special gifted class 84% (n=42/50) 77% (n=26/34) Regular gifted services 41% (n=17/42) 74% (n=31/42) Figure 5: Gifted Programming Adequately Challenging Parents and Teachers feedback about IEPs: When asked if IEPs meet the needs of gifted students, all special gifted classroom teachers, most regular classroom teachers (73%), and special gifted class parents (75%) agree that they do (see Figure 6 below); while only 31% of parents whose children receive regular gifted class programming feel the same way. The majority of respondents in each stakeholder group agree that the IEP writing process is collaborative. % of respondents who agree that IEPs address needs of students; and that the process of writing an IEP is collaborative IEPs address needs Writing process is collaborative Special gifted class teachers 100% (n=4/4) 100% (n=4/4) Special gifted class parents 75% (n=35/47) 76% (n=35/46) Regular gifted services teachers 73% (n=8/11) 82% (n=9/11) Regular gifted services parents 31% (n=13/42) 88% (n=38/43) Figure 6: IEPs Address Student Needs / IEPs Collaborative Process Homework and gifted programming: Parents, teachers and students were asked to provide feedback about homework children in gifted programming receive. When asked how much homework is assigned, all stakeholder groups (parents, teachers, and students) across both streams agree that less than 3 hours are assigned on a weekly basis. Further, classroom teachers were asked whether they assign more, less or the same amount of homework to their gifted students when compared to the rest of their class. The majority (n=10/11 or 90%) indicate that they assign the same amount. Parents were asked if the amount of assigned homework is appropriate for their child. Results, split by gifted stream and presented in Figure 7 below, show that the majority of parents don t believe their child receives too much homework as part of gifted programming. 119

122 HWDSB Special Education Report % of parents who disagree / agree that their child receives too much homework Disagree Agree Special gifted class parents 94% (n=46/49) 6% (n=3/49) Regular gifted services parents 88% (n=36/41) 12% (n=5/41) Figure 7: Gifted Children and Homework Parent communication and gifted services: Parents were asked to provide feedback regarding their communication with the school board about the gifted services their children receive. Specifically, parents were asked to rate their level of agreement on whether: they had sufficient information to consider regular vs. special class placement for their child; they had sufficient time to consider regular vs. special class placement for their child; questions they have about their child s gifted programming are welcomed and encouraged, and; they receive timely feedback about their questions. The graph below (Figure 8) shows that the majority of parents across both gifted groups (special class and regular) feel they had sufficient information and time to consider the placement of their child. As well, the majority of all parents agree that questions are encouraged and timely feedback is received in both streams. HWDSB & Parent Communication % of Parents who agree 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 74% 74% 71% 70% 87% Sufficient information Sufficient time Questions are encouraged 81% 85% 81% Timely feedback Special gifted class parents Regular gifted services parents Figure 8: HWDSB & Parent Communication 120

123 HWDSB Special Education Report Section highlights from: Current gifted services within HWDSB Stakeholders in special gifted classes agree that: programming is tailored to meet the unique needs of students; students are adequately challenged; IEPs meet the needs of students identified as gifted; and that the process of writing an IEP is a collaborative one. This is less true for stakeholders receiving regular gifted services. In terms of homework, teachers, parents and students across both streams agree that less than 3 hours per week of homework is assigned. Further, regular classroom teachers indicate that they assign the same amount of homework to all students regardless of gifted identification. Lastly, the majority of parents agree that their child receives an appropriate amount of homework. Parents across both streams report that they had sufficient information and time to consider the appropriate gifted placement of their child Most parents report that questions are encouraged and timely feedback is received for inquiries into the gifted programming their child receives How gifted programming helps students: Students were asked to indicate the ways in which participating in gifted programming has helped them. Students could choose multiple responses from the list displayed in Figure 9 (see below). Special gifted class students rated learn new things, make friends, and find out what I m good at as their top three choices; while those in regular classes chose learn new things, find out what I m good at, and increase my academic abilities as their top three. Only 5% of students from regular classes chose fit in at school ; while 37% from special gifted classes chose this answer. This may indicate that students who attend special gifted classes feel they fit in better at school than those in regular classes. Interestingly, 74% of students in special gifted classes feel their participation in the gifted program has helped them to make friends; while only 29% of students in regular classes feel the same way. 121

124 HWDSB Special Education Report Being in a gifted program has helped me to: Make friends Learn new things Increase my academic abilities Improve my grades Fit in at school Find out what I'm good at Feel better about myself 0% 10% 20% 30% 40% 50% 60% 70% 80% Special gifted class students Regular gifted services students Figure 9: Ways in which Gifted Programming Helps Students Section highlights from: How gifted programming helps students The percentage of special gifted class students is higher across all categories, when students were asked to indicate the ways in which being in a gifted program has helped them. Learn new things, make friends, and find out what I m good at were the top three choices for students in special gifted classes; while students in the regular stream chose learn new things, find out what I m good at, and increase my academic abilities as their top three. Fit in at school was the least chosen topic by regular class students which may suggest that students identified as gifted experience difficulties with their sense of belonging in regular classrooms. Challenges experienced by students identified as gifted: Students identified as gifted and their parents were asked to indicate if they (the student) struggled in any academic or learning skill area. The majority of parents (n=86 or 92%) and students (n=51 or 66%) said that they do not struggle in any area. However, figures 10 and 11 present the results for those that do struggle in academic and learning skill areas (8% as indicated by parents and 34% as indicated by students). In terms of academic areas of struggle, the majority of parents whose children attend special gifted classes indicate that their child struggles with writing (n=4; 66.7%) and math (n=3; 50%); while students in special gifted classes say they struggle with French (n=11; 73.3%). In comparison, the percentage of students and parents in the regular gifted stream indicating that there are academic areas of struggle is lower. For this group, four parents (36.4%) indicate that their child struggles in writing and three students each (27.3%) say they struggle in writing and physical education. 122

125 HWDSB Special Education Report For areas of struggles in learning skills, students and parents across both streams state that goal setting to improve work poses the greatest area challenge for students. Lastly, parents and students were asked to provide feedback about other areas where students struggle. Collectively they identified the following areas of struggle in their verbatim responses: organization and time management skills; taking initiative and being motivated to learn about topics of less interest; and relating to others. For a complete list of themed responses, please see appendix A. Academic areas of struggle Arts Phys-Ed Content areas Math French Oral Communication Writing Reading Special gifted class student ratings Special gifted class parent ratings Regular gifted services student ratings Regular gifted service parent ratings 0% 20% 40% 60% 80% Figure 10: Academic areas of Struggle for Students 123

126 HWDSB Special Education Report Goal setting to improve work Problem Solving Class Participation Conflict Resolution Cooperation with others Use of Information Homework Completion Initiative Independent Work Learning Skills areas of struggle 0% 20% 40% 60% 80% 100% Special gifted class student ratings Special gifted class parent ratings Regular gifted services student ratings Regular gifted service parent ratings Figure 11: Learning Skills areas of Struggle for Students Section highlights from: Challenges experienced by students identified as gifted: The majority of gifted and their parents agree that they (students) do not struggle in any academic or learning skill area. For students that do struggle, special gifted class parents say their child struggles in writing and math; while students in this stream say they struggle in French. In terms of learning skills areas, the majority of parents and students across both streams say that students struggle with goal setting to improve work. Parents and students say that other areas where students struggle are: organization and time management skills; taking initiative and motivation to learn about less interesting topics; and relating to others. Stakeholder satisfaction with current gifted services: All stakeholder groups were asked about their overall satisfaction with the gifted services currently being offered. In addition, students were asked if they enjoy receiving gifted programming, how satisfied they are with their learning, and what the best parts of the gifted program are. Teachers and administrators were asked to indicate their satisfaction level with the following: gifted identification process gifted placement process classroom resources available to teachers and students identified as gifted opportunities for professional development related to gifted programming access to additional support / pd through a variety of resources 124

127 HWDSB Special Education Report Overall stakeholder satisfaction: Stakeholders were asked to indicate their overall satisfaction level with HWDSB s current gifted services. Also, they were asked to provide comments about their choice. The table below (Figure 12) displays the results, by stakeholder group and gifted stream. Overwhelmingly, stakeholders in the gifted stream report higher satisfaction levels than those in the regular stream. % of respondents who are satisfied with HWDSB s current gifted services Administrators Teachers Parents Students Special gifted class 100% (n=4/4) 75% (n=3/4) 94% (n=47/50) 97% (n=34/35) Regular gifted services 62% (n=8/13) 55% (n=6/11) 47% (n=20/43) 73% (n=30/41) Figure 12: Level of Satisfaction with HWDSB s Gifted Services Teacher and Administrator satisfaction with specific elements of gifted services: Figure 13 (see below) displays teachers and administrators satisfaction level with a variety of elements of gifted services currently being offered by HWDSB. The majority of stakeholders across both streams (gifted and regular) indicate that they are satisfied with both the gifted identification criteria and placement process. Also, when teachers were asked how satisfied they were with professional development activities related to gifted programming that they had participated in, many reported that they were satisfied (71% of regular classroom and 50% of gifted classroom teachers). However satisfaction levels drop across all groups when it comes to opportunities for professional development, access to system support, and classroom resources for teachers. In fact, classroom resources for teachers got the lowest satisfaction ratings with 0% of regular service administrators and special gifted class teachers, 18% of regular gifted services teachers, and 21% of special gifted services administrators indicating that they are satisfied. % of teachers and administrators who are satisfied with the following elements of gifted services % of Teachers & Administrators satisfied with elements gifted services Access to system support Usefulness of PD related to gifted education Opportunities for teacher PD Opportunities for administrator PD Classroom resources for teachers Gifted placement process Gifted identification criteria Special gifted class teachers Special gifted class administrators Regular gifted services teachers Regular gifted services administrators 0% 20% 40% 60% 80% 100% Figure 13: Teacher & Administrator Satisfaction with elements of Gifted Services 125

128 HWDSB Special Education Report Student satisfaction with specific elements of gifted services: As shown in Figure 14, students were asked to indicate: (1) how much they enjoy receiving gifted programming, and (2) their satisfaction level with their learning in the program. Although enjoyment and satisfaction with learning levels were higher amongst students from special gifted classes, the majority of students across both streams report that they enjoy receiving gifted programming and are satisfied with their learning in the program. % of students who indicate that they enjoy participating in and are satisfied with their learning in the gifted program Satisfied with Enjoy receiving learning in gifted gifted programming program Special gifted class students 89% (n=31/35) 91% (n=31/34) Regular gifted services students 85% (n=34/40) 82% (n=34/42) Figure 14: Student Satisfaction with Gifted Programming Students were also asked to say what the best parts of the gifted program are. Those in special gifted classes report that they like being in self-contained classes because of the ease in relating to other students. As well, special gifted class students said classes were fun, the work was challenging and the pace of learning kept them engaged. Students receiving regular gifted services said they liked being challenged with the work in gifted sessions and being able to do different or unique projects that mainstream students were not doing. Three regular gifted stream students each said that they liked meeting and working with gifted students from different grades in the school, as well as presenting their independent projects to the class. Both groups (special gifted class and regular gifted services) said that they liked the trips associated with the gifted program and that they felt the gifted program helped them to build important skills and improve as a person. For a complete list of themed responses, please see appendix B. Section highlights from: Stakeholder satisfaction with current gifted services The majority of stakeholders in special gifted classes are satisfied with the current gifted services being offered by HWDSB; while those receiving regular services report lower levels of satisfaction Teachers and administrators across both streams report that they are satisfied with the identification criteria and placement process of gifted students. They are less satisfied, however, with teacher access to professional development activities and the availability of classroom resources related to gifted education When asked about their enjoyment of and their learning in the gifted program, the majority of students in both streams report being satisfied In terms of the best parts of the gifted program, special class gifted students say they like attending selfcontained classes with other gifted students; while regular service students like that the activities in the gifted program challenge them. Both groups liked the trips and felt that the gifted program helped them build important skills and improve as a person. 126

129 HWDSB Special Education Report Stakeholder recommendations / suggestions for improvement: All stakeholder groups were given an opportunity to provide suggestions for program delivery or to make recommendations for improving gifted services within HWDSB. Teachers and administrators were asked to provide recommendations for improving gifted services within HWDSB. Teachers, students and parents were asked to indicate the type of programming that best fits the needs of students identified as gifted. They could choose from: regular class; regular class with opportunities to receive gifted programming outside of regular class; special class or; special class with opportunities to receive programming outside of special class. As well, all groups were asked to provide suggestions on ways to improve current gifted services. Results are presented below. Suggestion for optimal gifted instruction delivery: The majority of teachers, regardless of stream, agree that students who are identified as gifted should receive programming outside of their regular class. However the results are mixed when teachers were asked if gifted students should remain in a regular class or attend special gifted classes. Figure 15 shows that the majority of regular classroom teachers (90%) and LRTs (67%) think students should remain in a regular class; while only 33% of special gifted class teachers agree. Figure 16 displays parents and students recommended gifted service delivery mode. Essentially, the majority of parents and students across both streams recommend the type of programming that they/their children are currently receiving. However, for those receiving regular gifted services, both parents and students agree that gifted students should be given extra programming opportunities outside of their regular classroom. % of teachers who believe gifted students should attend a regular class or have opportunities to participate in gifted programming outside of a regular class Students should remain in a regular Students should receive programming class outside of regular class Special gifted class teacher 33% (n=1/3) 100% (n=3/3) Regular classroom teachers 90% (n=9/10) 90% (n=9/10) Learning resource teachers (LRTs) 67% (n=6/9) 100% (n=9/9) Figure 15: Teacher Preference for Placement of Gifted Students % of parents and students who recommend special or regular class programming 127

130 HWDSB Special Education Report Recommended Gifted Service Delivery Mode Special class only Special gifted class students Special class w outside opportunities Special gifted class parents Regular class only Regular gifted services students Regular class w outside opportunities Regular gifted services parents 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% Figure 16: Parent and Student Preference for Placement of Gifted Students Service improvements recommended by parents and students: In the last question of both the parent and student surveys, respondents were asked if there was anything else they would like to share about gifted services within HWDSB. Many respondents took this opportunity to provide suggestions on how to improve gifted programming. From these comments, the following themes emerged: make improvements to - the delivery of gifted programming, special gifted classes, Individual Education Plans, catchment areas of special gifted classes, gifted program resources (e.g. print resources, technology, teacher training), teacher expectations of gifted students, and gifted programming for French Immersion students. For a full listing of themed responses, please see appendix C. Figure 17 displays the themed responses by stream. Many more special gifted class stakeholders said that the gifted programming they/their children receive is great (n=41) than those receiving regular services (n=9). For those that suggested improvements, most suggestions centered around making improvements to program delivery. Other less predominant themes also emerged. For example, parents of students receiving regular gifted services (n=13) have made some recommendations for improving the creation and implementation of Individual Education Plans. Further, eight regular gifted service stakeholders suggested that the school board should invest in more resources including teacher training and program resources for the gifted program. Eight special gifted service parents suggested that special classes should happen at more than just five schools and that they should be offered in some outlying areas in the city. Four special gifted class students asked for their teachers to be more understanding when it comes to the students organization and preparedness skills. They want teachers to know that even though they are gifted, they re still just kids. 128

131 HWDSB Special Education Report Number of times themes appeared in parent and student verbatim comments when respondents were asked to share additional comments about gifted programming within HWDSB Themed Responses Delivery improvements - e.g. make class work more challenging, increase frequency of pull-out gifted programming, offer more one-on-one support, give more homework to gifted students, etc. Special Gifted Class improvements e.g. offer more classes special gifted classes, eliminate split grades in special classes, integrate special gifted class students with rest of school, hire expert gifted class teachers for special classes, etc. Individual Education Plan improvements e.g. not sure IEPs are effective, create more actionable items in IEPs, more adequately implement contents of IEP in classroom, etc. Catchment areas e.g. have one school within HWDSB for all gifted students, offer special gifted classes in outlying geographic areas of city, have more than one gifted secondary school Resource improvements e.g. improve teacher training, program resources, offer a dedicated gifted teacher expert at all schools, use more technology in gifted programs, etc. Expectations teachers shouldn t expect gifted students to always act appropriate and be organized / prepared French Immersion - gifted programming should be delivered within FI stream; families shouldn t be made to choose between gifted programming and FI Communication needs to improve between teachers and parents about expectations of gifted students Curriculum improvements offer more instruction on creative writing, social justice, world issues Identification improvements identification criteria of 99% is too high; students should be identified earlier than grade 4 No improvements are needed e.g. keep the program just the way it is, program is great, gifted program has been a positive experience for child, teachers are great, thanks for offering gifted programming Figure 17: Themed Responses for Parent & Student Verbatim Comments Special Regular Gifted Gifted Class Services N=30 N=43 N=16 N=5 N=13 N=9 N=1 N=2 N=8 N=4 N=2 N=2 N=2 N=1 N=1 N=2 N=41 N=9 129

132 HWDSB Special Education Report Voices of Students and Parents Students (regular stream): In the gifted program, I would like to change the fact that many students think of people in the gifted program as outsiders. I would like the gifted program to include more social justice and world issues education, because we are the leaders of tomorrow, and academics alone won't make the world a better place. We are the people with the power to change the world for the better and all we need is the tools and knowledge to do so. This is how we can truly achieve our full potential. Students (special gifted class): We have lots of opportunities to go to different places to learn things and also we have a lot of input when it comes to projects and things like that. We have a lot of responsibilities when we organize things for the class, but the teachers do their best to make things fun for us. I like the fact that as we are in a special class, we are surrounded by people like ourselves who we can talk to. But I don't like the fact that as a special class, everyone expects us to be the best behaved out of the entire school, or the most responsible or organized. I don't really think this is fair, just because we are classified as gifted that does not change the fact that we are the same age as everyone else in the school. Parents (regular stream): Services to gifted students in regular class placements in the Board are minimal. Outside on an awareness of differentiated instruction, teachers don t really have the training/resources to effectively challenge / inspire students. I am please with the structure of the program. My only concern remains: are we challenging her enough in the regular class. I do not see any evidence of the supplemental assignments in my child s work. Parents (special gifted class): Our son enjoys the gifted class, mainly because the teacher has created a supportive learning environment. The use of technology is particularly effective, and the kids seem to support one another s learning and curiosity. However, he could be challenged a lot more he receives very little homework, and the students seem to spend a least some of their class time playing computer games and watching YouTube. Recommended gifted services improvements from administrators and teachers: Teachers and administrators were asked to provide suggestions for improving gifted services within HWDSB. Figure 18 displays the themed responses by stream. The most commonly appearing theme for special gifted class and regular gifted services educators was to improve the resources associated with gifted services. Specifically, both groups asked for more training to be done for classroom teachers and LRTs in the area of effective classroom practices for children identified as gifted (n=7 special class educators; n= 6 regular service educators). Others asked for more classroom resources to be provided (n=3 special class; n= 4 regular service). Other commonly appearing themes were as follows: increase networking opportunities for teachers, students and parents in the gifted program; make changes to the special / regular class placement process; and make improvements to and communication about the identification process. Less common appearing themes are to address the class size and boy to girl ratio in special gifted classes; make accommodations for students in the French Immersion stream to participate in gifted programming; and improve awareness about the challenges that gifted students face. For a complete list of themes, please see appendix D. 130

133 HWDSB Special Education Report Number of times themes appeared in administrator and teacher comments about suggestions for improving HWDSB s gifted program, presented by gifted stream: Themed Responses Resource improvements e.g. improve teacher training for both classroom teachers and LRTs; improve classroom resources and generate better awareness about existing resources; provide training and support for teachers to write IEPs; provide programming recommendations; use more technology in gifted programs; etc. Networking Opportunities - e.g. provide networking opportunities for teachers (meetings, FC Conference, Demonstration classes); provide networking opportunities for students (host events for all gifted students across system); develop a Web Portal for gifted community (parents, teachers, students), etc. Gifted Service Placement Process - e.g. parents need more time between id/parent meeting / deciding on appropriate placement; create enough gifted services classes for all identified students; have grades 5-8 gifted classes at one school so students don t have to change schools as often; offer self-contained gifted to classes to students who have special needs; let parents choose the type of service their child receives, develop a set of criteria for students who would best have their needs met in a special class, etc. Identification improvements better communicate identification criteria to parents and teachers, align identification criteria with co-terminus board, identification criteria of 99% is too high; students should be identified earlier than grade 4; all students are gifted in some areas and the current id system doesn t account for this, etc. Class Size & Set-up address the issue of the disproportionate boy/girl ratio in special classes (can special classes be gender specific?); create capped class sizes in special classes (they are currently too big) Improve awareness of special needs of gifted students e.g. school board should communicate the areas where gifted students struggle French Immersion & Gifted Programming allow students in French immersion programming to receive gifted services Figure 18: Themed Responses for Teacher & Administrator Verbatim Comments Voices of Teachers and Administrators Special Gifted Class Regular Gifted Services N=16 N=22 N=9 N=8 N=5 N=7 Teachers (regular stream): As a LRT, I try to help teachers collapse curriculum to find challenges for Gifted students. Teachers find this difficult to do and usually want me to take the gifted students to my Resource Room. Unfortunately, this removes those students from the classroom where they can pick up social skills and make friends. There needs to be more supports for classroom teachers to collapse curriculum. For those gifted kids that remain in the classroom we need more resources to differentiate effectively and in an exciting way! There should be more gifted classrooms so that all of the students who have been identified as such have the opportunity to be in one. Regular classrooms have many students with challenges in them and special classrooms for gifted students would be most beneficial. Gifted at risk students are better serviced in a contained class. Gifted students who function well in a regular class should remain there...no choice to parents. Some parents are looking for placement for purely the "status" of having a child in a special class for "Gifted". There are many gifted kids that just work better in the regular classroom setting. I think there has to be more criteria established to determine the profile that fits the contained class...and not just the numbers that meets the academic criteria. N=2 N=1 N=6 N=1 131

134 HWDSB Special Education Report Voices of Teachers and Administrators Continued Teachers (special gifted class): There is professional development related to gifted education? I had no idea. What have I been missing? Is there any way that we could be informed of this PD? Do you have any handouts left over from these sessions? It would be wonderful to network with other teachers of Gifted students. Administrators (regular stream): Although regular classroom teachers can manage the daily enhancement of work for gifted students, it is difficult for them to provide the special enrichment activities that many gifted students need or would benefit from. In a small school, there may only be one or two gifted students. I would love to see a 'cluster' enrichment group where students were brought together on a regular basis - like a science Olympics model. I have seen this work in another board. I can't speak to level of programming in gifted self-contained classes, however, at the classroom level there is a definite need for more/better resources and programming. Administrators (special gifted class): Students in the gifted special class are often socially at-risk; however our current special class structure moves them from school to school multiple times rather than allowing them to become part of a larger school community. If we are truly invested in both their academic and social development we need to create some consistency for them for grades 4-8. The PD for gifted teachers (e.g., networking) needs to be structured in a way that meets the needs of all group members. The expertise within this group should be taken advantage of.... Our teachers do an amazing job of meeting student needs. We've worked with our social worker to help develop their social skills; are integrating students for some subjects to help build a sense of community as well as positive social role models. However, some of our students are only with us for 1 year or 2 years at most and then will be in a new environment and new social contacts all over again. Also we need to look at how to provide extensions for students who do choose to attend the special class program (e.g., through social networking). Our class has been experimenting with this and other classes (gifted and non). Section highlights from: Stakeholder recommendations / suggestions for improvement Majority of teachers, regardless of stream, agree that students identified as gifted should receive additional programming to meet their needs. Teachers, parents and students recommend the type of program delivery that they currently deliver / receive. That is, those involved special gifted classes recommend it as the optimal delivery mode for gifted programming and vice versa. Themes emerging from parent and student comments about improving gifted services within HWDSB include making changes to: the delivery of gifted programming, special gifted classes, Individual Education Plans, catchment areas of special gifted classes, gifted program resources, teacher expectations of gifted students, and gifted programming for French Immersion students. When teachers and administrators were asked to provide suggestions for improving gifted services, the following themes emerged: provide more resources for schools / teachers, create networking opportunities for those involved in the gifted program, evaluate and make changes to the gifted service placement process, and make improvements to the IEP process. 132

135 HWDSB Special Education Report Recommendations During the winter and spring months of 2011, the Gifted Review Committee met several times to discuss the results of the Spring 2010 evaluation. The Gifted Review Committee is comprised of the following stakeholders: Special Education superintendent, principal and program consultant, psycho-educational consultant, special gifted class teachers, trustee, research department staff, Association for Bright Children president and vice-president, and parents. As a result of these meetings the following list of recommendations were made: Deliver Gifted Programming using a Tiered Approach: In alignment with HWDSB s Annual Operating Plan and Strategic Directions, the team considered delivering gifted services in a tiered format based on individual student needs. Please see the diagram and tiered descriptions below: Tier Three (Essential for a Few Students): Special Class Placement For students who are not experiencing success within a regular class setting due to their academic/social/emotional needs Student is not working to potential (academic) Support through Special Class teacher and Itinerant Gifted Teacher Support for social/emotional/organizational needs Use of technology to provide opportunities to interact with likability peers Tier Two (Good for Some Students): Regular Class Placement with additional supports Talented Learners could be included in programming Student is struggling with some aspects of their program/schooling Opportunity for withdrawal programming outside/inside of classroom/school Support through Itinerant Gifted teacher for groupings on a regular basis - Withdrawal for blocks of time Support through Learning Resource Teacher in consultation with Itinerant Gifted Teacher Support for social/emotional/organizational needs Gifted Centre for Success and IEP Use of technology to provide opportunities to interact with likability peers Figure 19: HWDSB Tiered Approach to Instruction and Intervention 133

136 HWDSB Special Education Report Tier One (Good for Most Students): Regular Class Placement Talented Learners could be included in programming Most needs are being met within the regular class placement Periodic withdrawal programming (monthly or 2x per month) by Itinerant Gifted Teacher Support through Learning Resource Teacher in consultation with Itinerant Gifted Teacher Itinerant Gifted Teacher support for regular classroom teacher Support for social/emotional/organizational needs through IEP (regular class teacher and LRT) Use of technology to provide opportunities to interact with likability peers Recommendations for Gifted Service Delivery: Based on suggestions provided by all stakeholders in the survey and discussions with the Gifted Review Committee, recommendations were made in the following areas: (a) system support, (b) professional development, and (c) programming / instructional strategies for students and teachers. A full listing of recommendations and supporting data can be found in appendix F. (a) System Support Under the area of system support, it is recommended that HWDSB: (i) provide dedicated funding for gifted programming and services for Gifted Itinerant Teacher positions, board-sponsored transportation for students who attend special gifted classes and Gifted Outreach services (ii) provide funding to boost 21 st Century Fluencies within gifted programming. Purchase technology (i.e. hand held devices, laptops, smart boards) and create resources (e.g. online learning guides) / networking opportunities (e.g. webinars, blogging, pod-casting, etc.) for gifted learners (iii) open a gifted special class in the north cluster (iv) examine the current gifted identification criteria to see if the percentile range is appropriate and to include students from younger grades. These criteria could be aligned with co-terminus and neighbouring school boards. (b) Professional Development Under area of professional development, it is recommended that HWDSB: (i) Provide professional development for administrators, regular class teachers, LRTs, and special class teachers. Possible workshop ideas include: Overview of HWDSB gifted services (teachers and administrators) Knowing the gifted leaner (teachers and administrators) Myths and Misconceptions about gifted learners with a focus on social-emotional learning (teachers and administrators) Programming for the gifted student (teachers) DI for gifted learners (teachers) Writing and implementing an IEP (teachers and administrators) Networking using technology (teachers) 134

137 HWDSB Special Education Report (c) Programming / Instructional strategies for students and teachers Under the area of programming and instructional strategies for students, it is recommended that HWDSB: (i) Increase opportunities for likability grouping, through direct interaction and/or technology (ii) Provide explicit instruction in areas of leadership, organizational and goal setting skills and incorporate activities designed to boost social-emotional learning skills (iii) Reduce the number of school transitions for gifted students, especially for those in special gifted classes Under area of programming and instructional strategies for teachers, it is recommended that HWDSB: (i) The newly created role of Gifted Itinerant Teachers will provide in-class support for regular / special class teachers and gifted students (including FI) at Elementary and Secondary levels (ii) Create a gifted teacher PLC network in order to share best practices around effective ways to support gifted students and their teachers (iii) Align gifted services with HWDSB s tiered approach to instruction and intervention model. This tiered approach (tier 1 or 2) would support French Immersion students who are also gifted 135

138 HWDSB Special Education Report Next Steps: 2011/2012 Academic Year and Beyond The list of recommendations presented above is comprehensive and will be considered as changes are made to gifted services offered by HWDSB in the coming years. Immediate next steps flowing from these recommendations include: Developing a list of the spectrum of gifted services currently being offered within HWDSB Providing tiered-level gifted program recommendations to principals Mapping out a plan for Professional Development Providing Professional Development opportunities for teachers of gifted special classes (May 2012) Providing Gifted Outreach opportunities to students identified as gifted (i.e. attending and hosting one day workshops that engage students in hands on tasks involving higher order thinking skills, November 2011 and April 2012) Piloting a pathways style pull-out program for gifted students who attend regular classes (FIT Centre, November, 2011 May, 2012) Overview of the Fit (Fluent Innovative Thinkers) Centre - A Gifted Services Pathways program: During the school year, nineteen Grade 5 students from thirteen schools within HWDSB s south cluster participated in a pilot pull-out gifted services pathways program. These students were withdrawn from their regular classrooms three times during the year (November, January and April) to take part in 2-day workshops with other gifted students. Over the course of these three 2-day sessions, the students participated in lessons designed to raise their awareness of human rights issues and bullying in all forms. The culminating projects are stopmotion videos (developed in groups of 3 or 4) with a focus on solving a bullying issue. Other topics of the sessions included gathering and sharing information about each student s learning style and becoming familiar with technology platforms that help to keep students connected (i.e. blogs, HWDSB Commons, etc.). Overall, feedback from participating students was positive with many citing that they most liked working with other students identified as gifted, understanding more about their learning profile and getting an increased opportunity to work with technology. Suggested areas of improvement from the students are to include more subject-specific content (i.e. math or science lessons) and to have the sessions occur more frequently. 136

139 HWDSB Special Education Report Appendices Appendix A: Gifted Review Student Survey This survey has been included to serve as an example of the Gifted Review Surveys that were completed by Principals, teachers, parents and students during the spring of 2010 (Please note that parent, teacher and administrator surveys differed from the student survey included below). Part A - About you: 1. Are you: male female 2. When were you born? Month: Year: 3. What grade are you in? In which area of Hamilton do you currently live? Ancaster Dundas Flamborough / Waterdown Lower East City Lower West City Mountain East Mountain West Stoney Creek / Winona 5. What language(s) do you speak at home? (you can choose more than one) English Arabic Chinese Czech Farsi Karen Korean Punjabi Somali Urdu Other, please specify: 137

140 HWDSB Special Education Report 6. Do you receive gifted programming in a: Special class (all students in your class are identified as gifted) Regular class (most students in your class are not identified as gifted) 7. How long have you been receiving gifted programming? 1 year 2 years 3 years 4 years 5 years 6 or more years Part B - Gifted programming within HWDSB: In this section, we would like to know your thoughts and feelings about the gifted programming you receive. For each question, please choose the answer that best describes your school experience. 8. Please indicate the degree to which you agree with the following statements: About my learning in the Gifted Program: Strongly Disagree Agree Strongly Disagree Agree The gifted programming is challenging enough for me. My Language class provides me with learning opportunities to broaden my thinking. My Math class provides me with learning opportunities to broaden my thinking. I am challenged in my Language classes. I am challenged in my Math classes. I learn about my strengths as a gifted learner. I learn about my areas of difficulty as a gifted learner. 9a. I struggle in one or more academic area: Yes No 9b. Please choose the area(s) in which you struggle (if any): Reading Writing Oral communication French Math Content areas (Science, Social Studies, History, Geography) Physical education Arts (Visual, Drama and Dance) I do not struggle in any area 138

141 HWDSB Special Education Report 9c. Please choose the Learning Skill(s) in which you struggle (if any): Independent work Initiative Homework completion Use of information Cooperation with others Conflict resolution Class participation Problem solving Goal setting to improve work I do not struggle in any of these areas 9d. Please list any other areas in which you struggle: 10. How much homework (reviewing, studying, work completion, practice) are you usually assigned each week? None (usually 0 hours per week) A little (less than 3 hours per week) Quite a bit (3 to 5 hours per week) A lot (over 5 hours per week) 11. I enjoy receiving gifted programming. Never Sometimes Most of the time Always 12. What is/are the best part(s) of the Gifted program? 13. What would you like to change about the Gifted program? 14. Think about the academic work you complete in your gifted program. Overall, how satisfied are you with your learning this year? Very dissatisfied Dissatisfied Satisfied Very satisfied 139

142 HWDSB Special Education Report 15. I would prefer to receive gifted programming in a: Regular class Regular class with opportunities to receive programming outside of my Regular class Special class Special class with opportunities to receive programming outside of my Special class 16. Being in a gifted program has helped me to: (you can choose more than one) Feel better about myself Find out what I'm really good at Fit in at school Improve my grades Increase my academic abilities Learn new things Make friends Other, please specify: 17. Overall, how satisfied are you with the gifted programming at your school? Very dissatisfied Dissatisfied Satisfied Very satisfied 18. Is there anything else you would like to tell us about HWDSB's gifted programming? Please use the space below to share your comments. 140

143 HWDSB Special Education Report Appendix B: Themed responses from parents and students about other areas of struggles for students, presented by gifted stream Themed Responses Gifted class students # of Responses Gifted class parents Regular class students Organization Motivation / Initiative Maintaining focus on less interesting topics Asking for help Exercise Self-motivation because things come easy Relating with others Communicating with others Being called gifty Making eye contact during conversations Time Management Oral presentations information gathering comes easy, presenting orally is challenging Regular class parents Reading

144 HWDSB Special Education Report Appendix C: Themed responses from students about the best parts of the gifted program, presented by gifted stream Themed Responses # of Responses Gifted class students Regular class students Advantages in learning Challenging myself in extra / harder material 6 14 Enriched learning extra / unique opportunities (eg. Gauss test, ASC) 3 6 Getting ahead learning material from higher grades, taking e-learning courses, etc. 0 4 Enriched learning learning about new things 3 3 Pace of learning can learn at a quicker pace that is tailored to my ability 7 3 Enriched learning doing independent projects 0 2 Enriched learning learning computer programs students in regular stream don t learn 0 1 Self-contained gifted class advantages 21 0 Being around others who are gifted because they re easier to relate to 18 0 Self-contained classes are fun 2 0 Being in the self-contained class is better 1 0 Improve as a person build skills 3 6 Build skills 0 2 Learn to be a leader 2 2 Be creative 0 1 Learn about and build my strengths 0 1 Set the path for my future 1 0 Trips like to take part in the trips for gifted students 3 5 Everything 3 1 Doing different not extra work like that gifted students do different, not extra work, than those in regular stream 1 2 Presentation skills presenting my gifted project to the class 0 3 Social advantages meet other gifted students in the school 0 3 Teachers teachers are great, incredible, creative, fun

145 HWDSB Special Education Report Appendix D: Themed responses from parents and students about ways to improve HWDSB s gifted program, presented by gifted stream Themed Responses Gifted class students # of Responses Gifted class parents Regular class students Delivery Improvements Make class work more consistently challenging areas include math, science Increase the frequency of pull-out gifted lessons offer more than one gifted session per week Offer one-to-one support would like to receive individual gifted lessons, not all gifted students share the same areas of strength Regular class parents Give more homework give more homework to gifted students More leadership opportunities (e.g. offer more opportunities for gifted students to teach and guide class, integrate comments from gifted students into school level changes) Improve class work make it more fun, interesting, innovative Give students a their choice of topics for projects / presentations Improve class work offer more hands on activities More trips Less computer time give students less free time on the computer to surf the net and watch you tube videos Paced learning model gifted students should be able to complete curriculum / courses at their own pace Special Gifted Classes Offer more special gifted classes some students in regular stream would like to attend special gifted classes, clear the waitlist for special gifted classes Eliminate split grade classes have one grade per class Integrate students in gifted class with the rest of the school Teachers teachers of special gifted classes should be experts in gifted program delivery Don t like structure of special gifted classes it doesn t make sense to send a student to a special gifted class at one school for two years, then to another school for another two years Increase class size have more than 25 students per class Individual Education Plans Not sure how effective IEPs are More actions / goals the IEP should contain more detailed actions / goals for gifted students so that programming can flow more directly from them Implementation of IEPs don t feel that IEPs are adequately being implemented in the classroom Areas of strength / weakness not sure parents are adequately able to comment on child s academic areas of strength/weakness, should be left up to the teacher

146 HWDSB Special Education Report IEP material is hard to read and understand too much jargon and education language Catchment areas Special gifted school - have one school within HWDSB where all gifted students could go (this would eliminate social bullying and students transferring to different schools between grades) Elementary - offer special gifted classes in outlying catchment areas (eg. Binbrook, Waterdown, Winona, Stoney Creek); bus ride to special gifted class is very long Secondary have more than one secondary school dedicated to gifted learning Resource Improvements Overall resources need to improve teacher training, resources, differentiated instruction for gifted students Dedicated gifted teacher each school should have a teacher, knowledgeable in the area of gifted learning, dedicated for gifted students More technology more technology is needed in classrooms to support gifted student learning Offer a wider variety of English books (e.g. more than just Shakespeare) Expectations teachers shouldn t expect gifted students to always act appropriately or to always be organized and prepared French Immersion & Gifted Program Offer gifted programming within French Immersion classes; don t like having to choose between receiving FI and gifted Communication needs to improve between teachers and parents regarding expectations and extra projects for gifted students Curriculum Improvements Creative writing offer opportunities to do creative writing Social justice / World issues offer more learnings in these areas Identification Improvements Change identification criteria 99% is too high, change to 97 or 98% Identify students earlier than grade E-Learning Improvements have more teacher-led instruction and less student led EQAO & DRA gifted students should not have to participate in these assessments No Improvements needed No improvements are needed Program is great (good, fun, excellent, awesome, etc.) Gifted program has been a positive experience for child Teachers are great Thank you for providing gifted programming Special gifted classes are much better than services offered in regular classrooms Student was not adequately challenged in regular stream

147 HWDSB Special Education Report Grade 9 Math appreciate the opportunity for student to take this online course and receive a high school credit Appendix E: Themed responses from administrators and teachers about suggestions for improving HWDSB s gifted program, presented by gifted stream Themed Responses Gifted class teachers # of Responses Gifted class admin Regular class teachers Resources Training offer more training for teachers around gifted programming Classroom resources supply gifted resources to classroom teachers to help them to differentiate and meet the needs of gifted students Regular class admin Programming ideas would like to know about programming ideas for gifted students LRTs have LRTs be the school experts on gifted instruction, classroom teachers need expertise to help program for gifted students Generate better awareness about board gifted resources wasn t aware school board offered gifted services training, wasn t aware of any gifted resources offered by board Strong readers are there any resources for students who are not identified as gifted but are strong readers? Technology need access to more technology for students IEPs training & support provide training and support for teachers around writing IEPs for gifted students Networking Opportunities Networking for teachers would like networking opportunities (eg. Meetings, FC conference, demonstration classes) with other teachers in system about programming ideas for gifted students Networking for students allow gifted students across different schools to participate in events together Web Portal create an online homework / support portal for families, could also include a discussion sections for parents to ask teachers questions about gifted services their children are receiving Gifted Service placement process Allow more time parents need more time between id / parent meeting/ deciding about special class or regular placement Special gifted classes create enough special gifted classes to accommodate all identified students within the system Special classes vs regular delivery only at-risk gifted students should attend special classes; others should remain in a regular class with pull-out services Special classes vs regular gifted services both need to be offered and placement should depend upon student needs and parent wants Special gifted classes have Grades 5 8 special classes at one school so that students don t have to move schools Special class vs. regular class a separate set of criteria should be developed for students who would best have their needs met in a special class Identification Process

148 HWDSB Special Education Report Communicate identification criteria to teachers and parents teachers and parents are unaware of current gifted identification criteria Appendix F: List of Recommendations Identification criteria align criteria with co-terminus board and other neighbouring boards Identification criteria lower criteria from 99 percentile Identification process should begin earlier than grade four, for extremely bright children Improve identification criteria all students are gifted in some areas and current gifted criteria doesn t allow the system to recognize this Class Size & Set-Up Disproportionate boy / girl ratio can special gifted classes be arranged by gender; there is a high rate of boys vs girls in special classes Smaller class sizes in special gifted classes Awareness of special needs of gifted students school board should communicate the areas where gifted student struggle because many parents just see the prestige in giftedness French Immersion & Gifted Programming allow French Immersion students to be released to receive gifted services Topic Area Supporting Data Possible Support(s) / Strategies 1. System Support: Provide dedicated funding for regular and special class gifted services Provide funding to boost 21 st Century Fluencies within gifted programming Survey data: 56% of teachers and 78% of administrators were dissatisfied with access to additional support and professional development 80% of teachers and 94% of administrators are dissatisfied with the classroom resource available for teaching student identified as gifted 39% of both parents and students felt that gifted students should receive regular class programming coupled with enrichment opportunities outside of regular class. Only 5% of parents preferred their child attend a regular class with no opportunities for outside enrichment 57% of teacher felt gifted students should remain in the regular class; while 100% agreed they should have opportunity for programming outside of the regular class Parents of students who attend special gifted classes identified transportation as an issue (e.g. long bus rides, unreliable taxi service) and asked for possible solutions to be considered Survey data: 56% of teachers and 78% of administrators were dissatisfied with access to additional support / professional development through human resources (Consultants, PLCs, networks), print resources, media (First Class, websites, videos) 80% of teachers and 94% of administrators are dissatisfied with the classroom resource Create 3 Gifted Itinerant Teaching positions (2 elementary, 1 secondary) Provide board-sponsored transportation to centre(s) and to schools with special classes (e.g. bus pass versus school bus) Gifted Outreach Purchase technological resources (i.e. hand held devices, laptops, smart boards) to create resources and networking opportunities for gifted learners Create on-line learning guides Use technology to allow for networking opportunities such as 146

149 HWDSB Special Education Report Open a new special gifted class in north cluster Examine current identification criteria (e.g. percentile level, age for gifted testing) available for teaching student identified as gifted Large Committee discussions: Support the concept of likability grouping, withdrawal programs, and using 21 st Century Fluency Technology to boost classroom experience Recommended that gifted students attending regular classes should be given increased access to gifted programming and activities Survey data 13.2% of gifted students reside in Lower East City (3.2%) and Stoney Creek- Winona(10.8%) 28% of parents preferred their child attend special gifted class Large Committee discussions: Special gifted classes from grades 5 through 8 should be offered at one location and have equal representation amongst clusters Large Committee discussions: Suggested that the current gifted identification criteria should be examined webinars, blogging, tweeting, pod casting Could WH Ballard be an appropriate location for this additional special gifted class site? Supports cluster model Expand gifted services to include students in earlier grades (e.g. Kindergarten to Grade 3) and highachieving students Align criteria with co-terminus and other neighbouring school boards 147

150 HWDSB Special Education Report Topic Area Supporting Data Possible Support(s) / Strategies 2. Professional Development: Provide professional development for administrators, regular class teachers, LRTs, and special class teachers. Survey Data: 56% of teachers and 78% of administrators were dissatisfied with access to additional support / professional development 80% of teachers and 94% of administrators were dissatisfied with the classroom resource available for teaching student identified as gifted Only 7% of teachers and 6 % of administrators were satisfied with opportunities for professional development for gifted programming Large Committee discussions: Recognized need for professional development for all teachers who have gifted students in their classroom 3. Programming/Instruction: Recommendations for Students Increase opportunities Survey data: for likability grouping, 46% of students preferred to receive through direct programming in a likability group interaction and/or 87% enjoy gifted programming most or all technology of the time 27% of student indentified that gifted programming allowed them to improve their grades and 53% said that gifted programming increased their academic abilities Anecdotal comments from students also supported the concept of likability grouping: like being around other gifted students ; know that I fit in ; the best part is that you get to have a learning environment that fits your needs ; like being with people who think differently Large Committee discussions: Support the concept of likability grouping, withdrawal programs, and using 21 st Century Fluency Technology to boost classroom experience Recommend that gifted students attending regular classes be given increased access to Provide explicit instruction in areas of leadership, organizational and goal setting skills and incorporate activities designed to boost social-emotional learning skills gifted programs and activities Survey data: Students self identified organizational skills and goal setting as an area of weakness (from anecdotal survey comments) 23% of parents and 27% of students identified that goal setting to improve work as an area of weakness Anecdotal comments from parents, teachers and students show that all groups believe gifted students would benefit from boosting socialemotional skills (i.e. self-esteem, cooperating with others, etc.) Possible workshop ideas: Overview of HWDSB gifted services (teachers and administrators) Knowing the gifted leaner (teachers and administrators) Myths and misconceptions about gifted learners with a focus on socialemotional learning (teachers and administrators) Programming for the gifted student (teachers) DI for gifted learners (teachers) Writing and implementing an IEP (teachers and administrators) Networking using technology (teachers) Develop a Pathways pull-out program (one per cluster) that addresses essential learning skills and learning inventories (e.g. student meta-cognition) for students from across the system Build networks (e.g. e-learning, social gatherings, events) to connect gifted students within HWDSB. Students identified as gifted are a special population and would benefit from establishing relationships with their gifted peers Use technology to allow for networking opportunities such as webinars, blogging, tweeting, pod casting Gifted Centres for Success and special gifted classes should focus on these skills as part of HWDSB gifted services 148

151 HWDSB Special Education Report Reduce the number of transitions between schools for students in special gifted classes Large Committee discussions: Identified the need for explicit instruction for these skills Survey data: Anecdotal comments from stakeholder groups (i.e. students, parents, and administrators) indicated that it is difficult for students to move schools during their grade 5 to 8 years in order to attend special gifted classes Recommended that in order to minimize student anxiety, moves between schools should be reduced Using the tiered approach, most students will remain in home school thus reducing school moves Social/emotional needs of the students will be more easily be met with consistency Supports cluster model Run special gifted classes in K to 8 schools only Topic Area Supporting Data Possible Support(s) / Strategies 3. Programming/Instruction: Recommendations for Teachers Gifted Teaching positions - itinerant, special class, and regular class Survey Data: 71% of teachers self identified that they had limited to some gifted programming experience 29% of parents feel that the gifted programming does not meet the unique needs of their child 33% of parents feel that their child s gifted programming is not challenging 48% of parents who responded had children in regular class program 64% of regular class teachers were not comfortable writing IEPs for gifted students 80% of teachers are either dissatisfied or very dissatisfied with classroom resources provide for teaching gifted students 54% of students are receiving programming within the regular class program 42% of students who responded would prefer to receive gifted programming in the regular class Gifted Itinerant teachers would provide in-class support for regular / special class teachers and gifted students (including FI) at Elementary and Secondary levels This would allow for cross panel networking which may help gifted students as they transition from elementary to secondary school Create a gifted teacher PLC network in order to share best practices around effective ways to support gifted students and their teachers Services would be aligned with HWDSB s tiered approach to instruction and intervention model A tiered approach (tier 1 or 2) would support French Immersion students who are also gifted 149

152 HWDSB Special Education Report Appendix 4 THE CENTRE FOR SUCCESS Developed by the Hamilton Wentworth District School Board (HWDSB) Summary Report for April 2009 June 2011 PROGRAM BACKGROUND In Fall of 2008, a multi-disciplinary team, under the direction of Vicki Corcoran, Superintendent of Special Education/Student Services, explored programs to better address the needs of elementary students with Learning Disabilities. As a result, the team developed a program initiative entitled The Centre for Success. This Centre for Success program is based on current research and best practices, including components from programs with similar goals from various school boards across the province. With the ultimate objective to maximize students learning potential utilizing a strength based approach, the goals of the program are twofold: 1) for students to gain better insight into their own learning profile and to increase selfadvocacy skills; and 2) to further develop students comfort and skill utilizing technology as a tool for maximizing the input and output of information. PROGRAM OVERVIEW The eight week Centre for Success intervention program is intended for grade 5 and 6 students who have the following: 1) An Individual Education Plan (IEP); 2) A diagnosis of a Learning Disability; and 3) Access to a laptop computer (e.g., had an individual laptop computer through a SEA claim or had an approved SEA claim and were awaiting a laptop computer). The program was piloted in the Spring of 2009, at which time classes consisted of 6 students led by two specially trained teachers. Since September of 2009, 8 students have attended each Centre for Success class. There have been four sessions per school year at two locations. Each class has been led by one specially trained teacher. As of June 2011, a total of 140 students have participated in the program. The core component of the program lasts six weeks, with a one week transition before the program begins and a one week transition following the completion of the program, totalling eight weeks. The purpose of this transitional format is to help ease the transfer of skills to each child s home school, while recognizing the vital contributions of school and family to a child s development and success. 150

153 HWDSB Special Education Report Programming at the Centre for Success parallels portions of the regular classroom curriculum in the areas of literacy and numeracy. Students also work on gaining expertise in the following five key areas: Technology, Memory, Organization, Learning Styles, and Learning Strategies. During the course of the program, students develop a package of individualized learning strategies designed to assist them back at their home schools. DATA COLLECTION Overview Data was collected on students who attended the Centre for Success between April 2009 and June Success of the program was evaluated using the following measures: 1. Writing Writing samples using curriculum exemplars Keyboarding Applied informal writing: before-after s EQAO scores 2. Reading EQAO scores 3. Learning Skills and Self Concept Self-report measures Parent report measures Teacher report measures Anecdotal reports Assessment of Writing 1. Writing Samples Using Curriculum Exemplars Writing samples were obtained from 42 students during the first week at the Centre for Success and, then again, during the last week. Samples were graded using Ontario Curriculum Guidelines. The following results were obtained. 151

154 HWDSB Special Education Report Writing Area Students whose scores increased Students whose scores decreased Writing Conventions 95 % 0 % Organization 47 % 18% Communication of Ideas 41 % 16 % Spelling Accuracy 88 % 6 % Length of Story 82 % 18 % In sum, significant improvements were noted in numerous aspects of student writing, including: writing conventions, organization, and communicating ideas. Mean number of words used in students stories increased from 69 to 195 words. A significant improvement in spelling accuracy is particularly noteworthy given that the length of stories also increased significantly. 2. Keyboarding Students keyboarding was assessed throughout the Centre for Success program. Results of 103 students timed keyboarding tests obtained during the first week of the program were compared with results obtained during the last week at the Centre. Both speed and accuracy were measured and thus, only correctly spelled words were counted in the total number of words typed. The following results were obtained. Mean keyboarding speed increased from 9 to 18 words per minute More than 99% of students demonstrated increased typing speed by the end of the program 3. Applied Informal Writing: Before-After s Student s were informally evaluated throughout the Centre for Success program. Subjectively, there was a trend for student s to evolve into longer, more accurate, and richer passages using various methods of technology to assist them. Although no formal analysis was conducted below is a sample of before and after s. For more examples please see Appendix A. 152

155 HWDSB Special Education Report Example: Pre Technology (First Day) hello mis.*** I'm an having a lot of fun her at the new school!!! it is so cool and i ma geting a lot of the new smarts her but tel the clas I mis they!!! (Week 5) Dear Mrs. ***, Post Technology As you know the Open House is soon and I hope you are coming to it. I'm going to bring you on a tour and I'm going to show all of my work that I have done. I'm so happy to be able to show you my work. Also I'm going to explain all of my work to you and what programs I used to do it and why I used that program. Two of the main things I will show you are my PLP and Web! You will get to see my work folder and it has a lot of work that I will tell you about when you get here. I will also show you my strategy binder that has strategies for helping me when I get stuck on my work. One of my favorite things is the friendship tree and it's got all of the names of kids who are here at the Center on it. Do not forget the Open House is on Thursday, March 29, 2012 at 9:00 am sharp. from *** 4. EQAO A preliminary analysis of the EQAO results of Centre for Success graduates was undertaken. Their Grade 6 EQAO results, obtained subsequent to them attending the Centre for Success were compared to their Grade 3 results. 153

156 HWDSB Special Education Report EQAO: Writing Comparing Grade 3 to Grade 6 Scores for Centre for Success Graduates Percentage of students whose scores improved Percentage of students whose scores decreased 19% 21% 60% Percentage of students whose scores remained the same As can be seen from the chart, there was not an overall improvement in writing scores in the EQAO results One important caveat is that many children may have been scribed for in Grade 3, whereas in Grade 6 many of these same children were writing independently using assistive technology, rendering the EQAO data difficult to interpret Other indices, apart from EQAO, that examined writing measures before and after students attended the Centre for Success, revealed significantly improved writing skills as outlined above 154

157 HWDSB Special Education Report Assessment of Reading EQAO: Reading Comparing Grade 3 to Grade 6 Scores for Centre for Success Graduates Percentage of students whose scores decreased Percentage of students whose scores improved 18% 19% 2 51% 60% 31% Percentage of students whose scores remained the same As can be seen from the chart, overall, students showed improvement in their EQAO reading scores in Grade 6 as compared with Grade 3 In addition, 9 students who were exempt from EQAO testing in Grade 3 participated in EQAO testing in Grade 6, presumably because the content was more accessible to them While 26% of students were at or above Provincial Standards in Grade 3, that number jumped to 45% in Grade 6 (after attending the Centre for Success) 155

158 HWDSB Special Education Report Rating Scales Learning Skills and Self-Concept Students, parents, and teachers completed ratings scales examining perceived student ability in a number of areas. Ratings scales were completed both at the beginning and completion of the program. Appendices B, C, and D capture these different areas as rated by students, parents, and teachers, respectively. In sum, there were numerous areas that were perceived to improve as reported by students, parents, and teachers. There were three specific areas that all groups agreed showed improvement. These areas were: 1) Computer knowledge 2) Understanding of strengths and weaknesses 3) Acceptance of learning difficulties. Interestingly, these three constructs encapsulate the initial objectives and mandate of the program. Anecdotal Reports Many parents, teachers, and students have provided testimonials highlighting the success of the program. A few examples are below. For more examples please see Appendix E. He had an amazing day. I have never seen such initiative. He was just itching to get started on his activity, because he knew exactly what program he was going to use he didn t ask me how to start he showed me what he was doing mid-way through. You have, honestly, given him much more than tech. knowledge and awareness of his LD his self-confidence is soaring! I ve learned about my learning disability and that other people around the world have LD. And that I am not alone. I learned about some programs that I d even know about like Smart Ideas, Smart Notebook, and PowerPoint. And if I need help with reading I can always use TWP. And if I forget to go onto some programs I can use my binder to help me... This I recommend Center for Success for people who have LD can always count on some programs to help them out and not get left behind. For a kid who thought he was stupid and dumb and couldn t do anything I almost wish there wasn t such a dramatic turnaround. It s almost like I need a leash on him he thinks he is capable of doing anything he puts his mind to. Which is fine for most things, but when it comes to wanting to rewire the entire house because he read a how-tomanual, I draw the line. With that laptop and software, he s trying to conquer the world before he turns twelve! The way the ideas spill out of him some days exhausts me. Did he tell you he received an award for outstanding achievement in science? I think if he could take nothing but science all day he would be in heaven. On the way home last week, he was talking about something and said, I m smart and everybody just better get used to it. 156

159 HWDSB Special Education Report Appendix A: Sample Student Before and After s Pre Technology Post Technology (First Day) Dare Mr *** this school is going go for mei am having agood time (Week 5) Hello Mr *** I am using Dragon Naturally Speaking to write this e- mail. Dragon Naturally Speaking works by me saying something and Dragon types what I say. If Dragon does not know what you are saying, you can say spell that and you will say the letters of that words that you are trying to spell and Dragon will type it. This week I made a believe poster with a nice background. This week I also made a Thank You Linden Park School letter. On the holidays I will be having two Christmases. Also I will not be doing a thing. Just to remind you there is a Teacher Open House on Thursday, January 12, 2012 from 9:00 to 11:00 am. I hope that you have a Merry Christmas and Happy Holidays and I hope that you have a Happy New Year. Sincerely *** (First Day) hi ms *** i m at the program I am in joing it bet is the class listening to and we at theprogram also get jems we make are eon chest its cool well bye by *** (Week 5) Dear Ms *** I am using Dragon Naturally Speaking v 10 to write this . Dragon Naturally Speaking is easy for me because I speak to a program and it types what I say. This program works because it types what you say. All I have to do is speak into a microphone and it writes what you say. I like using this program because it helps me with my writing and reading and spelling. I also like this program because it helps me in school or in class. I made a believe poster and it is a triple rainbow and the believe sign pops off the page. The Centre is having a party on Friday and the party will have drinks, food, and music. I will sleep in on the holidays and play video games. I think I will have a good Christmas this year. Don t forget the Open House on Thursday, January 12, 157

160 HWDSB Special Education Report 2012 from 9:00 to 11:00 am. Have a very Merry Christmas and a Happy New Year. Have a good holiday. Sincerely *** (First Day) Hello it is * I like my new school put I miss all my friends and I hope you have great rest of the school year (Week 4) Hello Mrs. * For this I am using Dragon bar and Dragon pad. This programs helps me because when I say something into the special microphone, it puts the words that I said on to Dragon pad. This program works with a headset and what I say goes onto the screen. It recognizes my voice because I have voice files and the voice files change as my voice changes. At the Centre for Success, we have made Mondrian art. First we had to measures all the lines and then we had to draw the lines across the page. Next we measured construction paper in the colour of blue, yellow, red, white, or grey so that we could put them into places where we had measured the lines. Another thing that we have done at the Centre for success is we have made a self portrait of ourselves. WE made a brain in our portrait so that we could draw all of our different smarts inside of it. We have a Teacher Open House on Thursday, May 24, 2012 from 9 to 11 am. There is an attachment to this e- mail that gives you an invitation to our Open House. (First Day) Hi miss * I made it here From ** (Week 4) Hello Ms * I am using Dragon Naturally S[peaking to write this e- mail. This program helps me as I don t have to type the words. The stories are getting longer and more detailed. This program works by speaking clearly into the microphone of your headset. Dragon Naturally Speaking listens to my voice and types what I say. I ve been doing many things at the centre. One of the things I have been doing is math on the smart board. We have played games at recess. We talked about the penny is gone on Maya 4, On that day the Canadian mint stopped making pennies. My mom and 158

161 HWDSB Special Education Report dad came to see how I was doing in class and they were amazed with how we are using technology to help me with my learning disability. There is a Teacher Open House on Thursday, May 24, 2012 at 9:00 to 11:00 am. There is an attachment to tell you about it. See you at the Open House! xxxx (First Day) bonjour madam. je fais bons a le senter. je sepair qou tous fais bon. je deja monck le class. il y a 7 autre garcen y'si. (Week 2) Dear Mme ***, How are you and the class? Is the class quiet without me? I am using 2 different programs to right this to you and they are Talking Word Processor (TWP) and Word Q. These programs help me with my spelling by giving me word prediction boxes so that I can spell difficult words correctly and with ease. These programs will also read my work and other text to help me with my proof reading. We have finished several activities in class but one of the activities that I enjoyed the most was our brains. I had to draw a picture of my head end then put my smarts in side of my brain. I hope to see you soon. Sincerely **** 159

162 HWDSB Special Education Report Appendix B: Student Self-Report Measures Areas of Improvement p-value Areas showing no Improvement p-value Computer knowledge p <.001 Following directions p >.05 Understanding of how student learns best p <.001 Level of independence p >.05 Acceptance of learning Participating in class difficulties Ability to ask for help when needed p <.001 p <.05 p >.05 discussions Organization of materials/belongings p >.05 Attention span p >.05 Task initiation p >.05 Homework completion p >.05 Competence in math p >.05 Competence in reading p >.05 Competence in writing p >.05 Peer relations p >.05 Number of friends p >.05 Editing work for mistakes p >.05 Enjoyment of school p >.05 Areas of Improvement Appendix C: Parent Report Measures p-value Areas showing no Improvement p-value Computer knowledge p <.001 Following directions p >.05 Level of independence p <.01 Impulse control p >.05 Organization/Planning of written output p <.001 Homework completion p >.05 Understanding of personal strengths and weaknesses p <.01 Self-monitoring skills p >.05 Attention span p <.05 Ability to ask for help when needed p >.05 Task initiation p <.05 Attitude towards school p >.05 Academic confidence p <.01 Social confidence p <.05 Acceptance of learning difficulties p <

163 HWDSB Special Education Report Areas of Improvement Appendix D: Teacher Report Measures p-value Areas showing no Improvement p-value Computer knowledge p <.001 Following directions p >.05 Organization/Planning of written output p <.001 Impulse control p >.05 Understanding of personal strengths and weaknesses p <.01 Homework completion p >.05 Academic confidence p <.01 Class participation p >.05 Social confidence p <.05 Level of independence p >.05 Acceptance of learning Organization of p <.001 p >.05 difficulties materials/belongings Self-monitoring skills p >.05 Attention span p >.05 Task initiation p <.05 Attendance p >.05 Ability to ask for help when needed p >.05 Attitude towards school p >.05 Appendix E: Sample Student, Parent, Teacher Reflections I just thought you d like to know that he scored at a level 50 with 17/24 for comprehension and 12/16 for oral reading. He is well on his way to closing the gap thanks to assistive technology. Thanks for all your help with Ben. Oh yeah did I mention the 99% ACCURACTY!?!?!? HELLO!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! I miss you so much my typing speed is 47 A great big thank you goes out to you for all the hard work and dedication. These kids would not have achieved the level of success without you. These kids did not seem like the same ones I saw at the beginning of the course. You gave them confidence and self esteem and the power to achieve their goals. There is no price on that. 161

164 HWDSB Special Education Report Friday evening, I walked in the door to a big hug and you have to see my PowerPoint presentation. There was no peace until I sat down and went through it with him. It is very humbling to have your 11 year old son do something so well when you struggle like crazy! You are some kind of magician. Everyone who asks about the program gets a wildly enthusiastic AWESOME in response. I swear you can almost see the capital letters! Hello Mr. L, How are you today? This class has been helping me allot theirs a smart broad in every room we get to use the smart board me and [my friend] did a project on it. I can t wait to come back and see you and the class. I have been working so hard here I know when I come back that I will be working allot better than I use to Because I know how I learn and I m not afraid to show it. What a difference in lovely her! She is asking for clarification more often, trying to use as big a voice as possible when speaking, and is using her computer often appropriately. I was sitting with her helping her to plan her speech and she pulled up Smart Ideas. There it was, all planned out! She is setting up her computer automatically in the morning and responsibly packs up at night. What a great kid --- thanks for everything that you have done for her. She really had a chance to shine for me today and she did a great job while she was with you for these past 6 weeks. Here s hoping I have some more gr 5 s go through you program again next year. 162