UPPER GRAND DISTRICT SCHOOL BOARD SPECIAL EDUCATION REPORT 2012

Transcription

1 UPPER GRAND DISTRICT SCHOOL BOARD SPECIAL EDUCATION REPORT 2012 Dr. Martha Rogers Director of Education Upper Grand District School Board Special Education Report 2012 Page 1

2 Upper Grand District School Board Vision Statement Students will attain individual excellence through dynamic programming provided by an effective staff and supported by a committed community. We will meet our students diverse needs through the provision of equitable and accessible resources. Our learning environment will be characterized by empowered administrators, effective communication and mutual compassionate respect. Upper Grand District School Board Special Education Report 2012 Page 2

3 Upper Grand District School Board Special Education Report Table of Contents Upper Grand District School Board Vision Statement 2 Philosophy Of Special Education: Guiding Principles 4 Roles And Responsibilities 5 The Parent Guide to Special Education 9 Delivery of Service 10 Specialized Teams from Program Services 18 The Special Education Intervention Model 20 The Identification, Placement, And Review Committee (IPRC) Process And Appeals 25 Categories And Definitions Of Exceptionalities 29 Guidelines For IPRC Identification 32 Special Education Placements Provided By The Board 35 Other Specialized Supports 40 Individual Education Plans (IEP s) 43 Provincial And Demonstration Schools In Ontario 45 Supporting Transitions 47 Special Education Staff 51 Staff Professional Development 52 Educational Assistant Staffing For Special Education 54 Special Equipment Amount Funding For Equipment 56 Specialized Health Support Services In School Settings 58 Accessibility 59 Transportation 60 The Board s Special Education Advisory Committee (SEAC) 61 Coordination Of Services With Other Ministries Or Agencies 63 Protocols For Partnerships: Policy Program Memorandum 149 (PPM 149) 65 How Third Party Protocols differ from PPM 149 Collaborative Agreements 66 Upper Grand District School Board Special Education Report 2012 Page 3

4 Philosophy Of Special Education: Guiding Principles We believe all students can learn. We value each student s unique ability, individuality, learning style and pace of learning. We believe that the growth, the development and the learning of each student is enhanced in the most enabling environment. We believe that the inclusion of exceptional students in the school community provides a valuable learning experience for all children. We deliver programs which incorporate realistic goals and objectives through individualized teaching and assessment methods. We respect the rights of parents to make informed decisions in the best interests of their children. We respect, value and encourage collaborative partnerships with parents, community agencies and professionals. We provide a diversity of placements and resources which reflect effective programs and strategies for exceptional pupils. We recognize the wealth of learning opportunities in the community which assist students with transitions, to offer work experiences and to allow their pursuit of special abilities or talents. We value early intervention for all students experiencing difficulties in school and/or needing enrichment. Upper Grand District School Board Special Education Report 2012 Page 4

5 Roles and Responsibilities The School Principal The school principal: carries out duties as outlined in the Education Act, regulations, and policy documents, including policy/program memoranda, and board policies; ensures that appropriately qualified staff are assigned to teach special education classes; communicates Ministry of Education and school 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 school board staff to determine the most appropriate program for students with special education needs; 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 and that, if necessary, appropriate consents are obtained. The Teacher The teacher: carries out duties as outlined in the Education Act, regulations, and policy documents, including policy / program memoranda; follows board policies and procedures regarding special education; works with the special education teacher to acquire and maintain up-to-date knowledge of special education practices; where appropriate, develops the IEP with special education staff and parents for a student with special education needs; provides the program for the student with special education needs in the regular class; communicates the student's progress to parents; works with other school board staff to review and update the student's IEP. Upper Grand District School Board Special Education Report 2012 Page 5

6 The Special Education Teacher The special education teacher (in addition to responsibilities listed above for teachers): holds qualifications, in accordance with regulations under the Education Act, to teach special education; monitors the student's progress with reference to the IEP and modifies the program as necessary; assists in providing educational assessments for exceptional pupils. The Parent (When parent is used in this reports, the word parent includes guardian.) Parents: familiarize themselves with board policies and procedures in areas that affect their child; participate in IPRCs, parent-teacher conferences, and other relevant school activities; participate in the planning of the student s Individual Education Plan (IEP); become acquainted with the school staff who work with the student; support the student at home; work with the school principal and teachers to solve problems; are responsible for the student's attendance at school. The Student The student: complies with the requirements as outlined in the Education Act, regulations, and policy documents, including policy/ program memoranda; complies with board policies and procedures; participates in Identification, Placement, and Review Committees (IPRCs), parent-teacher conferences, and other activities, as appropriate. The Special Education Advisory Committee Special Education Advisory Committee webpage 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 within 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. Upper Grand District School Board Special Education Report 2012 Page 6

7 The Ministry of Education The Ministry of Education: sets out, through the Education Act, regulations, and policy documents, including policy/program memoranda, the legal obligations of school boards regarding the provision of special education programs and services; prescribes the categories and definitions of exceptionality; requires school boards to provide appropriate special education programs and services for their students with special education needs; establishes the funding for special education through the structure of the funding model; requires school boards to report on their expenditures for special education; sets province-wide standards for curriculum and for reporting 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 the Ontario Special Education (English and French) Tribunals to hear disputes between parents and school boards regarding the identification and placement of exceptional pupils; establishes a Minister s Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services; established a Provincial Parent Association Advisory Committee on Special Education Advisory Committees; operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf-blind, or who have severe learning disabilities. The District School Board or School Authority The district school board or school authority: establishes school board policy and practices that comply with the Education Act, regulations, and policy documents, including policy/program memoranda; monitors school compliance with the Education Act, regulations, and policy documents, including policy/program memoranda; requires staff to comply with the Education Act, regulations, and policy documents, including policy/program memoranda; provides appropriately qualified staff to deliver programs and services for the students with special education needs in the board; 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 strengths and needs of the students with special education needs in the board; reviews the plan annually and submits amendments to the Minister of Education; provides statistical reports to the ministry as required; prepares a parent guide to provide parents with information about special education programs, services, and procedures; Upper Grand District School Board Special Education Report 2012 Page 7

8 establishes one or more IPRCs to identify students with special education needs and determine appropriate placements for them; establishes a Special Education Advisory Committee; provides professional development to staff on special education. Communicating with school staff When a parent has questions or concerns, it is important to speak first to the classroom teacher who is familiar with the daily activities of the student. The special education resource teacher or school principal may address questions or concerns beyond the classroom level or if problems continue. The following chart shows staff at different levels who may be contacted to assist in resolving issues. Consultation Sequence for Special Education Issues Elementary Schools: Classroom Teacher Provides programming Resource Teacher Supports special education programming Principal / Vice-Principal Provides in-school leadership Superintendent of Education Provides system leadership for Principals and Vice-Principals Superintendent of Program Provides system leadership for special education Secondary Schools: Classroom Teacher Provides programming Resource Teacher Supports special education programming Special Education Department Head Provides in-school support for special education Principal / Vice-Principal Provides in-school leadership Superintendent of Program Provides system leadership for special education Superintendent of Education Provides system leadership for Principals and Vice-Principals Additional support for school staff and parents: Special Education Consultant Upper Grand District School Board Special Education Report 2012 Page 8

9 Provides school-based support for special education Special Education Coordinator Provides system support for special education The Parent Guide to Special Education Parent Guide to Special Education Parents are full partners in the process of determining whether or not to proceed to an Identification, Placement and Review Committee meeting (IPRC). A Parent Guide to Special Education has been produced by the Board and is available to parents through all schools in the Board as well as the Special Education department of Program Services. Upper Grand District School Board Special Education Report 2012 Page 9

10 Delivery of Service Special Education Department Who Are We? Members of the Special Education Department include Special Education Coordinators, Special Education Consultants, Itinerant Teachers, an Applied Behaviour Analysis Facilitator and Transitional Educational Assistants. Itinerant Teachers travel between schools to work with students. Transitional Educational Assistants work at schools for up to six weeks to support special transition situations (e.g. students returning from a treatment program). How do Special Education Consultants help staff and students? make recommendations about programming, strategies and resources for students with all types of special needs who require accommodations, modifications or alternative curriculum work with staff to submit claims for specialized equipment (e.g. Special Equipment Amount) provide professional development in Special Education participate in Consultant Support Team Meetings Consultants provide leadership related to the following exceptionalities: o Developmental disabilities o Giftedness o Low Incidence Disabilities (e.g. blind and low vision, deaf and hard of hearing, and physical disabilities) o Learning Disabilities o Autism Spectrum Disorders o Behaviour Who Are The Students Itinerant Teachers Work With? Itinerant Teachers work with students who are deaf and hard of hearing and students who are blind or have low vision. Other itinerant teachers work with some students with learning disabilities using technology and some students with Autism Spectrum Disorders. How Else Do We Help? Special Education Consultants: chair Identification, Placement and Review Committees at the school board level support special projects and new directions of the school board and Ministry of Education Upper Grand District School Board Special Education Report 2012 Page 10

11 Communication, Language and Speech Services Who Are We? We are Speech-Language Pathologists and Special Program Assistants Speech and Language who provide service in school-based teams. The Speech-Language Pathologists are highly trained in communication development and disorders at the Masters level. They must be registered with the College of Audiologists and Speech- Language Pathologists of Ontario to practice in Ontario. The Special Program Assistants have been trained by our department to provide direct services to students under the supervision of the Speech-Language Pathologist who assesses the students, develops the programs and evaluates their progress. Who Are The Students We Work With? Speech-Language Pathologists help school staff to develop the best learning environment for children with a variety of communication needs. Since our services are school-based, we focus on communication needs that will impact the student s ability to learn to read and write and to use communication to participate in all aspects of their education. These may include students from Kindergarten to Grade 12 with needs in the following areas: Augmentative and Alternative Communication Autism Spectrum Disorders Deaf or Hard of Hearing Developmental Disabilities Language Based Learning Disabilities Selective Mutism Speech (severe articulation/phonology only) How Can A Student Receive Our Services? All of our services are accessed through the Consultant Support Team at the student s school. The classroom teacher brings concerns to the In-School Team where the decision is made to refer to the Consultant Support Team. If a parent has a concern, they should discuss it with their child s teacher. How Do We Provide This Service? We offer the following levels of service to assist the classroom teacher in differentiating instruction for individuals or groups of students with similar learning needs: consultation may consist of problem solving with the school team, the resource teacher, and/or the classroom teacher assessment may consist of classroom observation, informal curriculum based tasks, and formal assessment for more complex needs Direct service for kindergarten to grade 2. If the Speech-Language Pathologist determines that the student would benefit from language intervention, the student will work with the Special Program Assistant Speech and Language. The Speech-Language Pathologist will complete an assessment, develop program goals, and meet regularly with the Special Program Assistant to evaluate Upper Grand District School Board Special Education Report 2012 Page 11

12 progress, update the goals, and determine if the student needs continued support. Referral Services Community Care Access Centre (CCAC) offers service at school for students with medically based speech disorders such as oral-motor based articulation, voice, fluency, and feeding and swallowing. The Board s Speech-Language Pathologist must assess the students to determine if they meet the criteria for CCAC services before initiating the referral. Families may also be given information on accessing other services in the community to support their child. This could include referrals to an Ear, Nose and Throat (ENT) Specialist or an audiologist. Professional Development The Speech-Language Pathologists provide a wide variety of school-based and systembased in-services to address the needs of individual students (e.g. helping a school staff understand how to support a student with selective mutism) or the needs of a group of teachers interested in learning more about enhancing oral language in their classrooms. Upper Grand District School Board Special Education Report 2012 Page 12

13 Psychological Services Who Are We? Members of the Psychology Department are all registered with the College of Psychologists of Ontario (or are currently completing this requirement and are under Supervised Practice) and are either trained at the Doctoral or Masters level. As a member of the College of Psychology, the staff are licensed to diagnose in the areas of Developmental Disorders, Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Anxiety Disorders, Child and Adolescent Depression, Tourette s Syndrome, Autism, and other Mental Health Disorders. Who Are the Students the Psychological Consultants Work With? The Psychological Consultants work closely with the school team, parents, and community partners (e.g., Local Children s Mental Health Service) when students are struggling with learning, social, behaviour, or mental health concerns at school. The Psychological Consultant provides consultation, brief intervention (1 to 3 sessions) and psychological assessments. A Psychological Assessment involves a comprehensive standardized testing of intellectual (cognitive) skills, memory functioning, specific processing abilities, academic skills, and social/emotional/behavioural functioning. Services are provided for children from Kindergarten to Grade 12 presenting with the following needs: Specific Learning Disability in Reading, Writing, and Math Non Verbal Learning Disability Language Based Learning Disability Attention Deficit/Hyperactivity Disorder Autism Spectrum Disorder Mild Intellectual Disability Developmental Disability Behaviour Disorders Anxiety Disorders Affective Disorders (Depression) How Can A Student Receive Our Services? At the Consultant Support Team (CST) meeting it might be decided that a full Psychological Assessment was needed. If a parent feels their child needs a Psychological Assessment or consultation, they need to discuss it with their child s teacher first as this is the only way in which a student s name can be brought up at the CST. Upper Grand District School Board Special Education Report 2012 Page 13

14 Types of Services Provided? Parents, teachers, and students are supported by the psychology department in the following ways: Indirect Consultation Discussion at school team meetings (as long as there is verbal consent from parents following the principal s phone call), offering suggestions for academic programming, and behavioural strategies to meet the child s identified behavioural and mental health needs. Psychological Consultants often consult on Behaviour Plans and Safety Plans that have been developed at the school. Direct Consultation Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to become more involved, possibly observing the child, having parents and teachers complete standardized questionnaires, reviewing the Ontario School Record, talking with the parents, or working with involved community partners. Brief Intervention Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student to obtain more information that would help the school in programming. Psychological Assessment Following discussion at the school team, it might be decided that it would be helpful for the Psychological Consultant to meet directly with the student and complete a psychological assessment. As parents are very important partners in completing the assessment, the goal is to always meet with parents for an interview before beginning the assessment. Feedback is provided to the parents, school team, and when appropriate to the students. Group Administered Ability Testing - Grade 3 Screening with the Canadian Cognitive Abilities Test (CCAT) Early in the fall of Grade 3, all parents of students in Grade 3 are asked if they will consent to their students taking the CCAT. The purpose of this test is to obtain a screening measure of cognitive ability in both the verbal and nonverbal domain. The results provide information about students who may need additional supports as well as those students who would benefit from Enhanced or Gifted Programming. Results are available in late November and are distributed to schools who then send a letter with the results home to parents. Upper Grand District School Board Special Education Report 2012 Page 14

15 Other Ways in Which We Help - Specialized Teams Behaviour/Mental Health Intervention Team This program was developed to provide more intensive consultation about mental health and behavioural needs for a group of students who continue to experience difficulties after standard supports have been put in place. At the Elementary School level, there are three Child and Youth Counsellors (CYC) working under the supervision of a member of the Psychology Department. Typically during a 6 to 8 week time period, each CYC works in two schools with the two children selected by the school and the CYC works intensely with them, the school staff, and parents to help develop more effective behavioural intervention strategies. No child is seen without written informed consent being obtained. The three CYCs involved in this program have received extensive training in the Collaborative Problem Solving Model developed by Dr. Ross Greene. They provide training to the school and support for teachers implementing this model. Working with the Chief Psychologist, this team provides comprehensive half day in-service to schools interested in further training for their teachers on the Collaborative Problem Solving Model. At the secondary schools, a member of the Psychology Department, works with high needs students presented by the student team. Parents and community agencies are involved where appropriate. Once again, there is a strong focus on Collaborative Problem Solving. Professional Development Members of the Psychology Department provide a variety of school-based inservices as well as system-based in-services on a variety of topics (e.g., Helping the Anxious Child in the Classroom). Members of the Psychology Department provide training in Behaviour Management Systems and Collaborative Problem Solving. New Initiatives Violent Threat Risk Assessment: Members of the Psychology and Counselling Attendance Departments work with community partners (i.e., police, children s mental health agencies) to properly assess and intervene when a high risk or threatening situation occurs at a school. Upper Grand District School Board Special Education Report 2012 Page 15

16 Counselling and Attendance Department and Social Work Services Who Are We? All members of the Counselling and Attendance Department are Social Workers trained at the Masters level and registered with the Ontario College. Each Social Worker is assigned to one or two high schools where they have an office. They also provide some support to the family of elementary schools that feed into their high school(s). Who Are the Students the Psychological Consultants Work With? The Social Workers in the Counselling and Attendance Department work closely with the school team, parents, and community partners (e.g., Local Child and Adolescent Mental Health Service) when students are struggling with social, behaviour, or mental health concerns at school. The Social Worker provides consultation to teachers and administrators and counselling to students in order to help them succeed in high school. Students may present with the following problems: school attendance Issues mental health disorders including anxiety, depression behaviour disorders social problems How Can A Student Receive Our Services? Referrals can be made directly to the Social Worker by a teacher or an administrator. Often, but not always, referrals are made following a meeting with the In-School Team or the Consultant Support Team. If the student is 12 years of age or older, the student can self-refer for counselling. If a student is in crisis, they can immediately be seen by the Social Worker who will then contact family and other support services if needed. Informed consent is obtained as soon as the Social Worker begins to work with a student. The Social Worker also has the responsibility to follow up referrals for attendance made by the school. Consent is not required for the Social Worker to become involved in attendance referrals as this is a service that is mandated. Types of Services Provided? Parents, teachers, and students are supported by the Counselling and Attendance department in the following ways: Individual Counselling To help students cope with the social, emotional and academic demands of school as well as address mental health issues and encourage students to seek appropriate mental health services in the community. Upper Grand District School Board Special Education Report 2012 Page 16

17 Consultation and Support Provide consultation to teachers and administrators regarding student needs and effective ways to address the student s need in the school setting. Address parent questions and provide information to help them support their children or adolescent. Attendance When the student has not been attending regularly, the Social Worker will find out why the student has been absent and work with the student, family, and school team to facilitate successful return to school. Supervised Alternative Learning If a student cannot be successful at high school in a traditional program, the Social Worker helps to facilitate the student finding a supervised work setting. Referral Services Trellis (Guelph, Wellington Central and North) - referrals can be made for children and adolescents with mental health concerns. Dufferin Child and Family Services (Dufferin County) - referrals can be made for children and adolescents with mental health concerns. Professional Development Members of the Counselling and Attendance Department provide a variety of school-based in-services as well as system-based in-services on a variety of topics (e.g., Adolescent Depression). Members of the Counselling and Attendance Department provide training in Collaborative Problem Solving for their secondary schools. Upper Grand District School Board Special Education Report 2012 Page 17

18 Specialized Teams from Program Services The staff from Psychological Services, Communication, Language and Speech Services, Special Education and Counselling and Attendance are members of specialized inter-disciplinary teams. These teams include: Behaviour Management System Training (BMS) The Behaviour Management System was adopted by the board as the method of intervening when children are experiencing behavioural challenges and physical intervention is needed. A variety of staff have been trained as trainers in this model, including: Psychology, Counselling and Attendance, Child and Youth Counsellors, and Administrators. When a school is having difficulty with a particularly challenging student, a training team can be sent in to assist the staff. Crisis Response Team All members of the Psychology and Counselling & Attendance Departments respond when a crisis occurs at one of their schools. This might involve the death or a student, parent, a trauma, or accident. Support is provided to students, parents and school staff. In order to respond to crisis calls, each member of the team carries the pager for two to three weeks and ensures that when a crisis occurs, all staff are alerted. Complex Autism Diagnostic Assessment Team (CADAT) This team, consisting of a Psychological Services Consultant and a Speech-Language Pathologist, provides diagnostic assessments to determine if a student has autism. Early Learning Needs Assessment (ELNA) Psychology and Communication, Language and Speech Services members team up to provide a one day assessment for students in the primary grades who may be at risk for difficulty learning to read and write. One assessment is completed at each elementary school every year with the intent of providing early identification. Special Education Consultants may join the ELNA team to offer programming recommendations at the completion of the assessment. Specialized Support Team (SST) This team is made up of members from Communication, Language and Speech Services, Psychology, Special Education, and Social Work. This is the highest level of support available for students with behaviour and/or mental health needs. This team assists schools and families in working together to support a student s ability to function successfully at school. Mental Health and Addictions Supports and Services The Delivery of Service Model describes a wide range of supports and services for behaviour, mental health and addictions. Beginning in the school year, additional supports and services have been introduced. Open Minds, Healthy Minds Ontario s Comprehensive Mental Health and Addictions Strategy, has resulted in a number of initiatives and resources at the Upper Grand District School Board. This Upper Grand District School Board Special Education Report 2012 Page 18

19 provincial strategy supports school boards and community agencies to work together to address the mental health and addictions needs of students. At the Upper Grand District School, the new initiatives and resources extend the behaviour, mental health and addictions supports and services provided through board staff. The following supports and services were emphasized in the school year: Collaborative Problem Solving: an approach to addressing lagging skills and unsolved problems based on the work by Dr. Ross Greene. My Health Magazine: an online magazine for secondary students that promotes overall wellness with an emphasis on mental health. Making a Difference: An Educator s Guide to Child and Youth Mental Health Problems. Mental Health Workers in Schools: Additional staff from Trellis Mental Health and Development Services and Dufferin Child and Family Services to work with Upper Grand DSB staff and students with a focus on students not attending school. Upper Grand District School Board Special Education Report 2012 Page 19

20 The Special Education Intervention Model SST Specialized Support Team CST Consultant Support Team IST In-School Support Team Classroom Teachers The pyramid of intervention above demonstrates that for the vast majority of students, programming is done by classroom teachers in consultation with parents, and school staff members. A smaller group of students may be brought forward to the In-School Support Team (IST) for more discussion, program planning and possible assessment using school-based resources. A much smaller group of students may be discussed at the Consultant Support Team (CST) meeting where further discussion, program planning and recommendations are made. A few students in the school board, with significant behavioural concerns, may be referred to the Specialized Support Team (SST). Parents and educators are encouraged to work as collaborative partners throughout the steps. 1. Classroom Intervention student concerns identified by teacher and/or parent parent/teacher meetings occur to discuss concerns strategies planned and implemented in the classroom concerns resolved and no further action needed or referral to In-School Team Upper Grand District School Board Special Education Report 2012 Page 20

21 2. In-School Team (IST) supports the needs of a smaller number of students addresses learning, physical, behaviour and/or mental health needs of students referred involves members of the school staff which may include: Principal or Vice- Principal, Special Education teacher, Classroom teacher, Child and Youth Counsellor, Guidance Counsellor and/or Social Worker (secondary), At-Risk Lead teacher (secondary), Educational Assistant may include updates of progress, further program planning, accommodations and/or modifications to program, access to in-school support staff and in-school assessment, development of an Individual Education Plan (IEP), Behaviour Plan or Safety Plan; review/evaluate student progress considers possible next steps e.g. vision or hearing examinations, medical consultation, paediatric consultation, counselling, referral to Consultant Support Team (CST) concerns resolved and student continues to be monitored by the In-School or referral to Consultant Support Team (CST) 3. Consultant Support Team (CST) third level of discussion, planning and problem solving includes Program Services Consultants (Special Education, Speech and Language Pathologist, Psychology) and the IST members may involve the Parents, Counselling and Attendance Consultants, Educational Assistants and representatives from outside agencies involved with the student addresses continued challenges in learning, behaviour and/or mental health needs provides additional consultation and assessment involves updates of program development and student performance, review of IST strategies, IEP, Educational Assessment, Behaviour Plan, Safety Plan, consideration for referral to Identification, Placement and Review Committee (IPRC), consideration of application for special class placement, consideration for a Special Equipment Amount (SEA) claim for equipment concerns resolved and students continues to be monitored by the CST or referral to the Specialized Support Team 4. Specialized Support Team (SST) fourth and most intensive level of discussion, planning and problem solving the SST includes a consultant from each of the following Program Services Departments: Psychology, Special Education, Communication, Language and Speech and Counselling and Attendance the SST also includes a Psychological Behaviour Specialist and Educational Assistant who work directly in schools with parental consent a staff member from the community children s mental health agency is included Upper Grand District School Board Special Education Report 2012 Page 21

22 parents, school staff and involved community agency members (at parent s request) are included in discussion, planning and problem solving together the team sets specific goals with plans for ongoing monitoring and support of the strategies, materials and resources recommended Case Conference A case conference is a meeting that is held that focuses on one student for a more indepth discussion. Case conferences are held as needed throughout elementary and secondary school. Case conferences are held to share information, to develop plans or to respond to concerns. Parents, school staff, board staff and community service providers may attend case conferences. Examples of case conferences are: a case conference for a student with complex needs who is beginning junior kindergarten; and a case conference to develop a plan to support a secondary school with a recent diagnosis of a mental health disorder. These meetings may be held to share assessment findings from board assessments or assessments from community resources. Upper Grand District School Board Special Education Report 2012 Page 22

23 Early and Ongoing Assessments (Classroom and Specialized) The primary purpose of assessment and evaluation is to improve student learning. Classroom Assessments: What is assessment? Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. How are assessments used in classrooms? students use assessment feedback to monitor their own learning, to determine next steps, and set individual learning goals teachers use assessment to provide feedback to students and to adjust how and what is taught teachers also use assessment to gather evidence of student learning What are some examples of assessment methods? written work, oral reports, quizzes, student surveys, role plays, tests, projects, video, demonstrations, essays, observation of student performance (e.g. running records, conferences/conversations) learning styles, self assessment kindergarten Developmental Record: collection of assessment tasks and teacher observations assesses the foundational skills in language and math CASI (Comprehension, Attitude, Strategies, Interests): an assessment of reading skills, attitudes and comprehension PM Benchmarks: an assessment of reading skills, strategies and comprehension (assesses reading levels from SK-Gr. 3) Alpha Jeune: an assessment of reading skills and strategies in French At Risk Screening Tool: assessing academic skills, social confidence and social cooperation What more formal assessment methods used in schools? Provincial Assessment EQAO testing at grades 3, 6, 9 and 10 Canadian Cognitive Abilities Test, Form K, Level A-used as a screening of cognitive skills in grade 3 Upper Grand District School Board Special Education Report 2012 Page 23

24 Specialized Assessments: When there are concerns about a student s achievement, further assessment may be required. What types of specialized assessments are used for students with special needs? Special Education Teachers in developmental disabilities classrooms use resources that are meaningful to measure the achievement of their students, such as A Functional Assessment and Curriculum if additional formal assessment is being considered by Program Services Consultants, the Woodcock Johnson III Achievement Kit may be used to get a better understanding of the student s skills to help determine if a Psychological Assessment is recommended What is included in Educational Assessment for Identification Placement and Review Committee? This is a collection of student s classroom assessment information, Individual Education Plan (IEP), work samples, successful learning strategies, interests and teacher observations used to gain a broad understanding of the student. Are diagnostic assessments available to diagnose special needs? Yes. Please see Communication, Language and Speech Services and Psychological Services for more information. The informed consent of parents and students, when appropriate is required before assessments are initiated. What is informed consent? Informed consent means that parents and students, when appropriate, are fully aware of the type of assessment that will be completed, who will be doing the assessment and how results will be used. The Psychological Consultant or Speech and Language Pathologist will ensure that this information is provided to the parents and student. Upper Grand District School Board Special Education Report 2012 Page 24

25 The Identification, Placement, and Review Committee (IPRC) Process and Appeals Informal Approaches to Solving Problems Prior to IPRC The first and most important intervention is a discussion between teacher and parents which results in an action plan developed to address concerns. The school staff discusses student progress and the results of their action plans at regularly scheduled In-School Team (IST) meetings. The teacher, parent and/or principal may at any point decide to seek the advice of program consultants available to all schools through a Consultant Support Team (CST) meeting. These meetings involve key staff from the school along with the school s Special Education Consultant, Speech and Language Pathologist, school Psychologist and Counselling and Attendance Services staff. Concerns may be resolved or successfully managed at each stage of the process or there may be recommendations to further investigate the educational needs of the student. Throughout the process parents are kept informed. IPRC Planning Through the principal, educational and other assessments are presented at a Consultant Support Team (CST) meeting in preparation for an IPRC. Information is communicated to parents prior to the IPRC and they are encouraged, in writing, to attend the IPRC meeting. Parents are informed of their rights with respect to the process verbally and through the Parent Guide to Special Education. This guide is available at all schools in the Board as well as through the Special Education Department of Program Services. It is a goal of the Board to maximize the involvement of parents in the IPRC decision making process. System Level IPRCs Composition Chairperson (Special Education Staff) Principal/Vice-Principal one other member (e.g. Principal or Vice-Principal, Special Education teacher) Mandate of System Level IPRCs initial identification by the Upper Grand DSB of a student s exceptionality and any subsequent change in identified exceptionality placement of the student (regular class with support, special education class) review of the identification and placement of a student at the request of the parents or school identification of students previously identified within the Board but who have returned after a lengthy absence Upper Grand District School Board Special Education Report 2012 Page 25

26 School Level IPRCs Team Composition School Principal/Vice-Principal (Chair) employed by the Board Special Education teacher or Resource/Withdrawal teacher one other staff member Mandate of School Level IPRCs review annually a student s identification and placement made by a system level IPRC declare a student not exceptional with a written request from the parents or student if 18 years of age or older change the placement of a student from a special education class to a regular class when appropriate (i.e. moving from Grade 8 to secondary) IPRC Process System IPRC meetings occur throughout the school year for the initial identification and placement of exceptional students as well as subsequent changes to either the identification and/or placement of the student. These meetings are organized centrally by the Special Education Department. System IPRC meetings, for special education class placements in September, occur only once per school year. This enables the Board to determine the needs in a more organized manner. Only the most appropriate students are placed in these system classes as there are finite placements available. Therefore, in January, students names are referred to a System Placement Committee, not an IPRC committee, to discuss appropriate criteria, space availability and location options for the following September. Prior to these referrals, schools assess student needs, discuss with the parents the possible placement options, prepare relevant data, including formal/informal assessments and present the referral to the CST, prior to submitting to the System Placement Committee. System IPRC meetings for placements then follow. A review of the students currently in system special education classes takes place at the school level in late fall to establish the availability of spaces in each class for the following September. On rare occasions, students are placed in system special education classes at other times of the school year. These exceptions may be for students new to the board or in other extreme extenuating situations. This may occur by referring these situations to the Special Education Coordinator. Upper Grand District School Board Special Education Report 2012 Page 26

27 Parent Consent and Dispute Resolution Parents are informed by the IPRC of the recommendations for identification, the placement and the strengths and needs statements during the IPRC meeting. If parents are not in attendance, they are informed of the results verbally shortly thereafter by school staff. Written copies of the IPRC minutes are sent to the principal of the school by the Special Education Department. The principal sends copies of the IPRC minutes to the parents for their signature. A copy is provided for the parents records. Parents make the ultimate decision regarding student placement in the Upper Grand District School Board within the range of placements available. Should the parents be unable to decide at the IPRC meeting, then the Committee will adjourn to provide more time for the parents to decide. If the parents are not in attendance and do not agree with the placement recommended by the IPRC, then the Committee defers a decision to consider alternate placements. IPRC Reviews The identification and placement of every identified student is reviewed annually and all IEP s are reviewed once each reporting period. Disputes regarding IPRC recommendations are normally resolved at the school level but may involve the mediation of members of the Program Department or Board Supervisory Officer. Parents are informed of their rights to dispute the IPRCs recommendations for identification and placement as outlined in the Parents Guide to Special Education. If parents do not register their consent or disagreement as outlined, the Board instructs the Principal to implement the IPRC decision. Mediation and Appeal Process With respect to appeals, the Board follows the appeal process as outlined in the Regulations. If necessary, the Board would seek the assistance of a mediator in an effort to resolve disputes and would welcome the involvement of parent advocates or other professionals to the process according to the wishes of the parent. Conflict Resolution and Shared Solutions The Ministry of Education continues to encourage the use of approaches and strategies that lead to higher achievement for all students in Ontario's publicly funded education system. To support this, the Ministry published and distributed the guide: Shared Solutions - A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs in Upper Grand District School Board Special Education Report 2012 Page 27

28 This resource guide is intended to help parents, educators, and students with special education needs, work together to prevent conflicts, resolve them quickly, and allow students to develop their full potential and succeed in school. The Upper Grand District School Board strongly endorses the approaches, techniques and strategies for conflict prevention and resolution as outlined below. Toward this end, the Board has distributed the guide to each of its schools, and through professional development has encouraged its use in preparation for problem-solving. Upper Grand District School Board Special Education Report 2012 Page 28

29 Categories and Definitions Of Exceptionalities The following are the categories and definitions of exceptionalities provided by the Ministry. Behaviour A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: a) an inability to build or to maintain interpersonal relationships ; b) excessive fears or anxieties; c) a tendency to compulsive reaction; d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Communication Autism A severe learning disorder that is characterized by: a) disturbances in: - rate of educational development; - ability to relate to the environment; - mobility; - perception, speech, and language; b) lack of the representational symbolic behaviour that precedes language. Deaf and Hard-of-Hearing An impairment characterized by deficits in language and speech development because of a diminished or non-existent auditory response to sound. Language Impairment A learning disorder characterized by an impairment in the comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) involve one or more of the form, content, and function of language in communication; and b) include one or more of the following: - language delay; - dysfluency; - voice and articulation development, which may or may not be organically - or functionally based. Upper Grand District School Board Special Education Report 2012 Page 29

30 Speech Impairment A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Learning Disability A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that: a) is not primarily the result of: - impairment of vision; - impairment of hearing; - physical disability; - developmental disability; - primary emotional disturbance; - cultural difference; 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; and c) may be associated with one or more conditions diagnosed as: - a perceptual handicap; - a brain injury; - minimal brain dysfunction; - dyslexia; - developmental aphasia. Intellectual Giftedness An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Mild Intellectual Disability A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; b) an inability to profit educationally within a regular class because of slow intellectual development; c) a potential for academic learning, independent social adjustment, and economic self-support. Upper Grand District School Board Special Education Report 2012 Page 30