Special Education Plan 2015

Transcription

1 Special Education and Section Programs 5050 Yonge Street, Toronto, Ontario, M2N 5N8 Special Education Plan 2015 Updated July 31, 2015 Serving Our Students, Schools, and Their Communities This document has been reviewed for equity. 1

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3 Special Education Plan Table of Contents TDSB Special Education Plan Introduction 7 TDSB Vision and Model for Special Education. 8 Vision for Special Education 8 Moving Towards Greater Inclusion 8 Anticipated Benefits for ALL Students... 9 Model for Special Education 9 Accessibility 11 TDSB Accessibility Committee and Working Group.. 11 Accessibility for Ontarians with Disabilities Act, 2005 (AODA). 11 Accessibility Capital Spending Committee.. 12 TDSB Barrier Free Committee 12 Special Education Accessibility Grant Assessment 14 Individual Assessments Purpose and Goals. 14 Standards for the Provision of Individual Assessments.. 15 Sharing Assessment Information 15 Types of Assessments. 16 Educational Assessment.. 16 Diagnostic Assessment PPM155 Diagnostic Assessment in Support of Student Learning. 16 Occupational Therapy and Physiotherapy Assessments 18 Psychological Assessments 20 Social Work Assessments 21 Speech and Language Assessments. 22 Consultation 23 Consultation with SEAC 23 Summary of SEAC Consultation Input.. 23 SEAC Input on Policies and Procedures.. 25 Broader SEAC Consultation 26 Parent/Community Input Continuum of TDSB Supports, Programs and Services. 27 Special Education Program Supports and Related Services 27 Accessing Special Education Programs and Services. 27 Identifying and Meeting the Needs of Pupils Who May Be Exceptional.. 28 Identification, Placement, and Review Committee (IPRC). 29 IPRC Placement Options. 29 Community-Based Resource Model (CBRM).. 30 Methods and Resource Support (MART).. 31 Resource Program 31 Home School Program (HSP). 31 Secondary School Special Education Support. 32 Secondary Resource Program (RSE) 32 Secondary Learning Strategies (GLE) Courses for Students on an IEP. 32 Focus On Success (FOS) Program 32 Early and On-Going Identification and Intervention.. 33 Implementation

4 Process and Procedures. 33 Early Planning for Students with Special Needs.. 34 Entry Plan for Students with Special Needs (Chart) 35 Early Years Intervention Programs Diagnostic Kindergarten Kindergarten Intervention Program (KIP).. 39 Kindergarten Early Language Intervention (KELI) Program.. 40 Exceptionalities Identification Criteria and Intensive Support Programming 41 Ministry of Education Definitions. 41 Ministry of Education Categories of Exceptionality TDSB Congregated.. Intensive Support Programs (ISP).. 42 Behaviour Exceptionality. 43 Communication Exceptionalities Autism. 45 Learning Disability. 47 Language Impairment.. 49 Speech Impairment Deaf and Hard-of-Hearing 51 Intellectual Exceptionalities Developmental Disability.. 53 Giftedness Mild Intellectual Disability. 58 Multiple Exceptionalities Physical Exceptionalities Blind/Low Vision 62 Physical Exceptionality. 64 Identification, Placement and Review Committee (IPRC) Process Reg. 181/98 66 In-School Support Team (IST) and School Support Team (SST).. 70 Individual Education Plan (IEP).. 74 Transition Planning Ministry of Education Special Education Roles and Responsibilities. 80 Ministry of Education Provincial and Demonstration Schools.. 83 Partnerships Coordination of Services with Other Ministries and Agencies. 85 PPM No TDSB Early Intervention Initiatives. 85 Kindergarten Early Language Intervention (KELI) Toronto Partner Autism Services (TPAS). 86 Connections: Supporting Seamless Transitions for Students with ASD.. 86 Transitions from Toronto Pre-School Speech and Language Services (TPSLS) External Partnerships (Chart). 88 Professional Learning.. 90 Safety Management of Risk-of-Injury Behaviours. 93 4

5 Special Education Advisory Committee (SEAC) Role of SEAC. 94 Meeting Dates and Times 94 Membership and Member Selection.. 95 Communication with SEAC. 96 Representatives and Contact Information (Charts). 97 Special Education Program Recommendation Committee (SEPRC) Special Education Regional Support Services. 103 Requesting Regional Support Services. 103 Blind/Low Vision Itinerant Support Deaf/Hard of Hearing Itinerant Support. 103 Low-Incidence Referrals Regional Autism Spectrum Disorder (ASD) Team TDSB/Surrey Place Centre Partnership (School Support Program) 104 Behaviour Regional Services (BRS) Team Special Education Section 23 Programs Section 23 Program Resources Special Education Staff Allocation Process 109 Background 109 Opening a New Intensive Support Program (ISP) in a School. 109 Moving an Intensive Support Program from one School to Another 109 Closing an Intensive Support Program. 109 Special Education Staff Allocation for Allocation of Special Education Support Staff Placement of Staff in Special Education Programs 112 Staff Allocation for (Chart) Special Equipment Amount (SEA). 115 Special Incidence Portion (SIP) Specialized Health Support Services PPM No 81 Provision of Health Support Services in School Settings. 117 Catheterization and Suctioning Model of Provision of Specialized Health Support Services (Charts) Staff Organization and Responsibilities Special Education and Section Department Administrative Structure. 122 Roles and Responsibilities Executive Superintendent and Coordinating Superintendents. 123 Principals 125 Vice Principals 127 Coordinators Consultants. 134 Special Education Itinerant Teachers 137 School-Based Special Education Teaching Staff 139 Paraprofessional Support Staff Staff Organization and Responsibilities Student Support Services and Care

6 Department Administrative Structure. 143 Roles and Responsibilities Executive Superintendent 144 Senior Manager of Professional Support Services Child and Youth Services Staff Occupational Therapy and Physiotherapy Services Staff Psychological Services Staff Social Work and Attendance Services Staff. 149 Speech-Language Pathology Services Staff 151 Transportation 152 Method of Transportation Service Requirements and Responsibilities Cancellation of Service Due to Inclement Weather 156 September Start Up. 156 Transportation Safety Appeal Process. 157 Transportation Company Contact Information. 157 Appendices Appendix A: Guide to Special Education for Parents/Guardians. 161 Appendix B: Individual Education Plan Appendix C: Forms (1) Informed Consent for the Release of Confidential Information (2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form. 179 (3) ASD Team Services Referral Form. 183 (4) Individual Learning Profile Elementary 185 (5) Individual Learning Profile Secondary. 191 (6) Behaviour Regional Services Consent Form. 197 (7) Developmental History Form 199 (8) Professional Support Services Referral Form Appendix D: TDSB Early and Ongoing Identification Procedure (EOID) 205 Appendix E: Glossary of Terms (TDSB) Appendix F: Special Education Acronyms Appendix G: Resources Appendix H: Special Education Related Websites Appendix I: PPM 155 TDSB Approved List of Diagnostic Assessment Tools Appendix J: External Partnerships (1) PR 578 External Partnerships - Supplemental Student Services (2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Services Professionals and Paraprofessionals 233 6

7 TDSB Special Education Plan Introduction Each school board is required to maintain a Special Education Plan, to review it annually, to amend it from time to time to meet the current needs of its exceptional pupils and to submit any amendment(s) to the Ministry for review each year. (Regulation 306 amended) The mission of the Toronto District School Board (TDSB) extends to our students with special education needs. TDSB Mission Is to enable all students to reach high levels of achievement and to acquire the knowledge, skills, and values they need to become responsible members of a democratic society. We value: Each and every student A strong public education system A partnership of students, schools, family, and community The uniqueness and diversity of our students and our community The commitment and skills of our staff Equity, innovation, accountability, and accessibility Learning environments that are safe, nurturing, positive, and respectful In developing the TDSB Special Education Plan we adhere to the TDSB Mission and Values Statements. Our Special Education Plan encompasses a vision which is student-focused and which recognizes the unique characteristics and linguistic, cultural, and racial diversity of Toronto schools and communities. Along with funding from the Ministry of Education, the Board s commitment to the development, implementation, and consistent provision of effective special education programs and services. Special Education resources and services are directed to the schools in order to provide challenging, enriching learning opportunities for students with a wide range of abilities, including students with additional socialemotional, physical, developmental, or learning needs. Special Education is also included in the TDSB Board Improvement Plan for Student Achievement and the Director s four-year action plan, the Years of Action Every effort has been made to ensure that the TDSB Special Education Plan complies with all legislation governing its content, including: the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act and Regulations made under the Act and any other relevant legislation. 7

8 TDSB Vision and Model for Special Education Vision for Special Education Fairness, equity and inclusion are essential principles of the TDSB school system and these principles are integrated into Special Education policies, program operations and practices. Fairness and equity refers to equitable access to programs, services and appropriate resources as much as possible in home schools. Inclusion is an attitude and practice that is shaped by every student s need and right to belong within one s home school community. Inclusionary Education is the belief that all students in a community, including those students with special learning needs, should receive their education to the fullest extent possible in the local community. This aligns not only with the Convention on the Rights of Persons with Disabilities (2006), but also with Ontario Regulation 181/98 S17 (1) which guides IPRC decision-making around regular class placement for exceptional students. Inclusion is not simply the physical placement of a student within a mainstream classroom, but is a multi-pronged approach that includes integrated support, differentiated and responsive instruction, dynamic attention and intervention to classroom climate as well as the active removal of attitudinal barriers. The Vision of the Toronto District School Board s Special Education Plan is that students identified with exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools. We are committed to ensuring that students with special education needs will be provided with the most supportive and inclusive environment possible for learning. This Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully accessible to students, families, staff, and communities. Some students with unique strengths and needs (behaviour, communication, intellectual, and physical) may require more specialized or intensive programs and supports. Our goal is to have these intensive programs and supports available at sites that are equitably distributed throughout the District. Finally, collaboration and problem solving among school personnel, parents/guardians and students are viewed as integral to the development of effective interventions. A further commitment is made to better serve our students by continuing to search out effective practices, as evidenced in research and practice, in partnership with the Special Education Advisory Committee and other departments of the Board. Moving Towards Greater Inclusion A regular review of the TDSB Special Education Plan provides opportunities to evaluate current practices and apply new understanding about supporting students with special education needs. We know that students with exceptionalities have the same basic needs as their peers. They need to: Participate and be included as fully as possible, in all activities, curricular and co-curricular, of our school communities Be valued as individuals for their unique contributions to school life Have no boundaries placed on, or prejudgments made about, their capacity for learning Enjoy a safe and secure learning environment Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their learning Be unencumbered by stereotypical, outdated and limiting perspectives on abilities and disabilities Recent research around special education pedagogy has supported adopting inclusive education models in both school structures and service delivery. TDSB Organizational Development/Research & Information Services carried out a review of research called A Case for Inclusive Education (Parekh, 2013). Its conclusions note that the evidence from international studies is mixed but generally positive, and suggests that adopting a more inclusive model can maintain or improve academic outcomes for students with special education needs, with no negative impacts on more typically developing students. 8

9 Anticipated Benefits for ALL Students Research findings report positive benefits from inclusion for all students in the classroom: A more welcoming, positive school environment Higher academic expectations Increased collaboration and participation Access to a wider range of school resources Shared learning opportunities Increased social network and greater opportunities for friendships Increased safety through reduced isolation Readiness for inclusion beyond school It is important to note, however, that international research does not conclude that inclusion works best for every student, all the time. Learning strategies and approaches to instruction are critical pieces in facilitating greater inclusion in special education. Approaches to inclusive education are shaped by student need, as opposed to a student s identification of exceptionality, since students sharing a single exceptionality identification may have vastly different needs. Consequently, an inclusionary model also recognizes the fact that some students have complex needs that from time to time may require more intensive support. While placement in a regular class, with appropriate special education services is always the first consideration for support, the goal is to determine the most appropriate learning environment to maximize the individual student s potential. Placement in a special class or school may still be considered when an IPRC determines that a child s complex needs can be met with a greater degree of safety or success in a specialized learning environment, with a small pupil teacher ratio and opportunity for increased individualized attention. Model for Special Education Special Education decision-making will continue to be guided by the following principles: All students, their families, and the staff who support them have the right to be treated with respect All students have the right to a program developed in response to their strengths and needs All students have the right to a range of placements, programs, and services to meet their individual requirement, in their neighbourhood or Family of Schools, wherever possible All students and the staff who support them have the right to a safe, accepting, welcoming, secure, and encouraging environment A partnership of students, school, family, and support services is essential to the success of all students At the same time, we will be examining ways in which TDSB can apply those inclusionary practices found to be of the greatest benefit in creating the most supportive learning environment for our learners. Noted Canadian educator George Dei (2006) stated that inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone. This kind of transformation is a tremendous challenge given the size of the TDSB and current economic conditions. This endeavour will take time and the efforts of all stakeholders. 9

10 An inclusionary model presupposes the following: It is built on a foundation of excellence Continuously striving for the exemplary delivery of programs and services, within the framework of a student-focused vision, which recognizes the unique characteristics of our learners and the linguistic, cultural and racial diversity of our schools and communities. It meets individual needs All students are diverse learners, each with individual strengths, needs and learning styles. Student needs are addressed by pedagogical strategies and interventions designed to focus on individual learning characteristics, progress, and success. It identifies and eliminates barriers The school, its community and parents/guardians continue to work collaboratively toward a vision of all children being part of the school culture. This requires processes and resources designed to develop everyone s commitment, involvement, and informed support. It promotes a sense of belonging The school and community celebrate, value and share ownership in the education of the community s students, both at the elementary and secondary levels. It involves the broad community Resources of the school, Family of Schools, Special Education, and the community are made available to support the child. It builds on and enhances previous and existing initiatives student learning is supported through curriculum, research-based teaching strategies, differentiated instruction, as well as accessible and supportive learning environments that promote opportunities for students. It is demonstrated throughout the system All school staff share responsibility and accountability for the continuous, careful monitoring, as well as the assessment and evaluation of the academic, social, and emotional development of each and every child. Over the next five years, we will continue to explore ways of transitioning towards greater inclusion in special education program and service delivery. Any changes to our special education delivery model will be implemented thoughtfully, based on extensive research, an understanding of best practices, and with a consistent focus on student achievement and well-being. We continue to value active and meaningful collaboration with all stakeholders. There will be extensive and ongoing consultation on these changes with students, parents, staff, trustees and community members, including the Special Education Advisory Committee (SEAC), Toronto School Administrators Association (TSAA) and other community and staff stakeholders. We believe that moving to greater inclusion will provide all students with the most enabling learning environment for both academic and social success. Going forward, we remain committed to ensuring that the learning needs of all students, including those identified with special education needs, are met in the most equitable, supportive and inclusionary environment possible. 10

11 Accessibility The Toronto District School Board (TDSB) is committed to maintaining a learning and working environment which actively promotes and supports human rights and accessibility for persons with disabilities. We are committed to actively removing barriers so that all members of our community can fully participate in TDSB activities. TDSB Accessibility Committee and Working Group In , the TDSB Accessibility Working Group, an inter-departmental and multi-stakeholder group, with representation from external agencies that advocate on behalf of persons with disabilities (including Easter Seals and Community Living Toronto) was established. In 2004, the Work Group developed a voluntary online information survey, in association with the Research and Information Services Department of the Board, to assist in identifying disabilities and barriers to those with disabilities. This initial survey was completed by school administrators and central/site administrative staff. The survey questions concerned the types of disabilities of staff and students, as well as barriers that are encountered by students and staff, and invited suggestions that would further assist the Board in overcoming these barriers. The data revealed that there was a broad range of disabilities for which the TDSB must provide services, beyond the issues of accessibility for wheelchair users. The associated high costs and severely limited funding has created challenges for moving forward in upgrading facilities for barrier-free accessibility. Services to support students with many of the identified disabilities are being delivered by Special Education and Support Services programs. Accessibility for Ontarians with Disabilities Act, 2005 (AODA) The goal of the AODA is to have an accessible Ontario by Accessibility is to be achieved through implementation of accessibility standards in the following areas: Customer Service Built Environment Employment Information and Communications The TDSB Standards for Customer Service were developed and approved, with compliance by January More recently, Policy PO83 Accessibility for Persons with Disabilities established the framework for the Board's compliance with the Accessibility for Ontarians with Disabilities Act, 2005 (AODA). It can be found at the following link: The TDSB Accessibility Committee and Working Group continue to work together to prioritize initiatives for AODA compliance and to inform all stakeholders. This group has created an online portal that provides all information pertaining to the AODA at the TDSB (i.e., Multi-Year Accessibility Plan, resources, policies and procedures). This page is accessible via a shortened, direct link and a permanent icon, the international symbol for disability a wheelchair, on the footer of every single webpage on the public website. For staff-specific resources, an accessibility webpage has been created on TDSBweb. This provides links to training guides, resources, policies and procedures. 11

12 Accessibility Capital Spending Committee A new subcommittee of the TDSB Accessibility Working Group, the Accessibility Capital Spending Committee has been created, with the following mandate: To act as stewards for the Board, with limited funds, to improve accessibility for school, community, services in the TDSB. In addressing this mandate, the Committee has developed a strategy: Prioritize the needs within the system by developing envelopes of need, such as: for changes/upgrades to designated sites as required for issues identified by the Barrier Free Committee for emerging projects requiring attention, and possibly for unforeseen items arising (these costs could also be included in the other three envelopes as contingency) Determine how much will be allocated to each envelope of need Begin repairs/upgrades in designated schools TDSB Barrier Free Committee The work of the TDSB Barrier Free Committee, comprised of Special Education and Facilities Services staff, is ongoing addressing the need for equitable access for students with physical disabilities and working toward AODA compliance. It established a process for prioritizing the needs of the system, using the following set of objectives for the provision of cost-effective, barrier-free access for students with a physical disability: Provide designated sites, throughout TDSB, where resources and related staff development opportunities may be concentrated Facilitate, at the designated sites, partnering with services and/or agencies such as School Health Support Services as a means of maximizing support for students Provide specialized equipment, not funded by SEA, to schools identified as designated sites Instill in students and staff the expectations that students with a physical disability will be supported and integrated into the regular curricular and co-curricular program, whenever appropriate, at designated sites. This support would be provided through staff development programs Designate special secondary schools be barrier free Make funds available for barrier-free access to eventually bring designated sites as close to A+ classification as possible It also established a Barrier Free Classification Rating that was used by staff from Facilities Services to determine estimated ratings for schools. The following were considered in selecting designated sites: Existing accessible buildings Potential for accessibility, given the limited funds for barrier-free renovations Equity of access throughout TDSB to accommodate elementary and secondary students Preference for single K 8 settings over separate primary/junior and middle school settings The resulting elementary and secondary designated sites are located throughout TDSB. The Special Education Advisory Committee endorsed the recommended schools as designated sites for barrier-free access for students with a physical disability. All barrier-free requests from designated sites continue to be submitted to the committee for consideration. Consideration of the barrier-free requirements for all special education congregated programs is a factor when planning intensive support program locations. 12

13 Special Education Accessibility Grant Ninety-two projects were undertaken by Facilities Services to improve accessibility to TDSB schools. These included barrier-free renovations, installation of barrier-free washrooms, power-operated doors, ramps, lifts/barrier-free elevators, provision of safe refuge areas, Snoezelen Room, upgrading a playground and wheelchair drop-off areas. This grant has been fully expended and new barrier-free projects identified as priorities must be funded through the Renewal Grant, which supports facility condition projects across the board. Projects waiting for completion or newly identified projects will be reviewed for funding through the Accessibility Capital Spending Committee as of September

14 Assessment Individual Assessments Purpose and Goals The primary purpose of student assessment and evaluation is to improve learning. Assessment has the greatest potential to improve student learning when it is an integral part of all classroom activities and when it is used to identify students strengths and weaknesses to outline the next steps for learning. It should never be an end unto itself, but, rather, the means to improve teaching and learning. Some students, in spite of accommodations and modifications to their program, experience difficulty meeting the academic and/or behavioural expectations of the school environment. Their needs as learners can best be understood and addressed through a detailed, standardized individual assessment. Individual assessments are offered by a range of qualified professionals psychologists, psychological associates, social workers, speech-language pathologists, occupational therapists, and physiotherapists (all members of regulated professional colleges). An assessment provides an accurate baseline for tracking future development and academic progress, can provide necessary information for formal identification at an IPRC, if that becomes necessary. Individual assessments typically include classroom observation and can focus on a student s academic skills (using standardized assessment instruments such as the WIAT-III or the KTEA-3), cognitive levels (using instruments such as the WISC-IV, the WISC-V, the KABC-II, the SB-V, or the WJ-III), socialadaptive skills (using clinical observation and/or standardized instruments such as the BASC-3 or ABAS- II or 3), sensory motor skills (using instruments such as the Beery VMI), and/or communication skills (using clinical observation and standardized instruments such as the CELF-4 or PLS-4), according to the concerns indicated. Assessment findings provide information relevant to the requirements of IPRCs and for classroom programming, IEPs, and the Provincial Report Card. Community diversity makes it essential that students and their families be sensitively involved in any assessment process. Close collaboration between assessment professionals and persons familiar with particular languages and cultures is integral to achieving this goal. The TDSB provides equitable practices in individual assessment by ensuring that assessments meet professional standards of reliability, validity, fairness, and consistency, and are aligned with the Ontario Curriculum expectations. It is recommended that Board-based professionals provide assessment services because of their understanding of and ability to work within the school environment and through School Support Teams. Parents/Guardians may supply a report from an outside, qualified professional for consideration by the Board. Tests cited above ABAS-II Adaptive Behaviour Assessment System, 2 nd Edition ABAS-3 Adaptive Behaviour Assessment System, 3 rd Edition BASC-3 Behaviour Assessment System for Children, 2 nd Edition Beery VMI Beery-Buktenica Visual Motor Integration Test CELF-4 Clinical Evaluation of Language Fundamentals, 4 th Edition KABC-II Kaufman Assessment Battery for Children, 2 nd Edition KTEA-3 Kaufman Test of Educational Achievement, 2 nd Edition PLS-4 Preschool Language Scale, 4 th Edition SB-V Stanford-Binet Intelligence Scale, 5 th Edition WIAT-III Wechsler Individual Achievement Test, 2 nd Edition WISC-IV Wechsler Intelligence Scale for Children, 4 th Edition WISC-V Wechsler Intelligence Scale for Children, 5 th Edition WJ-III Woodcock-Johnson Test of Cognitive Abilities, 3 rd Edition 14

15 Standards for the Provision of Individual Assessments The School Support Team (SST) discusses a student s needs and if appropriate, makes a recommendation for an individual assessment. This kind of recommendation requires the agreement of parents/guardians or qualifying student (of age and has the cognitive capacity to understand). The SST also considers requests for assessments from parents/guardians, qualifying students (as outlined above) or outside agencies. With the exception of special education teachers, all other professionals require informed consent from the parents/guardians or qualifying student, in order to initiate an individual assessment. A Professional Support Services Referral Form must be signed by the appropriate authorizing party (parents/guardians or qualifying student). This written permission must be obtained for the referral to be initiated and can be completed either at or following the SST. It gives permission for the professional to contact the parents/guardians or qualifying student, to seek informed consent, before any assessment begins. This is required to ensure shared understanding of the reasons for the assessment, the nature of the assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues of where and how the record will be stored and the limits to confidentiality are also outlined. The informed consent process can be found in Appendix C (1). Throughout the assessment process, parents/guardians or qualifying student are involved and at the conclusion, they are offered verbal and written feedback about the assessment findings. A cultural or communication facilitator will be offered where necessary. Written reports are provided to the parents/guardians or qualifying student, at or close to the time of any verbal feedback. Sharing Assessment Information The Personal Health Information Protection Act (PHIPA) requires that Professional Support Services staff (Psychology, Social Work, Speech-Language Pathology, and Occupational and Physiotherapy) receive explicit written or verbal consent from parents/guardians or student, who is of age and has the cognitive capacity to understand, to share information that they collect with school staff (e.g., educational assistants, teachers, principals). This permission is discussed during the informed consent process. [See Appendix C (1)] The sharing of assessment findings or information with persons outside of the school board will only occur with the expressed written permission of the parents/guardians, or qualifying student, except as required by law. Further information about the privacy rights of parents/guardians is detailed in a PHIPA Privacy Statement, which is posted on the Board s public website under Professional Support Services at: Finally, the TDSB Records Management policy (PR. 677 BUS) states that Support Services professional files are retained for a minimum of ten years after graduation age (which in most cases is either 18 or 21). This requirement is in accordance with professional guidelines. Students who are referred for an assessment are often seen within the school year in which the request is made. Referrals not seen by the conclusion of the school year will be prioritized on a wait list for assessment in the following school year. A variety of factors, such as length of time on the wait list, nature of the referral question, age of the student and urgency for assessment results, will be used to prioritize referrals on the wait list. The average wait time for a psychological assessment once a referral has been initiated is typically less than one year and for a speech-language pathology assessment, approximately two to six months. 15

16 Types of Assessment Educational Assessments Academic and functional assessments are administered by school personnel to determine the progress a student is making in the school program. Diagnostic Assessment Diagnostic assessment provides information that is used by teachers and students to determine what students already know and can do with respect to the knowledge and skills identified in the overall and specific expectations. (Growing Success, p. 31) This kind of assessment is used to inform the development, implementation and review of Individual Education Plans. Diagnostic assessment is defined as: assessment that is used to identify a student s needs and abilities and the student s readiness to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is a key tool used by teachers in planning instruction and setting appropriate learning goals. (Growing Success, p.146) PPM No. 155: Diagnostic Assessment in Support of Student Learning The Ministry of Education released Policy Program Memorandum No. 155: Diagnostic Assessment in Support of Student Learning to outline how diagnostic assessment tools may be used effectively to inform teaching and learning practices in the classroom, in support of student achievement. PPM 155 stipulates that teachers, principals, and school board staff share a collective responsibility and accountability for student achievement and that successful implementation depends on the professional judgment of educators. Growing Success defines professional judgment as follows: Judgment that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgment involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction. (p. 152) PPM 155 does not apply to the following types of assessment: 1. Special education assessments: These include educational and/or professional assessments conducted to include students with special education needs, to determine the special education programs and/or services required by these students, and/or to support decisions related to such programs or services. (Growing Success Policy Chapter 7 pages 69-74) 2. Large-scale assessments such as: EQAO Grade 3, 6, 9 and OSSLT Program for International Student Assessment (PISA) Trends in International Mathematics and Science Study (TIMSS) Progress in International Reading Literacy Study (PIRL) Pan-Canadian Assessment Program (PCAP) Other Ministry-mandated assessments 16

17 PPM155 Collective Responsibilities of Boards, Principals and Teachers Boards: Collect through the use of quality diagnostic assessment tools, valid and reliable data and information on student achievement Establish and provide a list of approved diagnostic assessment tools that are consistent with their board plans for improving student learning and achievement Will consider the criteria for selection of diagnostic assessment tools Continue to periodically review and update, where necessary, the approved list of diagnostic assessment tools Collaborate to develop a common understanding of the planning process and the need for student data and information that can inform actions taken to improve student learning Principals: Ensure a consistent and continuous school-wide focus on student learning Provide leadership when working in collaboration with teachers to gather information about students learning in support of school and board improvement plans for student achievement Teachers: Will use their professional judgment, as defined in Growing Success, when selecting and using diagnostic assessment tools Must utilize diagnostic assessment during the school year, selecting tools from the board s approved list In selecting and using diagnostic assessment tools from the board s list, shall determine the following: The diagnostic assessment tools that are applicable Which student(s) will be assessed (individual student, small group, or whole class) The frequency of use of the diagnostic assessment tools The appropriate timing of the use of the diagnostic assessment tools See Appendix I for a chart of TDSB Approved Diagnostic Assessment Tools in support of student learning. As required, these tools are consistent with TDSB board plans for improving student learning and achievement. 17

18 Occupational Therapy and Physiotherapy Assessments Occupational Therapy and Physiotherapy (OT/PT) Services primarily support students in Low Incidence (Developmental Disability and Physical Disability) programs and in Diagnostic Kindergarten Programs, through the Kindergarten, Education, Early Intervention and Prevention (KEEP) Program. Additionally, OT/PT Services provide Intake, Environmental Safety and Special Equipment Amount (SEA) assessments and reports for students in community schools, as appropriate. All other referrals are made to Community Care Access Centres (CCAC). Occupational Therapy and Physiotherapy assessments are provided for students according to prioritized needs and as determined by the School Support Team. These assessments are conducted under the Regulated Health Professions Act (1993) by occupational therapists and physiotherapists registered in the College of Occupational Therapists of Ontario and College of Physiotherapists of Ontario, respectively. OT/PT assessments may include, but are not limited to: A review of the student s school records with consent Classroom observations An interview with parents/guardians to obtain developmental and relevant family and medical history An interview with school personnel, the student, and support service colleagues Contact with hospitals, rehabilitation centres, and community agencies Provision of specific gross/fine motor function, mobility (school/community), sensory motor/behaviour, and visual motor skills Assessment of activities of daily living skills (e.g., feeding, dressing, personal care) Assessment for equipment needs (Assistive Devices Program/ADP and Special Equipment Amounts/ SEA) Referrals for OT/PT Assessments OT/PT Services are accessed through the School Support Team using a referral process. [See Referral forms in Appendix C (2)] Informed consent of the parents/guardians or student 18 years or older is required for students to receive OT/PT services. The informed consent process ensures that parents/guardians are made aware of the types of service that may be provided to the student. Average waiting times for OT/PT assessments vary. For students from integrated/intensive support programs (e.g. Physical Disability, Developmental Disability) with issues that need to be dealt with immediately, the wait times vary from immediate to four to six weeks. For students in regular education and other special education programs, the wait time for a referral is from two to three months. Staffing levels, service delivery changes, and growing numbers of students with complex multiple needs and diverse cultural-linguistic backgrounds may affect waiting times. Management of Assessment Results The results of the occupational and physiotherapy assessment are communicated with parents/guardians through an interview, and a written report is made available upon request. Reports include recommendations for physical management (e.g., mobility, seating and positioning for function), activities of daily living skills and sensory integration. Records from an OT/PT assessment are kept in confidential files, which are maintained in accordance with the regulations and provisions of the Professional Colleges and the Regulated Health Professions Act. The results may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. Locations of copies of the report are discussed with parents/guardians. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre: School Health Support Services). Permission of parents/guardians must be obtained for a student s physical management and registration report to be released to an outside agency. 18

19 Standardized Test Measures COPM DVPT-2 ETCH Canadian Occupational Performance Measure Developmental Visual-Perceptual Test Evaluation Tool of Children's Handwriting Gross Motor Function Measure Handwriting Without Tears Print Tool HELP Hawaii Early Learning Profile Miller-FUN Motivational Assessment Scale MVPT Motor Free Visual Perceptual Test Peabody Developmental Motor Scales School Companion Profile School Function Assessment Sensory Behaviour Analysis Sensory Processing Measure Sensory Profile VMI Beery Buktenica Visual Motor Integration Test Numerous non-standardized test measures not stated in this document 19

20 Psychological Assessments The purpose of a psychological assessment is to better understand the learning and/or socio-emotional strengths and needs of the student, in order to help in the delivery of the most appropriate programming while the student is at the Toronto District School Board. Psychological assessments are provided by the staff of Psychological Services. They are either members of the College of Psychologists of Ontario, or they work under the direct supervision of a member of the College of Psychologists. Psychological Services staff is governed by the Psychology Act, the Regulated Health Professions Act, the Health Care Consent Act, the Personal Health Information Protection Act, and the Education Act when working in a school board. A psychological assessment may include the following: A review of the student's school records Interviews with the parents/guardians to obtain developmental, family, and medical history Interviews with school personnel and the student Classroom observation An assessment (standardized and informal measures) of the student s cognitive abilities to assess learning strengths and needs An assessment (standardized and informal measures) of the student s social-emotional functioning to assess strengths and needs An assessment (standardized and informal measures) of the student s academic skills to assess academic strengths and needs Referrals for Psychological Assessments Referrals for psychological assessments of students are initiated by the School Support Team. The school team, which includes the staff member from Psychological Services, determines the priority in which students will be seen. The length of wait for a psychological assessment can vary, depending on the number of requests generated by the team and the prioritization of the referral, relative to other referral requests from the school. Once the referral is made, the psychological assessment begins only with the informed consent of the parents/guardians of a student under the age of 18, or of a student who is18 years or older and has the appropriate level of cognitive ability to understand. Management of Assessment Results The results and recommendations of a psychological assessment are discussed with the parents/guardians or qualifying student (as outlined above) and with staff of the TDSB who are directly involved with the student. A cultural or communication facilitator will be offered and arranged, if necessary. A copy of any written report is provided to the parents/guardians or qualifying student at or close to the time of any verbal feedback. A copy is also given to the school, to be placed in the student s OSR. The original written report, assessment measures, notes, and other information obtained during the assessment are maintained in the confidential files of Psychological Services in accordance with the Psychology Act and the Regulated Health Professions Act. Psychological Services will not release any information to persons or facilities outside of the TDSB without written consent, except as may be required by law. 20

21 Social Work Assessments School Social Work assessments identify social, emotional, and behavioural factors that can impact a child s ability to make the most productive use of the learning environment. Social Work assessment is carried out by School Social Workers. They possess a Master of Social Work degree, with a minimum of three years post-graduate experience working with children and youth, under the supervision of an M.S.W. Clinical Supervisor. All Ontario Social Workers are regulated by the Ontario College of Social Workers and Social Service Workers and subscribe to a set of professional ethics and standards of practice. A Social Work assessment may include: Interviews with the student An interview with the parents/guardians, to obtain relevant family and social history Interviews with Support Services colleagues and school personnel A review of school records With consent, contacts with community agencies Classroom observations Referrals for Social Work Assessments A referral to Social Work can be initiated through a School Support Team meeting or at any other time on a needs basis, through referrals from principals, staff, parents, or self-referral by students themselves. Waiting times are not an issue since service is initiated as soon as possible on request. A referral form is completed, and informed consent is obtained of the parents/guardians or of students older than 16. Management of Assessment Results Recommendations and reports are discussed with the student (where appropriate) and parents/guardians. With permission, relevant information is shared with school personnel and, where applicable, professional staff from community agencies. Standards of Practice of the Ontario College of Social Workers and Social Service Workers regulating Social Work records are adhered to, and Registered Social Workers ensure that records are current, accurate, contain relevant information about students, and are managed in a manner that protects the student's privacy. Social Work records are stored in confidential Social Work files in secure locations at the regional Education Offices. 21

22 Speech and Language Assessments Speech and language services focus on younger students, from Kindergarten through the primary grades, with language delays and disorders that may affect literacy, academic, and social development. Speech and language assessments are conducted by speech-language pathologists, registered in Ontario under the Regulated Health Professions Act (1993). A Speech-Language Pathology assessment may include the following: A review of the student's school records Interviews with the parents/guardians to obtain developmental, family, and medical history Interviews with school personnel and the student Classroom observation An assessment (standardized and informal measures) of the student s receptive and expressive language skills to assess learning strengths and needs An assessment (standardized and informal measures) of the student s articulation, fluency and voice skills to assess strengths and needs An assessment (standardized and informal measures) of the student s reading and writing skills to assess strengths and needs in these areas Referrals for Speech and Language Assessments Speech and language assessments are provided for students according to prioritized needs, determined by the School Support Team and using a referral process. Informed consent of the parents/guardians or student aged 18 years or older, is required for students to receive the services of a speech-language pathologist. The informed-consent process ensures parents/guardians are made aware of the types of service that may be provided to the student. Average waiting times vary from a few months for students receiving special education intensive support in Low Incidence Programs (Physical Disability, Developmental Disability) to 6 12 months for students in regular education and other special education programs. Staffing levels, service delivery changes, and growing numbers of students with complex communication needs and diverse cultural-linguistic backgrounds may affect times. Management of Assessment Results Speech and language reports are stored in confidential speech-language pathology files in the Education Offices, according to the Records Regulation of the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO). The results of the speech and language assessment are communicated with parents/guardians through an interview, and a written report is made available upon request. Locations of copies of the report are discussed. A copy is kept in the OSR. The results of the speech and language assessment may be discussed with relevant teachers and professional support staff for educational planning and programming purposes. The consent of parents/guardians is required for referral to community services for which the student may be eligible (e.g., Community Care Access Centre/School Health Support Services).The permission of parents/guardians must be obtained for a student s speech and language report to be released to an outside agency. 22